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AUGSBURG
COLLEGE
Catalog 1986-88
Oflicial Publication of Augsburg College Fall 1986
731 21st Avenue South Minneapolis, MN 5545406121330-1000
This Catalog should answer most questlons students have about Augsburg College and its
curriculum. Although lnformatlon was current at the time ofp...
Show more AUGSBURG COLLEGE Catalog 1986-88 Oflicial Publication of Augsburg College Fall 1986 731 21st Avenue South Minneapolis, MN 5545406121330-1000 This Catalog should answer most questlons students have about Augsburg College and its curriculum. Although lnformatlon was current at the time ofpubllcatlon, It 1s subJect to change without notlce. It 1s the responslblllty of each student to know the requlrements and academlcpollcies In thlspubllcatlon. If you have questlons about anythlng In thls Catalog, consult a faculty advlser, the Dean of the College, or the Registrar. Key ofpces are llsted at the back of the catalog for correspondence or telephone Inquiries. Facts & Figures about A u g s b u r g C o l l e g e Location - Minneapolis, Minnesota, since 1872. Founded in 1869. Religious Affiliation - The American Lutheran Church. 59% of students are Lutheran, 14% other Protestant, 19% Roman Catholic, 8% other. Accreditation - North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, National League for Nursing. Member - Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, Registered with the Minnesota Higher Education Coordinating Board. Enrollment (1985-86) - 1,802 from 22 states and 24 nations. Graduates - from 1870 through May 26,1985 - 9,231. Student/Faculty Ratio - 15.9 to 1.Class size averages 20-30. Campus - 14 major buildings. Major renovation 1979-80with special emphasis on accessibility. 9 major buildings are connected by a skyway/tunnel/enclosed walkway system. Library - Over 145,000 volumes, access to over 5,000,000 through the Twin Cities private college consortium and Minitex. School Year - September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College - trimesters, September to June. Mqjors - More than 40 in 20 de- partments. Off-Campus Programs - Program in Global Community, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA),Study Abroad, and extensive cooperative education program. Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC),and National Collegiate Athletic Association (NCAA),Division 111. Policy -Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap a s required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, a s amended, in its admission policies, educational programs, activities and employment practices. Financial Aid - Approximately 85% of the students receive some form of financial aid from the college and many other sources. Contents Facts & Figures ............................ 11 Introducing Augsburg ......................2 Admissions ....................11 College Costs, Financial Policies, & Financial Aid ............16 Student Life ................... 30 Academic Information .................38 Departments & Programs .................59 College Information: ..............................160 DCUS Board ........................162 Administration ...................162 Faculty Emeriti ...................164 Teaching Faculty ................ 165 Academic Calendar .........................173 Communications Directory .........................177 Index...................................1 7 8 lnfonnatlon Request Card ..................1 9 1 Regents Augsburg College Education in a Real World S tudents commonly speak of graduating from college as a way of getting into "the real world." In fact, Augsburg College provides students with an education in a real world. The diversity of the faculty, staff, and student body, the structure of the curriculum, and the academic environment mirror the complexity of life in contemporary society. The college's location in and involvement with a metropolitan setting offer continuous access to cultural opportunities, career experiences, and social realities that enrich students' educations. Augsburg's commitment to the liberal arts recognizes that the reality in which contemporary persons live and the persons themselves have been shaped by the tradition and history from which they come. The real world was not made this moming, and it is not simple. Only a broad education can present our world a s it is and give persons the ability to deal with it. Similarly, Augsburg College's continuing dedication to its heritage as a college of the church affirms a belief that the world is the creation of a loving God and that human persons are inescapably spiritual beings. T h e C o l l e g e Mission Statement These qualities of an Augsburg education flow from its mission statement which declares that the college exists to provide high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church and by the context of a great metropolitan center. Augsburg's location in the heart of the city represents the loom on which the multi-colored fabric of its identity has been woven. While students are prepared to take a place in and make a contribution to the world in which they live, they are educated to be critical of the quality of life in their society and to be reflective of their own values as they respond to it. ". ..based in the liberal arts " The academic program emphasizes the continuing validity of the liberal arts a s a foundation for developing the life of the mind. Augsburg College's faculty are dedicated to challenging their students to achieve the highest academic standards while supporting them in that endeavor with excellent teaching and individual attention. Students are expected to develop their abilities in critical thinking and communication and to gain sensitivity to and appreciation for their own and other cultures. Each student is encouraged to contemplate the eternal philosophical and spiritual questions of human life and of personal values and ethics. At Augsburg the great scholars, thinkers, writers, and artists of the past and present are studied and valued. Augsburg College considers an understanding of the content and method of science, a recognition of the place of technology, and an understanding of ways to maintain a sound body as important elements of a complete education. This insistence on the breadth of a traditional liberal arts education reflects a firm belief that human beings are more than their ability to perform a job. It reflects further a concerted attempt to direct students toward a full development of the many facets and capacities of the educated person. ". .. .. shaped. by the context o f a great metropolitan center" Yet, bounded as it is by an interstate freeway and the center of a vital city, Augsburg College is no ivory tower escape from the real world. The college community continually interacts with the city by attending cultural events and civic activities and by inviting city residents and visitors to the campus as lecturers, performers, and mentors. The city becomes a laboratory for experiential learning through internships, professional program field experiences, and cooperative education placements. ". ..and shaped by faith and values." This involvement with the real world is a reflection of Augsburg's spiritual heritage which values all that God has created. While its tradition supports intellectual freedom in the search for truth, the college affirms its belief that all students should reflect upon their ethical and spiritual values a s part of becoming educated. Students are encouraged through religion courses and through opportunities on campus for the practice and examination of spirituality to consider their relationship to others, to society, and to the world. Traditionally Augsburg College has insisted that an aspect of these relationships is contained in the motto: "Mucation for Service." In these words the college expresses a belief that, whatever career they pursue, graduates should consider the duty of citizens to contribute to the common good through service to others. \N ithin the larger community of the city and the world, Augsburg College is its own community. It is a community of support and collegiality composed of persons of diverse talents: of varied ethnic, national, cultural, and religious backgrounds: and of complementary interests and orientations. Through a competent, committed faculty and a dedicated staff, Augsburg College builds with its students a real world in which the whole person can be educated and developed. Augsburg College History A College o f the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530.Augsburg opened in September 1869,in Marshall, Wisconsin, and moved to Minneapolis in 1872.The first college students were enrolled in 1874 and the first college graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway - Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants: and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three part plan: first - train ministerial candidates, second - prepare future theological students and third - educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rqjected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907),required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity.This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the seminary. The F o c u s C h a n g e s This attitude began to change alter World War I. In 1911Georg Sverdrup Jr. became President. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the college as a teacher and administrator. The college's mission assumed a double character ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bemhard Christensen, an erudite and scholarly teacher, to be president (1938-1962).His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college was a larger part of the institution than the seminary, and received the most attention. - Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective mqjors. With cumculum change came a long effort to become accredited. The college reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the college's mission now as serving the good society as a whole first, and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary) in St. Paul in 1963. A College in the City President Oscar A. Anderson (1963-1980) continued Augsburg's emphasis on involvement with the city, He wanted to reach out to non-traditional student populations, ensuring educational opportunity for all people. During his years of leadership the college became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Urness Tower, the College Center, Ice Arena and Psychology Building. Since 1980Augsburg has been led by Charles S. Anderson. He has continued Augsburg's commitment to the value of a liberal arts education, emphasizing diversity in enrollment efforts, spiritual growth and freedom and an academic program that draws on the resources of the city a s extensions of the campus and classroom. Serving the Non-traditional Student Augsburg's American Indian Program is recognized as successful. The program has had the highest retention rate of Indian students in Minnesota -some 85 percent. The Black Student Affairs Program, initiated in 1969,has had a growing number of students and supports a Black Student Union and a newspaper distributed by the office. The campus is accessible to the physically handicapped with a skywaytunnel-elevator system connecting nine major buildings. In only its second year, Augsburg's program for the learning disabled had 30 students enrolled. The program received a state award for excellence. Weekend College, started in 1982with 69students, had an enrollment of nearly 500 in fall 1985.Through Weekend College, adult students can work fulltime and pursue a bachelor's degree that has a practical focus on a liberal arts base. These programs bring working adults to the campus. They're complemented by the new Cooperative Education Program (begun in 1984) that sends Augsburg students into the workplace. The Co-op Education Program helps students get career experience in addition to their classroom studies. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: Augsburg education should be preparation for service in community and church: education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens: the city with all its excitement, challenges and diversity, is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now more than 11,000Augsburg alumni. In a world that has changed much since those first days of the college, Augsburg still sends out graduates who make a difference where they live and work. Campus Location Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and two of the city's largest hospitals, Fairview and St. Mary's, are adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and east via Interstate 94 which forms the southern border of the campus, or on bus routes that also connect with the suburbs. Reaching the Twin Cities is easy. Airlines providing daily service to Minneapolis-St. Paul International Airport include American, Continental, Delta, Eastern, Frontier, Midway, Northwest Orient, Ozark, People's Express, Piedmont, Trans World, United, USAir, and Western. Bus or train connections can be made from all areas of the United States. Policies It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, marital status, sex or handicap as required by Title 1X of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973,as amended, in its admissions policies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the Communications Directory (p. 177)or to the Director of the Minnesota Department of Human Rights, Bremer Tower, 7th Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Accreditation and Memberships Augsburg College is fully accredited by the North Central Association of Colleges and Schools and The National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our Programs are approved by The American Chemical Society, The Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schools of Music (NASM). W e are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. ~ e a i s t r a t b ndoes notmean that credits earned at the institution can be transfemed to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the tower dormitories, the five buildings on the Quadrangle, Music Hall, and the Psychology Building. Admissions Omce, located at 628 21st Avenue South, provides offices for the admissions staffand reception area for prospective students and their parents. George Sverdrup Library. (1955) named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg Archives, classrooms and faculty offices. Science Hall (1949) houses classrooms, well-equipped laboratories, a medium-sized auditorium, and faculty offices. The Lisa Odland Observatory on the roof was completed in 1960. Old Main (1900) is home for the Foreign Language and Art departments and has classrooms used by other departments. Extensively remodelled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. West Hall (1966) is apartment housing for upperclass students. Mortensen Tower, (1973), named in honor of Gerda Mortensen, dean of women from 1923 to 1964, h a s 104 one and two-bedroom apartments that house 312 upperclass students, plus conference rooms and spacious lounge areas. Urness Tower, (1967) named in honor of Mr. and Mrs. Andrew Urness, who have given several generous gills to the College, provides living quarters for 324 students, Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. Augsburg College Center, (1967) center of non-academic activity, h a s spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. Center for Global Service and Education, located a t 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. Sverdrup-Oftedal Memorial Hall, (1938) named in honor of Augsburg's second and third presidents, provides space for administrative and faculty offices. Music Hall, (1978)newest building on campus, contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. Psychology Building (1964) has classrooms, offices and laboratories for the Psychology department in the former studio building. Melby Hall. (1961) named in honor of J. S. Melby, dean of men from 1920 to 1942, basketball coach, and head of the Christianity department, provides facilities for the health and physical education program, intercollegiate and intramural athletics, chapel services, and general auditorium purposes. Ice Arena. (1974) with two large skating areas, is used for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. Stage IITheater. formerly Old Music Hall, was redesigned in 1979 with a thrust stage a s a temporary performing facility for the Theater department, which also retains space in the Little Theater building. South Hall. Kueffner apartments, and annex houses, all located in or near the campus area, provide additional housing accommodations for students, faculty and staff. Admissions A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community -the college community, and the larger community. Freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor, because firsthand appraisal of programs, facilities, and academic atmosphere is valuable. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Just call any weekday from 8:00 a.m. to 430 p.m. -Admissions Office(612)330-1001. We'll answer your questions and arrange a tour for any day including Saturdays. Our office is on the Northwest comer of 7th Street and 21st Avenue South in Minneapolis (please call first). Augsburg selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. Application Procedures forApplication Freshmen for Admission 1. Applicants should complete the application for admission and essay, and retum them to the Admissions Office together with the non-refundable $15.00 application fee. 2. Transcripts An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. Graduate Examination Degree scores (G.E.D.) may be presented instead of the high school transcript. 3. Test Scores Freshman applicants are required to submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the American College Test (ACT). It will suffice if test scores are recorded on the official high school transcript. 4. Additional Information If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. 5. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application tile is complete and has been evaluated by the Admissions Committee. 6. Confirmation of Admission Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Early Decision for Freshmen Augsburg offers an Early Decision Program for students who select Augsburg a s a primary college choice. Early Decision candidates must apply by November 15 of their senior year and will receive the admission decision about December 1.The College bases its admissions decision on the academic record through the junior year, test scores, and recommendations. Students who are eligible for Early Decision will receive maximum consideration for financial assistance. Early Decision candidates applying for financial aid are required to complete the Augsburg Early Decision Financial Aid Application, which enables our Financial Aid Office to compute a preliminary award. Candidates will be notified of their award by January 1.This application is available in the Admissions Office. Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-timework toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendations from the high school faculty, and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. Application Procedures for Transfer Students Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where It: considers the work unsatisFactory, to grant provisional credit for worlt taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. A cumulative grade point average (GPA) of 2.0 or better is required on previous college work. Admission to a major, a s well a s admission to the College, is sometimes necessary. Tor example, registered nurses seeking a Bachelor of Science degree in NursEna must have a 2.5 QFA and complete the Department of Nursing credit evaluation tests. Please check with the Admissions Office and departmental catalog section to see if admission to the major is necessary. 1. Application for Admission Applicants should complete an application for admission and return it to the Admissions Office together with the $15.00 non-refundable application fee. 2. Transcripts An official transcript sent directly to the Admissions Office from the college(s) you have attended is required. Transfer student applicants who have completed one year or less of college-level work must have an omcial transcript from their high school sent directly to the Admissions Office. Students who have completed a year or more of college work will be evaluated primarily on their college performance. 3. Additional Information If there is personal information that may have affected the applicant's previous college performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. 4. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. 5. Confirmation of Admission Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Re-Admission of Former Students Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return, apply for readmission through the Registrar's Office. Students who have attended any other institution(s) during the absence from Augsburg must have an official transcript sent from each one to the Registrar's Office. Returning students do not pay the application fee. Admission as a Special Student (Ron-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Usually part-time students, they may subsequently become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree).A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree)status is available from the Admissions Office. Admission for International Students International students should consult with the Director of Admissions regarding the procedures for applying a s an international student. All international students transferring to Augsburg from another United States college or university must apply and be accepted for admission to Augsburg two months prior to the start of the semester: July 1for Fall, November 1for Spring. To contact the Director, call (612) 330-1001 or write to: Director of Admissions Augsburg College 731 21st Avenue South Minneapolis MN 55454 U.S.A. College Costs, Financial Policies and Financial Aid A 11 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The college raises that difference in gifts - from alumni, faculty, staff, parents, church, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended t o supplement those resources. College Costs 1986-87 The Board of Regents has approved the costs listed for the 1986-87 academic year. The board reviews costs annually and makes changes a s required. The college reserves the right to adjust charges should economic conditions necessitate. Tuition, Fees, K e n t and B o a r d Tuition (full-timeenrollment) ..................................... $6.780.00 This rate applies to all full-time students entering in September, 1986. Students are considered full-time when they take three or more courses during the semester terms with a total of seven or more courses in the school year. The charge includes tuition, general fees, facility fees, subscription to student publications, and admission to most college-supported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-timeenrollment) per course 540.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Audit Fee (for part-time students) per course 270.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. Room Rent (includes telephone) 1.400.00 1,300.00 Full Board (19meals a week) Other board plans are available a s defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) is $1,260.00:the point plan is 51,020.00. ...................... ................. .................................. ........................................ Other Special F e e s (not refundable) Fees Billed on Student Account ACTC Bus (Full-time students . ..........$ 5.00 only) .................... Late Registration (per day after classes begin) .................... $ 10.00 Registration Change after first 5 days (Cancel/add/change grade option, or combination at one time) .......................$ 5.00 introduction to Cinema $ 35.00 Arts ................................. Life Drawing (See Interim Catalog for fee) Music Therapy Internship (one half course credit) ..............$270.00 Music Lessons Private, per semester (14 lessons) ...................... fi75.00 Class, per semester ..-........$ 50.00 Radio-Television Production ..................... $ .,. 10.00 Theater Technical Production .........................$ 35.00 Student Teaching (per course) ...................... $ 15.00 Study Abroad (in approved nonAugsburg programs) ..........$125.00 Student Government Fee ......$ 60.00 Fees Payable by CheckICash Application (new and/or special students) ...............$ Nursing Credit Validation Tests ,...,..... ..........$ Locker Rental (commuters) $ Student Parking Lot Permit - car .....................$ - motorcyle ..........$ .............. 15.00 75.00 5.00 Transcript Fee (per copy after first, which is free) ..............$ 2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registrar's Office) 40.00 20.00 Books and Supplies These costs are estimated to range between $250 - 300 per year. Deposits Enrollment Deposit (non-refundable) ........................... 9100.00 Required of all new students after acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. Housing Damage 100.00 Required of all resident students at the time of signing a contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by notifying the Office of Student Life in writing by the first day of registration. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $35.00 will be forfeited from the $100 deposit a s a service charge. The entire deposit will be forfeited if cancellation is after these dates. ........................................................... Payments Semester Fees - Prior to the start of each semester a "Statement of Estimated Charges" showing basic charges and credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Optiona - (1) Annual payments, due August 20 a s billed; 42) Semester Payments, due August 20 and January 20 as billed; (3) Payment Plan upon appllcalion and after College approval, a three-month plan Is availabke each semester. Details are included with the Estimate of Charges letler. (4) 10-month Payment Plan upon application, College approval, and payment of a $50 administrative fee, the annual charges may be paid in 1 0 equal installments beginning June 20 and ending March 20. No finance charge will be assessed on accounts which are current. An application will be sent upon request. - A finance charge is applied at a simple rate of l0/o per month on any account with an open balance of 30 days or more or on a 10-month payment plan in which payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (National DirectIDefense Student Loans-NDSL and the Nursing Student Loan), are current according to established repayment schedules. Refunds Students fill out withdrawal from College forms available in the Center for Student Development. They must be filled out completely, signed, and turned in to the Registrar's Office. Students who properly withdraw, change to part-time, are dismissed, or are released Porn a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule: 100°/~- through the first five days of classes (less $100.00 administrativefee). 90% - from the sixth through 10th day of classes. 80% - from the 11th through 15th day of classes. 70% - from the 16th through 20th day of classes. 60% - from the 21st through 25th day of classes. 50% - from the 26th day of classes through the mid-point of the term. No refund will be made after the middle class day of the term. Board refunds are made on a proportionate basis. If a student is forced to withdraw due to illness or accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of a report from the attending doctor stating the inability or inadvisability of continued enrollment. Students who elect to omit an interim or to graduate in December are not entitled to a refund of interim tuition, room, and board charges. Students who participate in an approved off-campus interim are eligible to apply for a board refund and room sub-lease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. Financial Aid Financing higher education could be the most significant investment a person or family makes in a lifetime. So, proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistance to protect access to a quality education in spite of increasing costs. Financial assistance awarded through Augsburg is a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with Federal, State, church, and private agencies in providing various aid programs. For the academic year 1984-85 approximately 85% of all students at Augsburg received scholarships, grants, loans and part-time employment totalling over $6,200,000 from all aid sources. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Family Financial Statement (FFS) of the Amerlcan ~ o l l & eTesting Program (ACT) or the Financial Aid Porn (FAF) of the College Scholarship Service (CSS) helps determine the amount or assistance for which a student is eligible. This analysis estimates the amount a student and family can be expected to provide for college expenses, taking into account such family financial factors a s current income, assets, number of dependents, other educational expenses, debts, retirement needs, and special considerations. How and W h e n to Apply New Students -Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for ad- mission. 2. Obtain the Family Financial Statement (FFS) or Financial Aid form (FAF) from a high school or college financial aid office. Complete the application and send it to the processing agency after January 1 but before March 15for priority consideration. Minnesota residents must complete the FFS which includes the application for the Minnesota State Scholarship/Grant Program. Augsburg's code on the FFS is 2080. For non-Minnesota residents using the FAF, Augsburg's code is 6014. 3. Within three to four weeks, Augsburg will receive the analysis. If a t that time you are accepted for admission, the Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid package. 4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will then be sent to you. 5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered. New Students - Early Decision This is for students who select Augsburg a s their primary college choice. An Early Decision Candidate must apply by November 15of the senior year and will receive the admission decision about December 1. 1. Early Decision Candidates applying fur financial aid may wish to complete the Early Decision PinancIal Aid Appljcatlon, available by writing or ca lllng t h e Admissions OWce. This enables our Financial Aid Office to colnpute a preliminary award before the Family Financial Statement is filed. Candidates will be notified of their award by January 1. 2. For confirmation of the financial aid award package, with any nec- essary revision, the FFS (or FAF for non-Minnesota residents) must be completed after January 1. Returning Stadenha Eligibility for assistance must be re-established each academic year by filing the application and Family Financial Statement (FFS).Renewal is based on financial eligibility, satisfactory academic progress, and fund availability. K i n d s of Aid A student applying for aid from Augsburg applies for assistance in gen- eral rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants, and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance For Veterans' Children, and others. Gift Assistance - Pull tuition 'Presidents Scholarships are awarded an~iuallylo LIIP rnosl academirally quatliied full-tinie freshmen students. Toese scholarships are awarded without regard to wed. Becatue this Is a unified program, Full tuiLicln Is assured, slnse lhe College guarantees the diFf~renccbetwecn non-Augsburg grants and schofarships (surti as slate sct~olarships,Pell grants. erc,) anti lull tuition, The award Is renewable Tor Ihrce years hastd oon academic perrorrnance at Augsburg. Special application is due January 15. Deans Scholarships - Full tuition and halr tuition Deans Scholarships are awarded each fall to (lie n~ostacademically qualified full-lime students who are direct transfers to Augsburg Coltcge rollowing completion ol an A.A. or A.5, degrce. having maintained a 3.5 GPA on a 4.0 scale. These scholarships are awarded without regard to need and are renewable for an additional year. Because this is a unified program, full tuition is assured, since the College guarantees the difference between nonAugsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due March 15. Presidents Scholarships Paired Resources In Ministry and Education (PRIME)Awards - Augsburg College will match the first $300 a year of a student's scholarship or grant from a Lutheran congregation. Announcement from the congregation must be made by October 1. Aupburg TuiHoa Grants - nvallahlt: to sludents who have shmvn academlc potentral and liavc financial need. A yl.aiil may pay up to full tuition and fees, A studenl's acadetnk pprkorrnanre, f l nanclal need, and high school and community involvcnient arc laken intn consideration, Minnesota State Scholarships and Grants - Awarded by the state to Minnesota residents who have financial need. For 1986-87, they range from $100 to $4115. All applicants from Minnesota are expected to apply. SwpplernentatMucattlonal Opporhrnity Grants - R federal progranl administered by the College. To bc eligible, n person must: (I)be a U.S. citi7cn or perinanent residenl; (2) llave suiflclent financial need as defirlrd by the program and demonstrated by Ihc FFS (or FAT): (3)be ci~pablcot mainlaining satisra'actoyacademic standlng at Ltbe College: and (41 be accepted h r adrriission. Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1986-87 is $2100 minus the amount the student and family can be expected to contribute. Application is made by tiling the FFS (or FAF) and requesting on the application form that the necessary information be sent to the Pell Grant Program. lmeau of Indian R f f a i ~ / T d h and l State Indian Scholarships - Americ.an Indian studcnts who meet federal and state requirenlenls may apply for Bureau of Indiati Asfairs, Tribal and/or Stalp Indian Srholanhtp monies. Studcnts musl be lJ4 degree India11ancestry and be ~rirolledwilh a l e d ~ r a lrecognized l~ Irlhc. Irldlarl grants sup~lementall nlher sources of fl~tancialaid, For assistance in a ~ ~ l i c a t i ocontact n ~1;gsbur~'s Amerlcan Indian Program Dirtlchr or your Lrlhal agen'iy. Loan Assistance National Direct Shldent b a n s (RDSL) - Jolnt Augburg Colleg-federally funded program adminisle.r~dthrough llie College for students who demonstrate financial eligiblllty. Loans are. Inhrcst free durtngyour educalion. Nn inter~staccrues nor do payrnents have to be made on Lheprincipal at any lime you areenrolled at least halftin^^., Simple interrst of 5% and repaymcnl ob the priricipal (a1 the mlnlmum of$30 a month) hegln six months after you leavc school. liepayment may extend up to 10 years. Tl~eloan carria a Icacher canr.ellatlon clause, The maximum which may be barrowctt for undergraduate: study is $6,000, Guaranteed Student Loans (GSL) and Minnesota State Student Loans - Loan funds are obtained directly from a local lender or state agency in states which provide such programs. While the student is attending at least half-time, there is no inLerEst c h a t g . Reglnningwlth loans For school periods starting Septemkr 7 3. 1983 and alter, simple annual interpsl eT II% on the loan balance anrl repayment oT the principal brgin six lnonlhs after you leavc sclionl. Repayment may cxtend up to 10 years. The rnaxirnurn loan Es $2500 per year with the cumnlative undergraduaie nraxlmum of$I 2,500. Applications are available at the college. some banb, and the Mintlesota State SLudenl Loan ClfKce. Nursing Student Loan - Federal program with provisions similar to the National Direct Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial n e d and be rtgistered at least half time. The maximum loan is $2500 per year. - Parent Laan Program (PLUS) P1,US Is a loall program to help parents meet cotlege costs ol lhei~dc.pendcn1 children. Parents may bormw up to $3,000 per srudenl ol$15,000.Repayment begins withill 60 days llrr year with an aggregate ma~i~ntrm oi check dishursettic~itat a simple [nterest rate of 1 2 8 and a niinirnum payment of $50 per rnonlh. Applicatlorr ronns are avallahle a l Augshurg Colleqe or the tending fnsll~rrtlons.Applirljlinns are normally filed wilh thc hank or Lhrirt institution wlltl which your family has an account. Student Employment A i ~ g s b u r gCoflege provides work appoflt~nltieslor students with proveil finallcia! need who are at least one-hall time students. Assign. ment is made on the basis of need and potential competence in perfomfng the duties assigned. Part-time work provided by the College is considered financial aid, just as scholarships, loans, arld granls. A maxiniurn of 15 hours of on-campusemployment per week is recom- mended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. College WorR Study Program and minnesota State Work Study Program - Under tlle~eprograms the federal or state government supplies funds on a matching bask with Lhe College ta providt! some part-time work opportunities. Sponsored Scholarships Scholarship wlnners are selected by the Sttrdent Affairs Committee of t h e Faculty unless otherwise s ~ e c l f i e d .For deuartmenla! scllolarships, winr~ersa;e recommended b y facut ty of the department involved. Descriptions of awards are From statemen& or the donors' wlshes, *Indicatesendowed scholarships General Scholarships Clrarles and Lllura nlliss ~XlricationalFoundation Scholarships - A number of awards of vdryln!t d ~ t i o t ~[~nirtltii~tni ~~ls S500) are made each year on the basis of tlnancial need and ability. Established in 1973 by the foundation. Bremer Foundation Scholarships - Awarded annually to students from towns and cities where Bremer banks are located. Alma Jensen Dickerson Memorial Scholarship* - Awarded annually to deserving junior/ senior students. Established in 1961 to perpetuate her memory. Oliver M. and Alma Jensen Dickerson Memorial Scholarship* - Awarded annually to two deservingjunior or senior students. Established in 1969 by Alma Jensen Dickerson to honor her late husband and perpetuate their memory. Elias 6 . Eliason Sr. Memorial Scholarship* - Awarded annually to one or more needy and deserving upperclass students. Established in 1979 in memory of their husband and father by Josie Feroe Eliason, Conrad Eliason, E. Bernie Eliason, Mrs. Elizabeth Mauseth and Mrs. Clara Hoelck. M. J. Estrem Scholarship* - Awarded annually to a worthy student. Established in 1965 by Maybelle and Malcolm Estrem. Memorial Scholarship Foundation Scholarships* - Awarded annually to an able and deserving upperclass student. Established in 1964 by undesignated memorial gifts. Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - Given annually to needy students who are U.S. citizens. Established in 1972. John G. Quanbeck Scholarship Fund - Awarded annually to freshman students who without assistance would be unable to pursue higher education, Established in 1963 by a bequest of John G. Quanbeck. Readers Digest Endowed Scholarship* - Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964. Edward Yokie Memorial Scholarship* - Awarded to an able and deserving junior or senior student. Established in 1962 to honor the memory of their beloved father by his daughters, E. Lorraine Yokie and Doris E. Yokie. Special Scholarships Aid Associalton Tor Lutherans - Awarded annually to able and deserving upperclass students who arthccrtlbcale (policy) holders with Aid Association for Lutherans Insurance Company. Es- Lnhlislicrtl in 1968. The Crown Prince Haraid Scholarship - Pstabllsh~dby authorization of the Augsburg ColIcqe Roar'rl of IIegentr in 1965 on the t ~ c ; l s i onf~ llrc ~ visit by Crown Prince Harald, this annual scllolarship prnvlde~hrll tuition for a Ireshnia~istudcrit from Norway. The winner is selected from rnrnpctitiort l~uldIrr Norway by t ' n ~Mnrgv-Amerika Foreningen. Grace Jewel Jensen Buster R~rnorialScholarship* - One or more scholarships are swartIrtl anri~rallylo sopliotnore,junior, or senior Chinese students who have outstanding acadmmir rvcords a i ~ darc preparing Irl work among the Chinese people. Established in 1983 by family allrl irlenda to lior~orLlir ~rfetnoryof Grace Jewel Jensen Buster, a 1922 alumna. The Mildred Ryan Cleveland Memorial Scholarship* - Awarded d~lntla[lyto able and de- FrrYlllg sL~id~ril(s) whn \lave physical disabilities and Isve d~~iionstlated financial need. EstabHsh~dIn 1972 by hcr huha~td,Iloyd Cleveland. In linnor tlw niernory uC Mrs. Cleveland, Augstl leader anrl rlt:vnted wlle. burg ah~rnna,~ o ~ a e c r a l cClirist~au Davld J. Fanno Aemorial Scholarship*-0nr or niarr schnlarships are awarded annually to i t I1a5 sucressrk~llyovrrcorllt: adversily and achieved excellence in a junlor nr qellior s t l ~ d r ~who at.adcrnlr and rxtrartrrriculdr pcirformancc. Estahlishcd in 1979 by members of his family t o Diivid .J. Tormn, ID64 alumnrrr. honnr the memory a i Colnnia~~drr Grace Anne JohnlFon Memorial Scholarsltip' - Onr nr mare scholarships are awarded annt~dllytn upperrlass Internatlor~alsludcnl? wlro havr overcntrlc adversity and achieved excell ~ n cIn t acadernlc and PXlrilCuIr i i u k r perrormanrt:. Btabllshrd i n 1981 by her parents, Dr. and Ars, I:ini~rJuhflsori, and other idrnily nienlbcrs and friprtds in memory of Grace Anne (Gay) 197 1-1973. Johnroll, a sludenl a l Auqs~~irg Catha .Ion- nemorial Scholarship' -Awarded alin~lallyto ripprrclass women of high moral charart~r,wllh prriewnrc (liven In female nr wale 5ttld~ntstranslcrdntl from Waldorf Colleqe Who (ire In n~~rslc andfnr e l r n i r n t a edutntion. ~~ Establishrd ill 1g75 111 memory of Catha on&, 1970 alumna, by her parerits. Mr. and Mrs. Kenn~tIiJnnrs, ntlirr IiItnlly and friends, and the A~~gshurg CnTIrgr Srnior Clrallt'nge Prograni. Lutheran Brotherhood Lutheran Senior College Scholarship - Awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $500.00. The scholarship is renewable. The Rev. Horace E. Plyhus memorfal Scholarshfp. -Awardrd annually to a senior student(s) who lias st~rcessf~rllv nverromr ndvcrslly ant1 11.~5arhteverl exrrllence in academic and extrarurilcular perfor~rinricr.E ~ t a l ~ l i s tIn i ~ d1977 l o honnr lhr rlirtnorv of the Rev. Nyhus, a 1929 gmrliratr: nf Augshurg Ser~ilnarywl~oovrrramt: Lhr nrlvrrsily or early years to earn his own edtic;lllnn alrd whn served his lcllow nien wllh ht~n~anity and dsdnm. Minority Student ScholarshipsJawants The Hearst Arncrica~tltrdlan Scholarshio' - O ~ ior r rllnt c sctnlarshios srre awarded annuallv to an Ameslc iltl 11irIld11ul)prtrlillr~5llldC11I(~)WIIQ lias a ~ u ~ ~ i u l a tgrade i v e point average of 3.0 or better at Augsburq Collrg. fsli!blished In 1984 hy I l i e nears[ Fout~datlnn, Homecoming Auction Schol~rshlps-Awarcltrd annually to two students, one of whom must be a minority student, who 11avedeu~onstraleclability to facilitatediscussion about issues of social concern. Established in 1977 and funded by contributions to this annual event from faculty, staff and students. Marilyn Petersen Memorial Scholarship* - One or more scholarships are awarded annually to upperclass Oriental international students. Established in 1978 by her parents, family and friends to honor the memory of Marilyn's devotion of sharing and loving people, especially her service to students. National Scholarship &Grant Program for Minority dtudenb (sponsored by the American Lutheran Church) - Mernb~lsof American racial arid cthnic minorities who are either seeking admission to an America11 I.r~lheranCllklrcl~(ALL) rollegc OR are members of an ALC congregation may be considered. Marlys Johnson Simengaard Memorial Scholarship* - Awarded periodically to a Black American student. Established in 1964 in memory of Marlys Johnson Simengaard and her Christian concern for the problems of social injustice. Religion & Christian Service Scholarships The Norman and Louise Bockbrader Scholarship* - Awarded annually to students preparing for full-time service careers in the church. Established in 1981 by Rolland H. Bockbrader to honor the lifelong devotion that his parents have given to the family, congregation, Augsburg College, and the community. Andrew and Constance Burgas Scholarship* - Available to both North American and international s t ~ r l p n Ll o~CIIcnurage men and women to enter full-time Christian service. Awards are based on dcri~nnslratrdircadrmic ability, moral character, and potential for Christian service. Established in 1983 by the Rev, and Mrs. Andrew S. Burgess. Thorvald Olsen BtrmtvedllSernorialScholarship*- Awarded annually to a student(s) in the senior class whr~is prrpali~iqInr Ilir mInLslry. Established in 1960 by family and a churchwide offering to honor Lllc rrlrnlnry nl Ilr. T , 0,Burntvedt, president of the Lutheran Free Church, 1930-1958. Henning and Sellstine Dahlberg Memorial Scholarship* - Awarded annually to an upperclass student preparing for a Christian vocation. Established in 1982 to honor the memory of Henning and ~ellstineDahlberg. lver and Marie lverson Scholarship* -Awarded on the basis of need, character and interest in Christian sewice. Established in 1957 by lver Iverson. The Rev. Arnold J. Melom Memorial Scholarship - Awarded annually to one or more students who demonstrate potential and tinancial need, with preference for those who are preparing for a religious service vocation. Gerda mottensen Memodal Scholarship* -One or more scholarships are awarded annually on L 1 1 ~bil!,is of srl~olarslrlp,sewicc. and dcvotlo~ito the Christian faith. Established in 1975 by tlir Ii~rnilyanrl h u g h u r g Collqf: in nlmlnrj or aerda Mortensen for five decades of service to Christian higher education at Augsburg College. Onesimus Scholarship* - Awarded periodically to students preparing for the Christian ministly. Established in 1962 by Mr. and Mrs. James Helleckson. Johah H. 0. ROdvik Memorial Scholarship* - Onr or more scholarships are awarded an~rq preparing for a proierslorial career in Christlan service. Established rtilally lo h u g s t ~ ~studrnts ill 1976 t)y Mr. nnrl Mrs. Luther H. Rodvik in mvriiory nl Jotiatt J. 0.Hodvik and his deep personal ~lrtl[cntIonLo liis ralling as a minister as well as his scholarly research and pioneer Lhought r o n c r r n l n ~the Apostle Paul's traditionally mlsilntlerstnod atlitude toward the question of equal rights and equal status for women. The Rev. Olaf R o g e Memorial &holarshlp* - Awarded on the basis of need, scholarship and interest in Christian scrvlce. Ectahllshed 111 1958 to honor the Rev. Olaf Rogne, business administrator of the college, 1940-1952. The Rev. lawrenre and Gertrude Sateren Scholarship* - Ont: or Inore scholnrshlps are to a Ji~nioror senlor prrparing b r a full-time vocation in the churcll. Eshbawarded a~~nually lished in 1980 by thclr chlldrrn, la~itiliesand hipr~dsLO l~unorLlre lifelonu dt:votlon that Lhc Rcu, and Mrs. lawre11ceSateren gav? to the cliurch, hugshurg Coll~ye,anrl Augsht~rgSelninaryover a period a160 years, Marguerite Hamilton StorIey memorial Scholarship -nwarded allnually to an able and des ~ r v i n g/ ~ l n i o ~ , k ~ ~slutlenl i I o r r~colnmendedby l l srhnlarship ~ committee. Semi-finalists are inlerv&d and sclcct~,dby thc dorlar, the flei. Catvili f. Storley. btablirhed in 1965 to honor the menlory o l Marqucr~lcljamlllon Slorley and licr intetest and cotice~nin the mission work of the Christian church. Morris G. C. d ilanna Vaageneu Misslanary Stholarship Fund* - Awiilded annually Lo a junior/senior student prepdrlng lor servlcc ac a missionary through the World FTlssion Dcparlment of The American Lulhtran Chorch, Lslabllshecl i l l 1969 by the RPV- and Mrs. Morri? 0.C. Vaagenes. Departmental Scholarships Art The Crown W n c w Sonja Art Scholarship - Established by authorization of the Augsburg College Board of Regents in 197n ta honor the Crown Princess of Norway. Awarded annually to a talented arl student will1 flnnncial need. Augaet molder Memorial Art Scholarship*-One or more scholarships are awarded annually to uppcrclass studc~itsmajoring in art. Established in 1982 by his wife, family and friends in memory of August Molder, accomplished artist and teacher for more than 20 years at Augsburg COI~P~P, Athletic The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s) particilmling iri Llh: Augsburg College hockey program whose cumulative grade point average is below 3.2. Estahtisherl in 1983 by friends in memory of Carl Bloomberg, a talented young hockey player. Paul Dahlen Memorial Scholarship*- Awarded annually to an able and deserving student on the basis of Christian purpose, athletic and academic achievement. Established in 1966 by his parents, the Rev, and Mrs. Lester Dahlen, in memory of their son, a senior student at Augsburg College. Paul Dahlen/Gerald Pryd Aemorial Scholarship* - Awarded annually to an able and deserving male student on the bash ol'personality, character, athletic and academic achievement. Established in 1966 by the tkv. and Mrs. Lester Dahlen and friends to honor the memory of these two Augsburg College studrnh. David Granner memorial Scholarship* -Awarded annually to h a or more students, particpaling in athletics or masic, who have demonstrated llnanrlal nced and/or high Christian character. The allllplicschotarship is for a mate rarlrliddlc only, w l l l ~a prefcrentr in basketball. Esand Mrs. Ethel tabliskrl In 1975 by Mrs. David Gronner and cllildren I{irhard, Caml, and Rt~l, Gronner to honor the memory of David Gronner, an Augsburg College alumnus. Keith Hoffman Memorial Scholarship* - Awarded annually based on academic achievement, personal character, and ability in athletics. Established in 1945 by Mr. and Mrs. Charles S, Hoffman to honor their son who gave his life in the conquest of Okinawa. Rory Jordan Memorial Scholarship* - One or more scholarships are awarded annually to upperclass students participating in intercollegiate sports, with preference for students in the wrestling program. Established in 1980 by the William Jordan and Charles Schulz families in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler, Magnus and Kristofa Meven Scholarship* - Awarded annually to students on the basis of achievement, personal character, and promise in the field of physical education. Established in 1958 by their children in memory of their parents. Biology Biology Scholarships - Established in 1972 by the faculty of the Biology Department to honor outstanding students who intend to major in Biology, Natural Science or Medical Technology. Business AdmlnletmtIon/EcenomEcs A~~gshusg Brrsiness Rlitmni Scholarship Fi~nd*- Awarded annually to sophomore, junior or wrrinr 4 1 1 ~ hIIIP t~ldjnri~l!]ilk ally of Hw dress encompassed within the Department of Business Arltiiini5lration and C.< .ruioniics and b a w l on acad~micrxccllence and financial need. Established in 1984 by Augsburg business alumni and other alumni and friends within the business community. Gamble-Skogmo Foundation Scholarship* - Awarded annually to one or more upperclass students interested in the field o f business. Established in 1965 by The Gamble-Skogmo Foundation. Gertrude S. Lund Memorial Scholarship* - One or more awards are made annually to a junior or senior student(s) majoring in business administration, Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College. Chemistry Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major, preferably one going into graduate studies to earn the doctorate in chemistry. Established in 1980 by Dr. and Mrs. Courtland Agre. Chemishy Scholarships* - Awarded annually to junior and senior students whose academic record indicates promise of achievement in the field of chemistry. Established in 1968 by family, Friends, and the Augsburg College Chemistry Department to honor: Manivald Aldre Carl Fosse Frederick C. and Laura E. Nortensen Dr. W. N. Sandstrom Walter E. Thwaite, Jr. Covey Hendrickson Minnesota Mining and ManufacturingChemistry Scholarship - Awarded to Chemistry majors who are citizens of the U.S. Established in 1979. Conrad Sunde Memorial Chemistry Scholarships* - Awarded annually to junior/senior students majoring in Chemistry who have a GPA of 3.0 or above and, preferably, graduate or professional school goals. Established in 1984 through the Conrad Sunde estate in memory of a 1915 alumnus who was the first Augsburg College graduate to earn a Ph.D. in chemistry, His professional career as educator, researcher and consultant included many inventions, of which the development of lanolin oil was his outstanding work. Education David Mathre Scholarship* - Awarded annually to qualified full-time student(s) in need of financia.1 assistance during the term in which they are student teaching. English Anne Pederson English Scholarship* - Awarded annually to jtlniorlstnior students who are majoring in English, with preference given to those who plan to t ~ a c hEngllsh as a career. Established in 1971 by faculty members of the English Department to honor the 37 ycars nl service of Anne Pederson as English teacher at Augsburg College. Prof. P. A. Sveeggen Memorial Scholarshipb- Awarded annually to an outstanding student in the field of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Sveeggen, professor of English at Augsburg, 1915-1952. Foreign Language Nimi Baez Kingsley Modern Language Scholarship* - Awarded annually to junior/senior students who are majoring in modern language, with preference given to those who plan to teach language. Established in 1969 by Mr. and Mrs. James Kingsley. Health-Related Ellen and Courtland Agre Pre-MedicineAward - Given annually to a student of any major who is planning on entering medical school to earn a doctorate in medicine. Established in 1980 by Dr. and Mrs. Courtland Agre. Augsburg Nurses Alumni Association Scholarship* - Awarded annually to a registered nurse seeking a baccalaureate degree in nursing. Established in 1983 by The Augsburg Nurses Alumni Association. - Eleanor Christensen Cdwards lkmorlal Scholarshipr Awarded annually to upperclass student(s) prrparing for a ratter in riirdirlne nr health. Established in 1978 in memory of Eleanor Christrr~senUwards' devotion and s~.rvjccin lieaitli care by members of her family, Bernhard Chrlsl~nscn.I;isic Christe~isenSchrocder, .le%l~ Cliristensen, Nadia Christensen and Theodore Christensen. History Dr. Carl H. Chrislock History Scholarship - Awarded annually to a history major. Established in 1980 by Gregory M. Rtzloff to honor Carl H. Chrislock. The Rev. and Mrs. 0. J. Haukeness History Award - Awarded annually to a senior student for excellence in history. Established in 1980 by Helen Ranck to honor her parents, the Rev. and Mrs. 0. J, Haukeness. H, R, aendrichdn lllsbry Scholarship* --Awarded annually to students majoring in history with prclrrencc given to llrose who plau a c a m In lhp field, blahlfshed in 1969 by Dr. and Mrs. Carl II.Chrlslork and aegnrentcd Ily otlier conLributlo~~s Lo iinnnr Ihe memory of H. N, Hendrickson, pmkssol uf llistory a1 Aussburg College, 1400- 1952, Library Science Library Student Assistant Scholarship - Established in 1984 by library staff to honor junior or senior students who have given outstanding performance as a library student assistant. Mathematics Mathematics Scholarship - Awarded annually to an able and desenring student in the field of mathematics. Established in 1980 by the Mathematics department. Minnegasco Scholarship - Awarded annually to able and deserving junior/senior students majoring in mathematics or the sciences on the basis of need and academic ability. Established in 1969 by Minnegasco. Metro-UrbanStudies Joel and Frances Torstenson Scholarship in Urban Affairs* - One or more scholarships are awarded annually to upperclass students who actively contribute toward the fulfillment of Augsburg's Mission Statement relating to the College's urban involvement. Established in 1982 by colleagues, former students, and friends to honor the service and leadership of the Torstensons in community development and urban affairs. Music Peggy ChristensenBenson Memorial Scholarship*-Awarded annually to a student of choral music. Established in 1965 by Thomas 1. Benson in memory of Peggy Christensen Benson, an Augsburg College alumna. Prwhrnan Performance Studies Scholarships - Entering freshman music majors who evidence niarkrrf ablllty In their major instrument or voice will receive free lessons in that major nicldium during ihe Rmt two semesters of performance studies. David Gronner Memorial Scholarship* - Awarded annually to two or more students participating in athletics or music, who have demonstrated financial need and/or are of high Christian character. Established in 1975 by Mrs. David Gronner and children Richard, Carol and Paul, and Mrs. Ethel Gronner in memory of David Gronner, Augsburg College alumnus. 0 . I. Hertsgaard Scholarship* - Awarded annually to junior/senior students who have demonstrated proficiency in choral and/or instrumental music, interest or potential in conducting, and promise of overall academic success. Established in 1966 by 0. I, Hertsgaard. Leonard & Sylvia Kuschel Scholarship* - Awarded to upperclass students seeking to acquire musical and performance skills in instrumental music with preference given to those who have shown proficiency in keyboard instruments. Established in 1975 by Leonard & Sylvia Kuschel to honor the beautiful message of music. Edwin W. and Edith 8, Norberg Scholarship* - One or more scholarships arc awardrrl annually to upperclass student(s) preparing for careers in church music. btablish~din 1980 by Edwin W. Norberg to honor his wife's lifelong career in the teaching and ro~iducllngoF piano, organ and choral music. Henry P. Opseth Music Scholarship* - Awarded annually to a sophomore/junior student of outstanding promise in the field o f music. Established in 1953 by his family to honor Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951. Senior Performance Scholarships - Senior music majors who have attained a cumulative GPA of 3.0 in their major instrument or voice will be awarded a Senior Performance Scholarship which provides for free lessons in that major medium during the two semesters preceding graduation. Marilyn Solberg Voice Scholarship* - Awarded annually to an Augsburg student who has music as a major/minor and who shows outstanding promise for achievement in the art of singing. Established in 1955 by her parents, Mr. and Mrs, lver Solberg, and her brother Dorvan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-53. String Scholarships - Awarded to entering students who demonstrate ability on violin, viola, cello, or bass and who intend to pursue their study through performance studies, string ensemble, and orchestra. John & Vera Thut Scholarship* - One or more scholarships are awarded annually to upperclass students who have achieved excellence in performance in voice or piano. Established in 1980 by John and Vera Thut, their family and friends. The Thuts cherished lifelong careers in the teaching of music, three decades of which was at Augsburg. Stuart West Memorial Scholarship* - Awarded annually to a student on the basis of skilled performance or aptitude in instrumental music. Established in 1983 by Mrs. Joan West and children, Kristine, Dale, David, and James. Physics Theodore J. Hanwick Physics Scholarship* - Awarded annually to an upperclass student majoring in physics. Established in 1976 by the Augsburg College Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty. Political Science Political Science Scholarship* - One or more scholarships are awarded annually to upperclass students oursuina careers in Political Science. Established in 1980 bv Professors Norma Noonan and ~ j l e s~teishoel. Scandinavian Studies lver and myrtle Olson Scholarship'- Awarded antlually to an upperclassstudent@)with acadeniic ah~lltv.in lllc ~ ~ u t s uoti la rtpqwe. wit11 concentration in Scandinavian lanquaqes, literar and their familks and friends tulme,h l s l o i ac~rl/orcult~r~~e. ~ t a b l l ! h d In 1903 by l l ~ e lchildren to honor lver and Myrtlv Olson oa the occaslot~ol their golden wedding anniversary. Sociology Adolph Paulson Memorial Prize* -Awarded annually to a student in the general field of Christian sociology. Established in 1936 by members of his family to honor the memory of Professor Adolph Paulson, who taught social science at Augsburg from 1930-35. E xperiences in the classroom are an important part of collene life, but learning and development also occur in formal and informal activities of the college and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry a college of the church, we are concerned about spiritual, a s well as As academicand social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Since our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, fellowship groups, outreach teams, planning committees, retreats, Peace and Justice forums, Hunger conferences, concerts, plays and movies are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each Monday, Wednesday, and Friday to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. A s a college of the church, we encourage students to form their own values which will be the basis for the kind and quality of life that reaches beyond one's years at Augsburg. The College Pastor has an ofice in the College Center to be readily available for counseling, consultation, support or information. Student Government Through student government students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decision-making process at Augsburg. Student government also sponsors and directs student activities, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible - program planning, writing, editing or service opportunities. If you want to get involved, contact the President or Vice President of the Student Body in their offices in the College Center. Social, Cultural, Recreational Throughout the year, a variety of social and cultural activities takes place on campus as well a s in the Twin Cities. These activities include dances, special dinners, name entertainment, and visiting personalities in various fields. The College Center is the focus of lesiure-time activity on campus. Offices for the College newspaper, the Augsburg Echo, and the yearbook, the Augsburglan, are on the lower level. Many of the clubs that unite classroom or non-classroom related interests meet in the Center. KCMR, a student-operated non-profitradio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in the Mortensen Tower. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the theatre arts department. Intercollegiate Athletics Augsburg is affiliated with Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, track, and golf. Women annually compete in volleyball, cross country, soccer, basketball, track & field, and softball. Intramurals Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well a s individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Student Activities A variety of interests is served by groups and clubs and by events spon- sored by the student government. If you need information or wish t o initiate a new group or activity, contact the Student Activities Director. Student Services ~ u ~ i b college u r ~ doncerned with educating the whole person and - is recognizes t h a t t h e environment for learning is a critical factor in achieving growth. Knowledge grows from more than intellectual endeavors. Expanding relationships, exploring values, identifying life styles, developing autonomy and interdependence, finding purpose and commitment - all combine with intellectual content and skills to produce the educational impact of the college on its students. The Division of Student Affairs supports this task. During the summer before your freshman year, or a t the time of transfer, you will receive a copy ofAugsburg Guide. This book will help you assess the possibilities in your education, choices to make, directions to consider and different destinations for which to plan. Augsburg Guide was designed t o act a s a sort of road map. Center for Student Development The Center for Student Development provides a variety of services t o help make yourjourney rich and meaningful. Some of the opportunities are listed below. Summer Orientation. Students can plan their first academic year and pre-register for classes. Students and their parents get acquainted with classmates, faculty, and staff as well as with the campus. They stay in the dormitory, attend events in the met: ropolitan area and seek answers to many questions about college life. Career Planning and Placement. Students may be uncertain about where they want to be whenthey finish their undergraduate experience, whether their life style will be a balanced one, or how work will provide opportunity for service and fulfillment. Augsburg has a four-year career development plan to help with a personal assessment, explore possibilities, test realities, and prepare for entry into the next phase of life. All new students will have a chance to review their interests with a counselor. Job Service. Augsburg College maintains a referral service in the Placement Office, Center for Student Development, to help students find part-time, temporaty, and summer employment off campus. Job Service initiates contact with employers in the area and the State Employment Service and acts as a clearinghouse to help match students and jobs. Human Development Seminars. A series of informal "mini-courses" is offered each year to help you grow in understanding of yourself and your relationship to others. Such topics as PEER (Positive Educational Experiences in Relationships),Choosing a Major, Issues in Men's and Women's Identity, Assertiveness, Job Seeking, and Sexuality are available. Information on current offerings and opportunity to register are provided several times during the year. Academic Enrichment. Students may want to improve their skills in such areas as reading, studying, note-taking, and testing by attending one or more of the workshops offered. Students also will have an opportunity to meet with a counselor to diagnose needs. If a particular course proves difficult, students can arrange for tutoring through the Center. Counseling and Guidance. Sometimes students find it difficult to cope with relationships or situations which they encounter during their college experience. Counselors are available to help students who are experiencing personal/interpersonal difficulties by providing individual and group counseling and a variety of personal growth groups. Learning Disabilities Program. A Learning Disabilities Specialist and trained peer counselors are available to LD students needing coursework assistance, as provided for by Section 504. Direct services and advocacy are provided in such areas as diagnostic assessment, admissions assistance, orientation and registration assistance, basic skills remediation, orientation to the College, and tutoring. A Learning Laboratoty, word processors, study guides, taped textbooks, and a peer support group are also available to students accepted into the LD Program. A separate brochure detailing services and fees is available through the Center for Student Development. Intercultural Center As a College in t h e city, committed t o t h e values and insights ofcultural diversity, Augsburg offers special advocacy a n d counseling for all minority students in close cooperation with administrators, faculty a n d community. At t h e present time t h e s e efforts concentrate in two major areas: American Indian Support Program. This program provides direct services and assistance in such areas as: recruitment and retention, admissions and financial aids procedures, orientation and registration, coursework selection and career counseling, tutoring, personal and crisis counseling, referrals and followup. The program provides advocacy in areas of health, child care, housing, and employment opportunities, with input into the implementation of American Indian courses and liaison with the Intertribal Student Union. Black Student Program. Augsburg offers a Black student program which provides career and personal counseling, administrative support, and assistance with the admissions process. Black History Month and the Black Student Union are student affairs programs emphasizing Black heritage and participation. The other facet of Augsburg's Intercultural Center focuses on students who are from or are interested in studying in other countries, and in planning activities and events to increase intercultural awareness of students, faculty and staff. Foreign Study. If students are interested in study abroad, they can consult the faculty member who serves as Director of lnternational Programs to check on the many opportunities available. International Students. Augsburg enjoys the academic and cultural participation of its students from countries outside the U.S. The Office of the International Student Adviser helps to orient and advise any student on a student visa, exchange program, or permanent resident status. The adviser handles information on immigration, work permits, and temporary status and arranges an American host for international students. See Augsburg Guide for information about the Cross-Cultural Club. Health Service The staff of Smiley's Point Clinic located on Riverside Avenue across the street from the campus will take care of students' health needs. Visits are free except for special testing or service, and prescriptions are available through the Fairview Pharmacy at cost. Students must check family health coverage to determine if they are included: if not, a student health insurance plan is available. Food Service The Commons,situated on the top floor of the College Center, is the main food serv- ice facility for students, faculty and staff. This pleasant room features small table units for easy conversation and overlooks the College Quadrangleand Murphy Square.The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. The Chinwag, located on the ground floor of the Center, features short orders and is open through the noon hour and in the evenings. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. Living on Campus Because Augsburg recognizes that a student's ability to respond to the learning environment depends, in part, upon his or her living conditions, a variety of housing alternatives is provided. The residence hall program promotes student growth by asking students to actively participate in group decision-making. Each residence unit has one or more Resident Staff who facilitate the process of group living and discuss personal concerns with individual students. Augsburg requires all freshmen and sophomores not living at home to live in college-operated housing. Married student housing is available in annex housing and South Hall. Students rent a room at the beginning of the fall term for the entire school year. New students receive room assignments the summer before they arrive a t Augsburg. Upperclass students make housing arrangements in the spring. All resident students must sign housing contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. All students living on campus must pay an advance payment when they sign the housing contract. The fee is credited to the students' accounts when they move into the residence. All new freshmen and some upperclass students live in U r n e s s Tower. This eleven story high-rise houses 324. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. Mortensen Tower, the newest residence hall, is an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students. South Hall contains 12 apartments housing 34 upperclass students. W e s t H a l l contains 12 one-bedroom apartments housing 24 upper- class students. A n n e x H o u s i n g provides an alternative opportunity for group living. Groups of upperclass men or women share living space, house responsibilities, and cooking. Houses are located in the campus area. One way to maximize the living and learning of your housing situation is to bid for a Special Interest House. Groups of students have created exciting projects by writing and implementing educational impact proposals on such t o ~ i c sa s Environmental Concerns, Men's and Women's Awareness, 'international Living, Honors Program, and Scandinavian Studies. Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is otherwise unfurnished. In other residence halls or houses, rooms are furnished except for bed linens, towels, blankets, bedspreads, and lamps. Laundry facilities are available in each residence. Student Riahts The College has adopted a statement of student rights and responsiY bilities and has provided for due process in matters of disciplinary action, grievances, and grade appeal. The Judicial Council is elected by students and faculty and serves to conduct hearings and review matters of concern. Any student who wishes to identify appropriate procedures for complaint should contact the Vice President for Student Affairs. The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the P!acement Office and to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential letters and statements placed in the record before January 1,1975, or placed under conditions where students have signed a waiver of right of access. Students have the right to experience education free from discrimination based on sex, race, ethnic, or cultural background, handicap, creed, marital status or age. Persons seeking additional information on these topics should contact the Center for Student Development or the appropriate coordinator a s listed in the Communication Directory at the end of the catalog. Academic Information ',, 1 I . . . ' i!! A ugsburg College constructs its cumculum upon the premise that students must be educated as full human persons: intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well a s the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cumculum introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students the opportunity to develop skills for participation in exercise and sporting activities. Students choose from over forty mqjor areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of cumcular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. General Information D e g r e e s Offered Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science degrees. The B.S. degree is awarded to graduates with majors in Music Therapy, Nursing and Social Work. The B.M. degree is awarded to graduates with majors in Music Education and Music Performance. Graduates with majors in other fields receive the Bachelor of Arts degree. Academic Calendar Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 1 4 weeks separated by a 4-week January Interim. Students normally take four courses each semester and one course during Interim. A maximum of three courses can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take courses on another campus during the regular term. (See Registration.) January Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad, Independent or directed study and internships are among the many Interim options. Augsburg Weekend College follows a trimester calendar (see Augsburg Weekend College). t. -+ - 4 II i' Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider their teaching to be the focus of their activity. Faculty are involved in research, including such varied studies a s space physics, the history of medieval spirituality, women in the Soviet Union, and homelessness in American cities. Music faculty perform professionally on the local and national level, and studio artists' works can be seen in buildings, galleries, and shows around the country. Augsburg faculty s e e their research a s supporting their teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fields but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act a s academic advisers and counselors and participate regularly in campus activities. Every student is assigned a freshman adviser and chooses a major adviser. In this close interaction, faculty act a s both mentors and models for students. Computer R e s o u r c e s Approximately 50 microcomputers, including Apple Ile's, IBM XT's, laboratory computers, and graphics microcomputers are arranged in networks with larger machines, to satisfy standard educational needs. Students and faculty members needing even more computing power also have access to computers at the University of Minnesota. Library and Audio-Visual Services A relaxed atmosphere, a helpful staff and friendly student library as- sistants make the library a favorite place to study. The main library houses over 160,000books, periodicals, records, tapes and films. Music, Chemistry, and Art History slide libraries are located within the departmental areas. A service-dedicated staff provides students with assistance to meet diverse information needs including instruction in the use of the library, standard reference service, guidance in pursuing term paper topics, and directions to other local sources of information. Special arrangements are made for access by students with physical handicaps. Access to over 1,000,000volumes is available via daily interloan and courier service among seven private liberal arts colleges and the Hill Reference Library. Through Minitex, the statewide network, the additional resources of Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. The Library Audio-Visual Center houses audio-visual materials and equipment and provides access to materials for rent or loan. Assistance with production of slides, transparencies, filmstrips and audio/ video tape recordings is available for faculty and students. Equipment such a s movie and slide projectors and tape recorders may be borrowed for limited periods. Film bibliographies and other advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. Academic Organization and programs Divisions and Departments The college curriculum is offered by 20 departments which are grouped into four divisions for administrative and instructional purposes. Humanities - Raymond Anderson (Chairperson) Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and Theatre Arts - Earl Alton (Chairperson) Social and Behavioral Sciences - Norma Noonan (Chairperson) Natural Science and Mathematics Biology, Chemistry, Mathematics and Computer Science, Physics Business Administration and Economics, History, Political Science, Psychology, Sociology Professional Studies -Edwina Hertzberg (Chairperson) Education, Health and Physical Education, Music, Nursing, Social Work M q j o r s and M i n o r s Majors, or concentrations of study, may be within one department, within one division, or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the B.A. degree. Students may contact the Registrar about creating a unique major, Mqjors available at Augsburg are: Applied Economics Art History Biology ~ u s i n e s Administration s (Accountina, Finance. International Business, -Management, Management Information Systems, Marketing) Chemistry Communication Computer Science East Asian Studies1 Economics Economics-Business Administration EngineeringZ English Foreign Languages: French, German, Norwegian, Spanish Health Education History Humanities International Relations Kindergarten-Elementary Education Mathematics Metro-Urban Studies Music Music Education (B.M.) Music Performance (B.M.) . . Music Therapy (B.S.) Nursing (B.S.) Occupational Therapys Philosophy Physical Education Physics Political Science Psychology Religion Russian Area Studies1 Scandinavian Area Studies Social Science Social Work (B.S.) Sociology Speech Studio Art Theatre Arts Transdisciplinary Minors available at Augsburg are: Art History Biology Business Administration Chemistry Communication Computer Science East Asian Studies East and Southeast Asian Studies Economics English Foreign Languages: French, German, Norwegian, Spanish Health Education History International Business Management Information Systems Mathematics Music Philosophy Physical Education Physics Political Science Psychology Religion Russian Area Studies1 Scandinavian Area Studies Social Welfare Sociology Speech Studio Art Theatre Arts It 1s posslble for students to complete other maJors through the Associated Colleges of the Twln Cltles (ACTC). Students who wlsh to complete a maJor oflered a t one of the other ACTC colleges must apply through the Augsburg Registrar's Ofpce. 1 - Cooperatlue Program of the Associated Colleges ofthe 7Luln Cities and agree- ments with the Unluerslty of Minnesota. It is possible for students to take beglnning and intermediate courses in Chinese, Japanese and Russian. 2 - Dual degree programs with the University ofMinnesota Institute of Technology, Washington Unluerslty School of Engineering and Applied Science, and Mlchlgan Technological Unluerslty. 3 - Dual degree program with Washington Unluerslty School ofMedlclne. Teaching Licensure Teaching Licensure programs a r e offered a t Augsburg in KindergartenElementary Education a n d t h e following fields in Secondary Education: English-Language Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry o r Physics), Science (Grades 5-9), Social Studies, Spanish, Speech, Theatre Arts, a n d in t h e special areas ofArt (K-12), Band (K-12) and Classroom Music (Grades 5-12),Orchestra (K-12) a n d Classroom Music (Grades 5-12),Vocal a n d Classroom Music (K-9), Vocal a n d Classroom Music (Grades 5-12), a n d Physical Education (K-12). Students planning t o teach o n t h e secondary level have advisers both in t h e Education Department a n d t h e area of their academic major(s). Certification Programs Special programs certifying skills a n d knowledge h a v e b e e n established a t Augsburg t o increase vocational possibilities and/or enhance personal growth: Certificate in Art - requires eight courses, one of which must be in art history. Special professional or avocational concerns of those wanting to teach art in less formal circumstancesthan a college are addressed. For further information, contact the Art Department Chairperson. Church Staff Work Certification - is designed to prepare for full-time specialized lay work in the Lutheran Church. It consists of nine courses for a Church Staff Worker major in Religion plus additional specialized courses in psychology, sociology, speech and physical education. The program is designed to meet or exceed criteria used in The American Lutheran Church certification program. Interested students should contact the Religion Department Chairperson. Program Evaluation Certification - provides the background for performing systematic assessments of programs for social improvements. Students are required to complete a group of five psychology and sociology courses, including an internship. For further information, contact the Psychology or Sociology Department Chairperson. Women's Studies Certification - may be earned by completing six courses focusing on women's perspectives. Each individually planned program should include courses in the social sciences, humanities, or other academic areas focusing on women, lnterested students should contact the program chairperson. Pre-Professional Programs S t u d e n t s who plan t o enter t h e fields of law, medicine, occupational therapy, dentistry, t h e ministry, veterinary science, pharmacy, o r engineering c a n profit from a liberal a r t s education a t Augsburg. It i s r e c o m m e n d e d t h a t r e q u i r e m e n t s for a d m i s s i o n to g r a d u a t e s c h o o l s o r seminaries be reviewed a n d t h e course of study a t Augsburg planned accordingly. A faculty adviser is available in e a c h field t o assist s t u d e n t s in their planning. S t u d e n t s w h o want t o plan a pre-professional program should contact t h e Associate Academic Dean early in their freshman year t o arrange for help from t h e appropriate faculty a d viser. Pre-Dentistry- These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, 2~ourses;810 111,112; PHY 121,122; CHM 115,116 (or 105,106),351,352; MAT 124; ~ ~ ~ 1 0 5 . Requirements at other universities may vary. Pre-Engineering -This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and the liberal arts necessary for engineering. Some students in the program choose to transfer after two years to an institution granting degrees in engineering, while others elect to participate in a dual-degree program. Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri: or Michigan Technological University, Houghton, Michigan. The dual-degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering. Pre-Law - Students considering a career in law should examine the handbook published by The Association of American Law Schools and consult the Augsburg prelaw adviser, Dr. Myles Stenshoel. Students may wish to take the course POL 170 (Law in the United States) to help determine their interest in law. Pre-Law studentshould major in a discipline of their own choosing, and will satisfy most law-school entrance requirements with a record of solid achievement in the liberal arts. Pre-Medicine - Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the biology and chemistry departments have majors specially designed for pre-medical students. Both require CAM 115,116 (or 105, 106), MAT 124, 125: and PW 121, 122. The Chemistry major also requires CHM 353,361, one advanced course, seminar, and two or more biology courses. The Biology major also requires 810 111, 112, 491 and one from each of three groups (351,353, 361), 1355,473, 47Y), (440, 471,476), with 353 and 355 especially recnmmenrlccl Tor rnedical school. Designed lo mcet the University TMinnesota (Minneapolis) requirements, both programs also encourage coursr.s in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis)requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with the faculty adviser early in the freshman year. Pre-OccupationalTherapy - Augsburg College has a cooperative arrangement with Washington University in St. Louis, Missouri, to allow students to earn a Bachelor of Arts degree from Augsburg and a Bachelor of Science degree in Occupational Therapy from Washington University. Prerequisite courses for the Occupational Therapy Program include ENG 111,BlO 111,112 and 323 or 353; CHM 105 or 115: PW 103; PSY 105.351.362: SOC 121.336. SOC 362 or MAT 373. Pre-Pharmacy- Augsburg has a program designed to fulfill minimum requirements of the Colleae of Pharmacv at the Universitv of Minnesota: BIO 111.112: CHM 115. 116, 351, 352; ECO 1 2 2 : " 1~11 ~ and ~ a iecond course; MAT 124, 125: PHY 121, 122; electives from humanities, literature and the arts to fulfill the semester hour requ~rements.Requirements at other universities may vary. -~ -~ - - - ~ ~ 0 - - ~ 7 Pre-Seminary - A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization);one or more courses in the history of philosophy; and Greek in the junior and/or senior year. Pre-Veterinary Medicine - To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, 2 courses; MAT 124; public speaking, 1 course: CHM 115, 116 (or 105, 106), 351, 352, 353; 810 111,112; PHY 121, 122; economics, 1course; 2 courses in art, literature, music, humanities, theater, or upper division foreign languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the distribution requirements. Requirements at other universities may vary. Inter-Institutional Programs Augsburg cooperates with other colleges a n d institutions in t h e Twin Cities a r e a o n several programs. Library and Media Center - Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the statewide library network, the Augsburg community has access to over 5,000,000volumes, Associated Colleges of the Twin Cities (ACTC) - Full-time students at Augsburg and the St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music and some independent studies. See Independent Study for further details. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. The colleges have coordinated calendars. The interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January interim. Higher Education Consortium for Urban Affairs (HECUA) - Augsburg, in cooperation with fifteen other colleges and universities in Minnesota, Wisconsin, Iowa, and South Dakota, develops and offers off-campus study semesters in Scandinavia, South and Central America, San Francisco, and the Twin Cities. All HECUA programs are interdisciplinary and address the critical issues associated with social change and the human community. The consortium also facilitates innovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education, and conferences on planning and metro-urban studies. Chemical Dependency Program - A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishment of a four-year program in social work, sociology or psychology with a chemical dependency specialty. The program is designed to train specialists to help professional people in dealing with chemical dependency problems. Courses are taken both on the Augsburg and Metropolitan campuses. Conservation of Human Resources (CHR) - These co-learning classes bring together Augsburg students, prison inmates, mental hospital patients, guards, and students at rehabilitation centers. Classes are held at such places as the Shakopee Institution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center for the severely physically handicapped), or on the Augsburg campus. The classes offered through several departments give students first-hand views of the prisons, hospitals and rehabilitation centers. The response of students involved in the courses, both from Augsburg and the institutions, has been extremely favorable. Air Force ROTC - Augsburg students may participate in the Air Force ROTC program at The College of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for 2- and 3-year AFROTC scholarships. For more information, contact the Dean of the College. Naval ROTC - Augsburg students may participate in the Naval ROTC program at the University of ~iniesotaunderan ag;eement between Augsburg, the ~ i i v e r s i of t~ Minnesota, and the program. For more information, contact the Dean of the College. Opportunities for Study Abroad Several types of international experience a r e available to Augsburg students. S o m e of t h e m a r e briefly described below. For application procedures a n d further information, s e e t h e Director of International Programs. Since there i s a limit o n t h e number of students who may study a b r o a d e a c h year it i s wise t o apply in t h e fall prior t o t h e year o n e wishes t o participate in a n international program. T h e d e a d l i n e i s March 1of t h e preceding year. Associated Colleges of the Twin Cities Programs - Students may participate in the ACTC program in Germany and Vienna, spending January and February in intensive language study in Germany, and March through May in a regular semester program in Vienna, where a variety of course offerings is available. HECUA (Higher Education Consortium for Urban Affairs) - Augsburg students join students from other colleges and universities in five different full semester programs in Scandinavia, South and Central America, San Francisco and the Twin Cities. All programs are interdisciplinary and emphasize the impact of social change and cross-cultural factors on the human community, HECUA programs emphasize intense language experience, internships, and field trips. Interim - Study abroad during the interim is planned for each year. See listings under the Augsburg Interim Catalog and in the brochure on Interims Abroad issued in spring for the following January. Augsburg is affiliated with the Upper Midwest Association for Intercultural Education (UMAIE). International Business Program - Augsburg College International Business Program offers students the opportunity to spend a year of study in London, Paris (American College), Cairo (American University), or Heidelberg. A major concentration in international business requires Business Administration courses taken at Augsburg and international core courses studied at one or two of the campuses abroad. See Business Administration-InternationalBusiness. Program in Global Community - Augsburg's 3% month li~ing~learning program based in Cuernavaca, Mexico, focuses on the study of issues related to global justice and human liberation in the light of Christian proclamation, Includes intensive Spanish instruction,group trips, home stay with a family, and cultural activities. The cost, including travel, is equivalent to full room, board, and tuition for one term at Augsburg. Application and interview required, enrollment limited. See Center for Global Service and Education. Student Project for Amity Among Nations - Augsburg participates in the SPAN program. This is a joint venture of the University of Minnesota and several colleges in the state. Each year three or four countries are selected, and qualified students are granted partial scholarships to enable them to spend a summer in informal study in one of the countries chosen. Applications to the program are made in the spring of the freshman or sophomore year. The SPAN program consists of three stages: language study and group meetings during the school year before departure, independent study abroad on a topic of one's choice during the following summer, and the writing of a paper upon return. Semester or Year Abroad - Arrangements have been made under which Augsburg students may spend their sophomore or junior year in study at a number of foreign educational institutions. Among them are the University of Oslo, Norway: Schiller College in London and Heidelberg: the University of York, England: the University of Dundee, Scotland: the University of Seville, Spain: and the Institute for American Universities in Avignon, France. Summer School -There is a wide variety of possibilities for those who wish to spend a summer studying abroad. Recently Augsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those interested in further information should contact the Director of International Programs. Honors Program The Honors Program a t Augsburg provides opportunities for qualified students to pursue a n enriched and distinctive course of study. The major components of the Program include a limited sequence of honors during the freshman and sophomore year, special extra-curricular seminars, a program of cultural events each semester, and a senior capstone interim. The Program challenges our finest students to distinguish themselves. Students are ordinarily recruited a s freshmen, but may enter later by petition. Please send inquiries to Dr. Diane Pike, Director of Honors. Cooperative Education, Internships and the Liberal Arts Through Cooperative Education and Academic Internships, Augsburg College students integrate their liberal arts education with the world of work. Each placement is closely related to a student's major or career interest. An underlying assumption is that a liberal arts education is a n effective form of career preparation. Augsburg's Cooperative Education and Academic Internship Programs link employers and faculty in a way that enriches and expands a student's educational experience. This on-the-job experience a d d s breadth and depth t o the liberal arts curriculum and helps students make more informed career decisions. Augsburg's liberal arts education is enhanced by the college's metropolitan location and the broad range of opportunities in the Twin Cities. Co-op Ed and Internships expand these mutually beneficial relationships and the resulting partnerships among employers, educators and students. Augsburg has been a leading proponent and provider of experiential education for many years. Both Co-op Education and lnternships are voluntary and available throughout the cuniculum. Each academic department determines the extent of its involvement in either program and the amount of credit it will allow. The Associate Academic Dean coordinates the Internship Program with assistance from Career Services. Co-op Education and lnternships are separate and distinct from programs which require clinical experience, practicums, residencies and/ or student teaching in order to fulfill the professional training associated with accredited programs. However, many students participate in Co-op Education and lnternships prior to and following these required assignments. Upper division internships are numbered 399 and lower division internships are numbered 199. Registration for internships consists of the followingsteps. A learning agreement (forms are available from the Associate Academic Dean's oflice) must be negotiated with the faculty member responsible for grading the experience. The grading system, activities, and appropriate level must be agreed upon. The completed learning agreement is returned to the Associate Dean's oftlce. An internship card (with the description/location) signed by the faculty member and Associate Dean must be turned in to the Registrar's Office at registration time. Students are not encouraged to registerladd until an actual experience has been arranged, but they must make arrangements by the end of the registration period. For extension of study beyond one term, see the section of the catalog under grading. A maximum of four courses of internship may count toward the 35 courses required for the degree. Independent/Directed Study Many departments offer opportunities for conscientious students who demonstrate sufficient background and preparation in a given field to cany out upper division level work on an independent basis. Courses are numbered 499. (Some departments have been given faculty approval to offer '12 course credit under 498. The Speech, Communication and Theatre Arts department uses 495 for independent study in Communication.) Many departments also offer an opportunity for directed study on a lower division level. These courses are numbered 299. Arrangements between students and instructors should be made in advance of the period of initial registration. The grading system and appropriate level must be agreed upon, lndependent and directed study course numbers are used only for study different in content from courses already listed in this catalog. An agreed title must be reported on the appropriate form to the Registrar's OWce at registration time. The faculty member giving the grade must sign the form. Students are not encouraged to registerladd until an actual study has been arranged, but they must make arrangements by the end of the registration period. For extension of study beyond one term, see the section of the catalog under grading. A maximum of two courses in lndependent Study and/or Directed Study may count toward the 35 courses required for the degree. Students may cross-register for independent studies at another ACTC school only when the major field in which the independent study is proposed is not available on their home campus, and will be charged by the host campus for any special costs attached. Requests for exception to this policy should be made directly to their own academic dean. Augsburg Weekend College Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second major, or pursue a personal interest or skill. Weekend College classes meet on alternate weekends and there are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. While Augsburg Weekend College program involves the same courses a s the day school program, the curriculum is limited to selected liberal arts courses and the following majors: Business Administration (specializations in accounting, finance, management, management information systems, and marketing), Communication (concentrations in human relations, public relations/advertising, and supervisory management), Nursing, and Social Work. Continuing Education Program Augsburg College offers a number of courses, both credit and noncredit, through its Continuing Education Program. Classes are generally in the evening. Since continuing education courses are offered on a semester-hour basis, the courses vary in length from four weeks to fourteen weeks. Students wishing to know more about Augsburg's continuing education offerings should call or write the Office of the Associate Dean. Center for Global Service & Education The Center for Global Service and Education was founded at Augsburg in 1982with a commitment to education which both expands our world view and deepens our understanding of issues related to global peace and justice. Students can participate in a number of forums, seminars and conferences that focus on global issues. In addition, a spring semester program in Mexico, The Program in Global Community, and occasional interims allow more in depth exposure to these topics. Academic Policies and Procedures Registration A student must be registered for a course to receive credit for it. Students normally register for four courses a semester and one course in the interim. Students registered for three or more courses in a semester are classified as full-time students. To register for more than 4.5 courses, students must contact the Registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to two weeks after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees also are charged for cancelling or adding courses or changing grading option after the first five days of a semester. A joint class schedule is published each Spring by the Associated Col- leges of the Twin Cities, listing courses and their location at the five colleges for the following semesters. Separate catalogs of courses are published by the Interim Office, Summer School Office, and Weekend College Ofice for those sessions at Augsburg, listing registration times and procedures. Specific information on registration and help with registration on another campus are available from these offices: - Office of the Registrar Science 114, for Fall and Spring terms Interim Office - Memorial 230,for Interim Summer School Office - Memorial 230,for Summer School Weekend College Office - Memorial 329,for Fall, Winter and Spring trimesters of Weekend College. Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. All currently enrolled students may pre-register during the fall for the spring and during the spring for the fall. All students must confirm their registration at the beginning of each semester and complete financial arrangements. Withdrawal from College Students are urged not to abandon courses for which they are registered, since this results in a failing grade on the official record. Cancellation of courses or withdrawal from College must be done in the Registrar's Office. Withdrawal from college cannot occur during final examination week unless a petition is approved by the Student Standing Committee. Withdrawal from college and resulting adjustments in accounts are effective a s of the date the completed Withdrawal from College form is returned to the Registrar's Office. Leave of Absence Students may request a Leave of Absence for academic or personal reasons. A request form must be picked up from the Ofice of the Dean of the College. It must be signed by the Dean of Students, or authorized representative, and by the Dean of the College, or authorized representative. The completed form must be tumed in to the Registrar's Office. A Leave ofAbsence may be granted for one term or one academic year. If an extension of a Leave ofAbsence is needed, it should be requested in the same manner a s the original Leave of Absence, and the completed form must be tumed in to the Registrar's Office before the expiration of the previous Leave of Absence, or readmission will be required. Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing must be observed by returning students. A Leave of Absence does not defer repayment of loans or extend incomplete deadlines. Graduation Requirements The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic advisers, department chairpersons, the Academic Dean and the Registrar are available for counsel and assistance in program planning. Former Augsburg students, readmitted to complete a degree, have a choice between using the catalog in effect when they first enrolled, or using the catalog in effect at the point of readmission. Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). See the separate section on Graduation with Distinction to learn about requirements for these honors. 1. Completion of 35 courses. At least 11courses must be upper division, numbered in the 300s and 400s. Not more than 13 may be in one department, except in certain approved majors - 1 7 (MusicEducation) or 20 (Music Performance) for the Bachelor of Music degree, and 1 8 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing)degree. The course total must include three Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less interim course than the number of years at Augsburg. No more than these maximums may be applied toward the 35 total courses required: 4 Conservation of Human Resources (CHR) courses; 2 courses by independent/ directed study: 4 courses of internship: and 8 courses with a grade of Pass (P). Non-traditional grading (P)also has these limits: 2 in the major except Elementary Education and Nursing: 1in the minor if approved by the department chairperson. Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Office about specific requirements for a second baccalaureate degree or for the equivalent of a major. 2. Completion of a mqjor. Requirements for each major are listed under the departmental headings. A minor or double-major is not required, but is encouraged. 3. Grade Point average 2.0 for most mqjors. A grade point average of 2.0 is required over all courses taken and over all courses which apply toward the major. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. - 4. Residence The last year of full-time study or equivalent (minimum of 7 courses for part-time students) must be at Augsburg. Contact the Registrar if an official interpretation is needed. 5. Distribution requirements (See below) Distribution Requirements Writing - A course in writing (English 111)or certification of demonstrated proficiency by the Department of English. Exemption tests are given during the summer and fall orientation periods. Liberal Arts An approved course from each of these seven areas: Mathematics-Physics Chemistry-Biology English-Speech, Communication & Theatre Arts (devoted to the study of literature) Psychology-Sociology Economics-Political Science History-Philosophy Art-Music . A list of approved courses is available from advisers and the Registrar's Office. Foreign Languages - Two courses (111and 112) of one foreign language at Augsburg. Students who test above the 111level of a foreign language will take one additional course at placement level in that language or two courses (111and 112) of another foreign language. International students should consult with the Registrar. Religion - Three approved courses in religion, of which not more than one may be an interim course. For transfer students, the number required is one for each year of study or equivalent at Augsburg. Urban Concerns, or Women's Studies, or Minority Studies One course. Courses approved to meet this requirement are published each term. Information is available at the Registrar's Office. Lifetime Sports - Two different lifetime sports or demonstrated proficiency in two different lifetime sports. English as a Second Language (ESL)Program Students who declare a language other than English to be their primary language, or are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, Developmental Writing, or Effective Writing will be determined by their scores on the Michigan test (8090 range for exemption) and by a writing sample. Near the end of each term of English a s a Second Language an objective test will be administered to all students in the class. The score on this test and the grade eamed in the class will determine whether additional ESL course work is required. Usually a score of 80 to 90 and a grade of 3.5 or 4.0 will fulfill the student's ESL requirement. If students do not meet the ESL requirement, they will remain in ENG 2171218 until they meet the criteria stated above. Academic credit will normally be granted for no more than two courses. Students who fulfill the ESL requirement, by testing out or by completing the course, will be exempted from the foreign language requirement for graduation. Evaluation and Grading Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports, and other types of evaluation also are used. Most courses are offered with grading options - traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Students are cautioned to use the PIN grade option with care since some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". Transfer students are cautioned that P-graded courses do not count in the requirement that 1 4 traditionally graded courses be eamed at Augsburg in order to be considered for graduation with distinction. See PIN limitations under Graduation Requirements. Certain courses are offered on one grading system only. Sociology 383 and several interim courses are graded only on the PIN grading system. Some education courses are graded only on the PIN system or only on the traditional system. English 111is graded P or N, or 2.0-4.01 N. Some other courses are graded only P, 1.0, N. Chemistry Seminar and Lifetime Sports are graded PlO.0. In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the PIN grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. Explanation of Grades Number grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 2.6 2.0 1.5 1.0 0.5 0.0 Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. A grade of P represents work at or above the 2.0 level; N represents work at the 1.5or below level. An incomplete grade may be given only in the case of extreme emergency. To receive it, a student must file a petition with the Committee on Student Standing stating the reasons for the request, the plan and date for removing it, and comments from the instructor. If permission is granted, the incomplete must be removed during the following semester, or it becomes the grade submitted by the teacher along with the incomplete. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade ofX is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. The Registrar's Office will automatically continue the registration in response to an X grade. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year).An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. Withdrawal from college, or dropping these continued courses will terminate their registration. Under this circumstance, a re-registration as 1 X by the student would be necessary if done during registration periods within one year of initial registration; if done after one year, a new registration would be necessary. A course in which a grade of 0,0.5,1.0,1.5, N, I, or X has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken and grades earned each term remain on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W when it is dropped after the deadline for dropping classes without a notation on the record. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V).Full-time students may audit a course without charge. The charge for part-time students is listed under College Costs. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance and any other requirement. If expectations have been met, the course will be listed on the transcript a s having been audited. If expectations have not been met, the course will be listed with a grade of W (Withdrawn). Grade Point Average The grade point average (QPA)is based on final grades For all work at Augsburg. It does not include credit and grade points for work tmnsferred from other colleges. Courses taken on the P/M grading optlon are recorded, but not computed in the GPA. Classification Students are classified in August and at the end of the fall and interim terms. Sophomores - 7 courses completed with at least 14 grade points. Juniors - 1 6 courses completed with at least 32 grade points. Seniors - 25 courses completed with at least 50 grade points. Advanced Placement Advanced placement in courses beyond the beginning level is granted to students with scores 0f3,4, and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. Assessment of Previous Learning (APL Program) Augsburg College recognizes that learnlng car1 and does tatre place in many 1lfe sltuations. Some of lhls learning may b e appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provldes a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: 1)it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: The College tm-4 Examination Program (CLEP) is a serks or slaridardized tests which have been developed hy The College Board arrd are offered lo students for a small Tee at reglorial testing t.enters. (The reglonal testlng center for this area Is the Unliiererslty or Minnesota,) Students who score at or above the 65th percentile on a subject examination may receive academic credlt Tor that suh,ject at Augshutg Col3ege. AddlUonal Information ahout CLEF L e t s Is available from lhe Orflc~of the Registrar. Departmental Comprehensive Exams are available for students to use in obtaining credit for previous learning if the following conditions are met: A. There is a departmental instrument available for subject area in question. B. There is a faculty member designated by the department to administer the exam. C. The Student Standing Committee approves the student's request to take the exam. Credit for departmental exams is available on a passjno credit basis only, and there is a charge per exam. The Credit Assessment Program (CAP)is a credit assessment alternative in which a faculty committee completes a credit evaluation of a learning portfolio submitted by the student. The faculty committee is composed of the Registrar and two faculty members from fields of study directly related to the student's previous learning. Informational meetings and consultation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP Committee. In completing the evaluation of a student's previous learning, the CAP Committee applies the following criteria: A. There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed and/or systematic study of content material found within liberal arts coursework. B. The learning has been objectively verified by individuals in addition to the presenting student. C. The learning lends itself to both qualitative and quantitative measurement. D. The learning relates well to the student's educational goals. E. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. There is an application deposit (applicable to transcript charge) to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of courses applied to graduation. These credits will be recorded with the course number of CAP 2xx. Application of this credit toward distribution requirements and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student, Maximum Credit Accepted for Previous Learning - While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of nine courses (one-fourthof a baccalaureate degree) on transcript credil that is obtained through previous experiential learning, In camplling the nlne courses or credit for prevlous experiential leaming, the student may use any combination of the three assessment processes available in the APL program: CLEF exams, departmental exams, and credit granted through CAP Committee assessment. Probation and Dismissal Students will be placed on scholastic probation at the end of the term if their achievement is unsatisfactory. Students who have been on probation two or more consecutive semesters are subject to dismissal at the end of the term. Dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Students who have a poor academic record may be strongly advised to withdraw before the end of the term. Those on probation for two terms who withdraw from the College voluntarily must have special permission to reenroll. Students having taken 3 or more Augsburg courses will be placed on probation under these conditions: Freshman - below 1.6 cumulative GPA or 2 zero grades, having taken fewer than 7 courses. Sophomore - below 1.7cumulative GPA or 3 zero courses, having taken 7 but fewer than 16 courses. Junior - below 1.9cumulative GPA having taken 16 but fewer than 25 courses. Senior - below 2.0 cumulative GPA having taken 25 or more courses. They will be removed from probation when the cumulative GPA reaches the minimum levels above. Students placed on probation a s freshmen for earning 2 zero grades will be removed from probation if their classification changes to sophomore, they have not earned additional zero grades, and their cumulative GPA reaches 1.7.Students placed on probation a s sophomores for earning 3 zero grades will be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. Dean's List The Dean's List is compiled after each semester, listing students whose grade point average for a semester is 3.5or better, based on a minimum of three full courses, or equivalent, graded on the traditional grading system, with no incompletes in courses offered for credit. Each student on the Dean's List receives a certificate and, if permission is given, an announcement is sent to the hometown newspaper. Graduation with Distinction Graduation with distinction is determined as follows: Summa cum laude 3.8to 4.0cumulative GPA Magna cum laude 3.6up to but not including 3.8cumulative GPA Cum laude 3.3up to but not including 3.6cumulative GPA To qualify for graduation with distinction, transfer students must have completed two years (14traditionally graded courses) of work at Augsburg. Veterans of Military Setaiice Augsburg is approved by t h e State Approving Agency for Veterans Training. Veterans should consul1 with the Office of the Registrar about cornpl@Lionor Lhe enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will be referred to the State Approving Agency after any period of two consecutive terms in which they did not earn at least three courses per term, the minimum for classification a s full-timestudents. It is the responsibility of each veteran to report any change in registration and/or academic load to the Ofice of the Registrar, a s it is for all students. If less than full-time, veterans will be referred to the State Approving Agency after any period of two consecutive terms if they did not earn the equivalent of what they had been certified for. A non-punitive grade which brings a veteran's academic load for the term below three courses will be reported to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. and IFYogams Course Descriptions Maior & Minor Requirements A s a liberal arts institution, Augsburg College operates with a belief that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses which make it more accessible to students. These courses can be arranged in various ways to construct mqjors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter covered in individual courses to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, and requirements for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the college's program. A listing of requirements for individual mqjors follows the narrative. Courses and terms listed are subject to change. In general, classes are offered Fall and/or Spring terms, unless another frequency is specified. The Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Descriptions and schedules for courses offered in January Interim, Summer School and Augsburg Weekend College are published in separate catalogs. Credits A full course is offered for one credit. A few fractional courses, for one-half or one-quarter credit, are offered in the Division of Professional Studies. A full course has the approximate value of 4 semester credits or 6 quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods a week, in addition to laboratories. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified a s upper division. In general, courses in the 100s are primarily for freshmen, 200s sophomores, 300s juniors, and 400s seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval of ,a professor teaching the course and of the academic adviser. Art Department (ART) Art is important as a field of study for our modern age. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines.Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college, such as Augsburg College, is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Hundreds of specific careers exist in the general area of art. Augsburg graduates have established careers in such fields as teaching in public schools and colleges, anthropology, pottery making, antique restoration and sales, film and video work, portrait painting, and gallery and museum work. The future holds a great deal of promise for artists who can combine skills with a breadth of understanding. Art Faculty: Philip Thompson (Chairperson), Kristin Anderson, Lynn Bollman, Robert Friederichsen, Norman Holen, Dorothy Williamson. Studio Art Major: 9-13 studio courses with foundations 102,107, 225; 3 art history courses including 240. One course must be in 2dimensional art (118,223,360)and one in 3-dimensional art (150, 221,250). Majors are required to begin their programs with the Foundations, although advanced placement is possible with portfolio on approval by the Art faculty. Teaching Licensure Mqjor: 7 studio disciplines among Foundations 102,107,225; Studio 118,132,150,221,223 and 250 plus a second course in two areas; 240 and two other art history courses. Consult with Department of Education for requirements in education for teacher licensure. Art History Major: 8 art history courses including 240 and 388; 2 studio courses including one from 102,107 or 225 and 118 or 221. Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and development and/or special projects such a s senior exhibition and research. Application should be made to the department chairperson before the last term of the senior year. Studio Art Minor: 4 studio courses including 107; 240. Art History Minor: 5 art history courses including 240. Certificate in Art: 8 art courses, including one in art history. Up to four courses may be taken in one studio area or in art history. Foundations in Studio Art Courses 102 EnvironmentalAesthetics Fine arts in the urban and warld setting, Concern far t h e visual content of experience in the environment leading toward appreciaLion and criticism. lndivirlrlal and group projects explnring design prohlcrns In rcpresenta(Ion, symbalism and ahstlaction. 107 Drawing Drawing in pencil, charcoal, ink, and pastels. Subjects include still-life, figures, building interiors and exteriors, and experimental work. 225 Visual Communications I The theory and practice of visual perception and communication using elements such a s color, line, shape, texture, and pictorial images. Studio Art Courses 100,300 Special Topics Occasional courses dealing with subjects not usually offered by the department. 118 Painting I Introduction to painting media and technique in acrylic and oil. 132 Photography The camera used a s a tool for visual creativity and expression with attention to black and white photographic process. Need access to 35 mm. camera. (Spring) 150 Jewelry An introduction to the casting ofjewelry in pewter and silver. 199 Internship Lower division internship. 2 2 1 Sculpture I An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster, stone, and plexiglass. You learn to model, carve, cast, weld and assemble the respective media. 223 Print Making I Principles and methods of print making in a variety of media including etching, silk-screen and woodcut. 247 Life Drawing See Interim Catalog 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. 299 Directed Study lndependent study for lower division credit. 330 Visual Communications I1 A study of visual communications in magazines, television, film, advertising symbols, and other mass media. Practice in areas of photography, typography, and illustration. (Prereq.::!25) 351 Ceramics 11 Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.:250) 355 Painting 11 Advanced study of painting. (Prereq.:118) 360 Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. (Altemate years) 368 Print Making 11 Advanced work with color and composition in various media, including silk-screen, etching, and woodcut, including Japanese woodcut technique. (Prereq.:223) 399 Internship Consult chairperson o r internship director to determine project. 478 Sculpture 11 Advanced work in sculpture. Choice of media: clay, welded steel and bronze, plaster, stone, and plexiglass. (Prereq.:221) 499 lndependent Study Advanced study in area of the student's choice, intended for senior art majors. Art History Courses 240 Art History Survey A survey of art from prehistoric to modern times, Includes reading, research, viewing of slides, visits to museums. Note: The following courses are offered intermittently, usually one or two sections a year. 352 Women's Art History A study of the place of women in the history of the visual arts - a s artists, a s subjects, and a s patrons. 382 ScandinavianArts Survey of the visual arts in Scandinavia from pre-history to modem times. 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th Century A.D. (Spring 1987) 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Fall 1986) 388 19th and 20th Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Alternate years, 1987-88) 389 American Art A study of early colonial art through contemporary American art, with specific e m ~ h a s i on s 19th and 20th century art and its relationship to European a r i a s well a s indigenous movements. Biology Department (BIO) Biology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part ofthe biological world, an understanding of the basic biological processes common to all organisms, as well as those features which are unique to humans, is essential to attain self-understandingand to provide a basis for wise decisions. Another significant insight that has emerged from the study of life is that even the simplest organisms are incredibly complex, and a complete understanding of even one of these has, as of yet, eluded the grasp ofbiologists, This is true even though some organisms have been subjected to years of intensive scrutiny. Biology will thus continue to be a fertile field for research for many years to come. Still, an enormous amount of knowledge regarding living organisms has accumulated over the years. In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular and molecular levels. Biological research has also provided some extremely important benefits to humans. Most advances in medicine, veterinary medicine, agriculture and food science have depended on the findings of basic biological research. Since the biological world reveals such variety, complexity and knowledge, an undergraduate major in biology needs to be broadly based. Since a complete understanding of biological systems depends on applications of the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists. For many, an undergraduate major in biology serves primarily as a basis for further study. In past years Augsburg graduates have gone on to further studies in professional schools such as medicine, veterinary medicine and dentistry. Others have entered graduate programs in the life sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health. Other araduates have embarked directly after graduation on a variety of careers, including high school teaching and laboratory technology. Biology Faculty: Neal Thorpe (Chairperson). Robert S. Herforth, Roberta Lammers, Etwin Mickelberg, Ralph Sulemd. - O p t i o n 1: 7 courses, including 111,112,491 and at least one course from each of three groups: ( I ) 351,353,361,481; (11) 355,473,474; (111) 440,471,476; CAM 115,116 (or 105,106),351, 352; MAT 124,125; PHY 121,122. All of the 7 biology courses must have laboratories except for 367 and 491. Students intending to enter graduate school should ordinarily choose this major. Mqjor - O p t i o n 2: 9 courses, including 111,112,491 and at least one course from each of five groups: (1) 351,353; (11) 355,474; (111) 361,481; (IV) 471,473: (V) 440,476: CHM 115,116 (or 105,106), 351 and 352. Students who plan to teach in secondary schools often select this major. Licensure for teaching in Minnesota also requires three courses in earth and life sciences. Students planning to teach are advised to consult with the Education Department early in their planning. Mqjor P r e - M e d i c a l Biology Major: Option I major. In addition, medical schools usually require CHM 353. H o n o r s Mqjor: GPA of 3.5 in biology and 3.0 overall, active participa- tion in seminar, one course of approved independent study with an oral defense of the research report. Application should be made no later than the first term of the senior year. M i n o r : 5 courses, including 111,112 and three upper division courses; CHM 115,116 (or 105,106). 101 Human Blology llasic t>inloglcalconcepts from an anthropocentric point of view. An attempt ta arlstvcr sucli questions as: What makes man just another member of the hintic Fold? Does man have a niche in the ecosystem? What inIlt~eticcdocs man have on the environment? What influence does the environment, especially the urbali envlronment, have on man? (3hours lecture, 1-112 liours discussion section. A student may not receive credit for both 1 0 1anrl 103. Docs r1oI apply to the major or minor, Spring) 103 Human Anstomv and PhvsloZolrv A professional cchrse In h e slruFture and Function of the human body. Lectl~reand laboratory. (A sttrdenl may not receive credit for both 101and 10.7. lloes not apply lhe maor or minor) to 105 Blology and Soclety iVIiat arc some of the biologically-haseclproblems with which our sorlety inust deal7 R s61rvcyof Lhe cnv!mnmtntal and tiealth impllatlons o f polI~tlion,noii-rericwahlr resource depletion, waste disposal, war. occupatlnnal safety and I~calth.An historical survey of Arneriian agriculture. worlcl rood supply and biologlal dctcrminism. A critlcal cvaItlntlon of tlie or bIoloyical colrcepts. (3 hour ~ectum.Does not apply social applicatio~~ lo the innjoxor minor,) 108 Mlcrablology basic micinbial features are conslderecl as well as applications of mlcr0biology to thc fields of rnedlctnc and sanltatlon. (5hours lecture. J hours laboratory. For sludenl nulsrs. heall11 majors, or consent. of inslructor. Prercq.: CHM 109 and concurrenl rcqlstmtion in CllM 110 or ronsrnlt of instructor. Weekend College. Does not apply to the nrajor or mir~or) 109 Special Topics In Bloloay Ofrered pel Fodicall y lh rough Augsbt~rg'sConservallon or Human Resources (CI IFt) program, Qcnerally conrlucted off campus wtlh rommirnity pcoplc tilting the course tqether with coll~ycstlldcnts 111a co-lcamltlg motiel. Topics will valy depcndlng upon needs and interest. Does not apply to the major or minor. 111.112 oeneral Biology A comprehensive introduction to biological science for biology and other science majors. The course includes an introduction to molecular biology, cellular hioZogy, genetics, developmental biology, evolutionary n~echanisms.analonly, physiology, ecology, and phylogenetic relationsl-ilpsof organisms. Musl he taken in sequcnce except by permission of inst~uctor.(3 Ilollis lecture; 4 I~nurslaboratory. 111, Fall; 112, Spring) 1 9 9 Internship Lower division internship. 203 Principles of Nutrition A study n l the six ctasses oinutrfents and thcir digestion, absorption, transporl. mrtabnlism, iriteractinn, storage. and excretion. A special effort will bc made to dlrercntiate "fact rrom fiction" irr this controversial biological field. (3hours Iccturc. Prereq.: llZ or conscnt of instructor.) 299 Directed Study Independent study for lower division credit. 351 Invertebrate Zoology A sludy of lhe invertebrate groups stressing classification, morphology, txhavior. life history, and evolutionary relationships. (3hours lecture, 4 ho~lrslaboratory. Prereq.: 112. Alternate years, Spring) 353 Compamttw Vertebrate Zoology A comparailve stutly dealing witli Lhe classification, morphology, distrihution, evnlulion, behavior and 1mpulation dynamics of the vertebrates. (3tio~trslecture, 4 liours laboratory, Prercq.: 112. Spring) 355 Genetics The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosophila genetics. (3 hours lecture, 4 hours laboratory. Prereq.: 112, Spring) 3 6 1 Plant Biology A su~vcy of l11emajor cllvlsians or the plant hingdom including the study of analomy, physiology, lire histories, taxonomy and ecology. (3 hours lecti11e, 4 Ii011rslaboratory. Prereq.: 112,Altentate years) 367 Biochemistry An introductory consideration of the chemistry of proteins, carbohydrates, lipids and nucleic acids including intermediary mstabolism. (3 hours lecture. Prereq.: 112, CHM 352 or consent of instructor. Fall) 399 Internship Upper division internship. 4140 Plant PhysioIogy A corlsidera tion of the chemical and physical mechanisms involved in photosynthesis, respiration, growth and developmeril, and waterrelatlons in vascitlar and norivascular plants. 'She relationstilps or these processes to plant structures, (3 tiot~rsclass, 4 Iiours laboratory, Prcrcq.: 112. Alternaic ycars, spring) 4 7 1 Cellular Biology A study corrclalinq cell Function with ultrastructure. Laboratory work includes microterh6ique, cytological sludies, cell pt~yslologyand tissue culture. (3 I~ourscrass,4 hours laboratory. Prereq.: 112.367 or consent of instructor. Spring) 4 7 3 Animal Physiology A sti~dyof animal lunction with emphasls on the vertebrates. Merevet posslble, f~lnctinnsare explained on the bask 01 physical and chernlcal principles. (3tiours class, 4 hours laboratoi'y. Prereq.: 112; CHM 106 Or f 16; I'tlY 103 or 122 or consent of lnslructor. Fall) 474 Devetopmental Biology A consirleratlnn of the physiological and morphological changes wl~ich occur during I h e tieveIopment ol arcynisms with emphasis on Ihc vertebrate animals. Experimctital as well as tlcscrlptivcsi~~dles are included In the laborato~ywork. In adclilion to elnlsryonic drrveloptnclll, the topics or are dlsrllsscci. (3 I~oursclass, 4 mallgnoncy, aging, and ~'c~enelallon hot~rslab. I'rercq.: 112. Sprirlgl 476 Microbiology An introduction to the study of microorganisms with emphasis on bacteria and viruses. Microbial taxonomy, morpholocjy, physiology, genetics, and pathogenicity are considered as well as cert,iin methods. (3hours class, 4 hours laboratory. Prereq.: 112. Fall) 481 Ecology A survey of representative biological communities: the study of reciprocal relationships between organisms and their environments. (3hours class. 4 hours lalmratory, some Saturday field trips. Prereq.: 112,361or consent or insLruclor. Alternale years, Fall) 491 Seminar Oral presentations and written papers relating to recent biological literature and research. (For seniors maJoring in biology, Fall) 499 Independent Study Individual laboratory, field, or library research under the direction of an instructor. Intended for biology majors who are juniors or seniors. (Prereq.: 112, and previous arrangement with instructor) Business Administration and Economics Department The Department of Business Administration and Economics is committed to developing both the theoretical and practical tools necessary for entry into and advancement in business and other organizations a s well as preparation for graduate sthdy, To thls end, the department offers specialization in a variety of areas including: Accounting, Applied Economics, Economics. Finance, International Business, Management, Management Information Systems (MIS), Marketing, a s well as a Combined Business and Economics concentration. Each of these areas b dependent upon a strong foundation In the liberal arts with an emphasis on solid communication and analytical skllls. Rec. ognklng the occupational realities of Me business and economic disciplines, the department is equally commitled Lo maintaining an applicatiomoriented balance. This balance is acllleved In part by fostering close ties with the corporate community which in turn provides a wealth of practical expertise, a wide variety of internship opportunities as well as fbture job prospects. Departmental faculty believe they can best serve both the student and the community by contributing to an education which is ethically based, technically competent and socially aware. Business Administration & Economics Faculty: Amin Kader (Chairperson), Roger Allerson, James Billings, Diane Busico, John Cemto, Gerald Glatzmaier, Satya Gupta, Paul Halvorson, Richard Herzog, Jane Kammerman, Roy LaFayette, R. McFall Lamm, Jr., Thomas Morgan, Edward Sabella, Milo Schield, Stanley Solnick. Business Administration Mqjor (BUS): Core courses for the Accounting, Finance, Management and Marketing specializations: BUS 175,221,222,242,252,279,331,391, ECO 112,113, 313,311or 312 or 315. Specialization in Accounting: 12 Core courses, 322,323,324, either 326 or 423 or 425. Specialization in Finance: 12 Core courses, 322,433,438, either 479 or ECO 318 or 415. Specialization in Management: 12 Core courses, 340,440, ECO 318, PSY 373 or SOC 301. Specialization in Marketing: 12 Core courses, 352,450, ECO 415, SPC 353. Specialization in International Business: 175,221,222,242,252,279,331,391,ECO 112,113,313. Also the following emphasis to be taken abroad: Three of: Comparative Business Law European Marketing (or International Marketing) lnternational Business Import/Export Operations Multinational Corporation International Financial Policies One of: lnternational Trade and Finance European Common Market lnternational Economic Policies lnternational Economic Institutions Economics of Developing Countries BUS 399 or 499 is required, a s well a s three semesters of a foreign language (or tested equivalent). Specialization in Management Infomation Systems: 175,221,222,242,252,279,331,310(or CSC 352),375,475,476, 479; ECO 112,113,313,318; MAT 174 and 175 or MAT 124 and CSC 170. Honors Maor: GPA of3.5 in the major and 3.0 overall: a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Business Administration: 6 courses, including 221,242,252,331, ECO 112 and 113. Other configurations may be permitted on consultation with the department. Minor in International Business: 6 courses, including 221,242 or 252, ECO 113,and three lnternational Business courses. Other configurations may be permitted on consultation with the department. Minor in Management Information Systems (MIS): 6 courses, including 221,242 or 252,370,375,475, and ECO 113. 175 is the recommended prerequisite for 370 and 375. Other configurations may be permitted on consultation with the department. C.P.A. Certification: Students who wish to take the Certified Public Accountants (CPA) examinaHon prior to fulflIllng the experience requirement must have c o m ~ l e t e dthe rnaior In BusinessAdministration-Accoun tinq and taken all accounting and b u d t ~ e s law s offered. Students mabring In Business Administration-Accountinu are auallfied under (he nlles of the Minnesota State Board of ~ c c o & t a n c ito slt For the examination during their last semester. Notes: Students who plan to major in the Business Administration department are strong!y encouraged to select a department advisor a s soon as possible, in order to carefully plan their program of study. In addition to the courses listed under the title "Topics in Business Administration" (BUS 295,495),the department has also offered: Research Methods for Economics and Business, Computer Simulation for Business, Income Taxes for Individuals, Computer Applications, Discrete Event Simulation, Entrepreneurship, and Micro Computer Accounting. Business (BUS) 175 Computers for Economics and BusEness A n i~~lroduction tn computerized rlala processing. Learn a higher-level Lcam about computerized spread-sheets (LOTUS) and l a n g ~ ~ a (BASIC). ge data bascs (LIOASE). team about word proccssing arid computerized business graphics. (I'rcreq.: Math I'laccment Group I1 or hlgh school algebra) 199 Internship Lower division internship. 221 Principles of Accounting I Introduction to business activities, basic concepts and Fundamentals of accounting, the accounting cycle and preparation of financial statements. 222 IPrlndples of Aceonntlng II A conlEnuation of 221. IntroducMon to business activlttes, accounting for corpoiations. Baslc concepts afld fundamentals of matiagerial accounting, planning and cnntrolllng plucesses, decision-nrahing and behavioral coilsidcralions. (Prcreq.: I-IUS 221) 242 Principles OF Management Develol~rnenlof the tl~eoryo i management, organization, staffing, planning, arid control. The nature olaulhority. accountability and responsibility, analysls of the role nl tlle professional manager. 252 Prlnclptes of Marketing Frinclples of l~aslcpollcy and strategy Issues In marketing. Legal, ethical, competitive, behavioral, economic, and technological factors a s they afFeet prt~duct.promotion. marketing channel and prictng decisioi~s. 279 Quantttative Methods for Economics and Business An l~ltrorlirctionto quantltatlve reasoning,descriptive ineasures, probability, sarnpll?rp,distributions. i~rfrrcnce,and estimatlnti with emphasis on tlielr usc in appticd proble~msin business and economics. (Prereq.: Math placerrterit groirp Ill nt a grade of at least 2.0 in MAT 104) 295 Taplcs I.ectures. discusstnns, meeting wlth members of the staff or visiting faculty regarding rcsearch methodology and readings in the areas of business adrninistratlon. (Pl'ercq.: Conseril of instructor) 299 Directed Study Independent study for lower division credit. 322 Accorrntfng Theory and Practice I A n analysis of accountlng theory pertaining to financial statements, income concepts. currcnt and non-current assets. (Prereq.: BUS 221, ECO 113, Fall) d c c o ~ ~ n t i nheory gf and Practice 11 A co~iti~~ualion or322. An analysis of accounting theory pertaining to liabllilles, stocltholrlcrs' equities and other accounting issues. Additional einpt~nsiso n incon~cdetermination considering price level changes. (Prereq.: BUS 322. Spring) managerla1Cost Accol~nting Accounting tools for planning and control of economic activities. Planning, budget in^, standard cost systems, as well as other quantitative and bel~avioraltopits. (I'rcrcq.: BUS 222,242,252,279, or consent of instructor) Tax Accounting The more common and important provisions of federal income taxes for individuals and various forms of business enterprises. (Prereq.: BUS 221, 331, ECO 112,113, or consent of instructor) Financial Management Theory ~Facquisillon,allocation, and management of funds within the firm. Sourccsand uses or long and short term funds, cost of capital, capital I>udgeting, Icve~age,dividencl policy, and related topics. (Prereq.: BUS 222, L C 0 113) Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable workin relationships: effective integration of the worker with the goals of the%rmand society. (Prereq.: BUS 242) Marketing Research and Analysis Research process as an aid to decision making in marketing management; research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.: BUS 252,279, ECO 113, or consent of instructor) International Business Intsoductlon to the problems and posdbllltles of doing business in an inlernatlanal conlext. Ajlpreciation of the prospective required Tor success. iirl plarining and rnanagemcnt or any cntcrpl-ise operating abroad is emphasired by rorcsccing both (he opportut~iLfcsand the dificullles Inherme In inlcrnatlonal business. (Prereq.: two business and economics courses or consent 01 inst~uctor) Advanced Computing for Budnees md EEodamiw Crrrrent topics involving programmable spreadsheets (LOTUS), programmablc data bas- (D-l3ASI:I. graphics, infomialion retrieval uslng teIecomrnunicatlons. and olher (lackaqes (stallsticalanalysis. project management, expert systems, etc.). Solbe common prnllfems In economics, finance and marketing. (Prereq.: One computer course such as BUS 175 or CSC 145,170 or 174. Recommended BUS 279.) Infwmatlon Systems In the Owanlzatlan Use of systems approach in analytlng the use of Information Systems in the olganizalioo, AnaIyze busincss needs and Information requirements, idc~~lliy relevant solutions atid communicate recomn~etidations.Emphasis on management consulting sE.IIts including wrillcn and verbal communications. (Prereq.: Two computer courses such a s BUS 175 and 370) 391 Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. 399 Inlernshtp Program A sludent may receive course credlts through an Enternship program whlcl~is applicable to graduation, bul not to the major.This program will P Lllc opportu~~lty to spend one rull term worltlng with atforti L ~ siudenl snine orgatrlzation. In addition, t h e sludent will write a repart on hislher activities. (Prereq.: consent of instructor) 423 Auditing Internal and external auditing procedures. Emphasis on internal checks and controls for accounting systems. (Prereq.: BUS 323, Fall) 425 Advanced Accountina Accounting for buslness combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: BUS 323. Spring) 433 Piaanclal f heory?Policy and Practice A system'sapproacli lo financial slructure and policy. Emphasis on deci- 438 450 475 476 479 sion making. presentation through literature, readings, lectures, and case nlalcrlal. (Prereq.: BUS 337 1 Investment Theory Appraisal or Llic risk return retatlonships of various types of securities Iwm llir viewpoinl o/bolh individual and instilr~tionalinvertor. Extensive coverage of capital mar'kets arid portfolio management. (Prereq.: all core cottrses or cunsen t or instriiclor) Marketing Management lnlegralion of rnarketil~gwith ather business f~mctions;marketing managemcqt and decision inalting, planning marltettngprograms, channels of di*tribulion, pricing. prorluc.l selling promotion policies. (Prereq.: BUS 352) Information Systems Analysts and Design AnaIyze inlormation rcq~~irements and design systems speciflcatlons. Utilize relational data base sofeware to aulcklv imtllement severa! system desians. Utilize ~ r o l e c manaacment' t sortware Lo manaac the i i f c cvcle pi&casinc~udin~'hacumentjiior~ and impternentatinn. (Frereq.:at1 ~dwer Ievet core murscs. B U S 375, Rcco~~irnended: BUS 370 01. C S C 35'2) lnformatlon Systems Projects Using sltllls developed in BUS 375 and 475, complete an information analysis ntid sysicms design for several business situations. Utilize both case sludies and actual buslnrsses. IPrereq.: BUS 375, 475. Recommended: BUS 479) Intermediate QnanHtatlve Methods for Economics and Business Utilizing cornpurcl pacl\ages rclcvanL lo slatistical analysis. Frogramming 1001s include soreadsliecls, Minilab, SI'SS and olher statistical packaqes. Areas or luteresl include slatisticaT descripllons, analysis of v d a n c e and slatlsllcal InCerenre plus linear models, queing models and Monte Carlo sln~i~talions. Prereq.: BUS 175. 279. Math placement group IV or a grade of at Icas12.0 in MAT 114,121, or 122. liecornmended: BUS3701 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) 499 Independent Study 'rhc stildcnt may calm independent study credits through individually supcrviscd prqjects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: consent of instructor) E c o n o m i c s (ECO): Mqjor in Economics: 8 Economics courses (112,113,312,313,414, and three other upper division); BUS 221,222,279, and MAT 114. The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. In addition, courses in the use of computers are also strongly recommended. Mqjor in Applied Economics: 8 Economics courses (112,113,215,312,313, and three other upper division); BUS 175,221,222,279,479, MAT 1 2 1and PHI 130. Combined major in Economics-BusinessAdministration: 6 Economics courses (112,113,312,313, and two other upper division); 8 Business Administration courses (221,222,242,252, 279,331, and two other upper division). Honors Mqjor: GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics: 112,113,312,313, and one additional upper division course. Other configurations may be permitted on consultation with the department. Notes: Students who plan to major in t h e department are strongly encouraged to select a department advisor a s soon a s possible in order to carefully plan their program of study. In addition to the courses listed below, these topics have been offered under ECO 295,495 Topics: Consumer Economics, History of Economic Thought, Research Methods for Economics and Business, Advanced Economic Theory, and Decision-Making with Finite Markov Chains. ECO 110,112, and 113will satisfy general education requirements. ECO 110 will satisfy the urban concerns requirement. 110 Economics of Urban Issues Sturly of econoinic itnplications of many problems faclng a metro-urban envi~onmenl.Somc nf l l ~ loptcs e to be rliscussecl arc: Population "Crisis", Crl111e Preveniion. Ecology atid Incornr I~istrlbullon;Dislrlhutlng rrce Drcarl: Mass Transit Systc~~ls, elc. ~~rnclanic~rtal rnicroecfino~nictools Introduced to Carllltatc discussion of ttie a hove mentioned topics. (This is a basic roursc desiglied fnr Itlost: sl~ldtlntswho tlo not plan tr) malor In Econnmlcs or Rusines4 Admlnistratlori. I1 docs no1 apply tclward an Lcotioi~ilr.major or ti~inor.Slrrttcnls wtin plan lo malor in Rusiness Aclminislralion alirlJor Ccoi~ornicsshollld enrnll in KC0 1I'L and t I3 which also are open to non-majors.) 112 Principles of Macroeconomics An lnttnduclion 10 macroecono!nirs; national Income analysis, monetary and fiscal pnlicy, intcrnalional trade, economic growth. Application or elementaiy economic Llicory la current economic prnblems. May be taken i~~depcndentlyallIJor 110.112and 113 may he taken In clttierorder,or may bc laltcri In the same lern, Tor the sluder~tto progress rapidly to the olhcr coutses. 113 Principles of Microeconomics An Inlroclucllon lo mlcroeconotnics, the theory of the household, firm, marlret strucltlres and Income rllstributlon, Application of elementary ecorion~ir.lhenqe to marltct policy. May Ile taken independently of 112 or 110. 1 12 at~cl113 may he lalren In either order, or may be taken in the same tcrni fortiic s t ~ ~ d eto n tprogress more rapidly to other courses. 175 Computers for Economics and Business (See under Business). 199 Internship Lower division internship. 215 Elements of Mathematical Economics Economic concepts explained using mathematics a s a tool. Examples from finance, management, and marketing are also examined. (Prereq.: ECO 113) 279 Quantitative Methods for Economics and Business (See under Business). 295 Topics Lechrres. discussions, meeting witfi members of the staff or visiting faculty regarding restrarch methodology and current national and international ecanornics problems and politics. (Prereq.: consent of instructor) 299 Directed Study Independent study for lower division credit. 311 Public Finance Analysis of the principles of taxation and public expenditures; the impact of fiscal policy on economic activity: debt policy and its economic implications. (Prereq.: ECO 112,113. Fall) 312 Intermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle. (Prereq.: ECO 112, Fall) 313 Intermediate microeconomics Theory orresourccaIlocal~on,analysis of consumer behavior, firm and industry; lhe pricing of lacto1s of production and income distribution: introdiiction lo welCarc ecol~ornics.(Prereq.: ECO 113) 315 Monev and Banklna ~ u n c l f o nor l ~tllc ~ ~l<onetary and banking systems, particularly commerclal I>arilcs,the I'cdernl Reserve System and its role in relation to aggregate ccono~iilcacttvily. Etnpt~asisplaced on monetary theory and policy. (Prereq.: ECO 112,113) 318 Management Science l'rovirles a sounrl conceptual understanding of the modern techniques OF management scic~lrel o prepare sl~idcnts LC) malte better I3uslness and economic declsiorrs. I'tt~phasisIs on applications, wl~fcharc Lalte~?from the arcas nf transportation, markellng. [>oriColioselection. envlronmcntal prw teclion, thr slinrlest ror~Le,invcrlto~ymodels. InCormatioti sysiems, ctc. (Prereq.: ECO 313. Spring) 360 International Trade and Pinance A study ol the unclerlylna roi'ccs afrectlng the economic relations among of the basts tor international trade: balance of paynatirlris, De~elopln~IIt rnetils: exchangc ratc systems and comniercial policy. (Prereq.: ECO 112, 1W or cclnsenl of Ensin!clorl 399 linternsltipProwam A studenl may rcrclve course credits through an Internship program wllEcli is applirallle to gradualion, h u t not to the major. This program will alforrl the sluclcnt the opporh~nICylo spend one frill tcrm worlcinq with so~~~rr organization. In atlditlori, Llle sludent W111 wrile a report on tiis/l1er activities. (Prcrcq.: consent ol Instructorl 413 Labor lkonamlcs Analysis or labor marltels; labor as a factor ofproduction; determination of wage cotIe.ctivc bargaining: labor legislation and effects upon society. (l'rcreq.: GCO 515 or cnnsent of instructor. On demand) 414 Wclfarc Economics Basic concepts and propositions: Pareto optimality, economic efficiency of alternative rnarlret strrlctures; social welfare functions; normative concepts of econornic theory. (Prereq.: ECO 313 or consent of instructor) 415 Managerial Economics I~ilrgratrsecononiic theory and corrcspondlr~gpractlces In business. Amo11.qthe topics considered are theories and practlces in forecasting, esllmniion 01 dcrnand and cosl lunctions, pricc and non-price competition, protl~lctlonar~dcost co~isideratIons,and an analysis of economic proh!ems or xcleval~cetcl rnarlagelnenl. (Prercq.:BUS 279.CCO 3 13. Spring) 416 Mathematical Fmnonlics Matlieinalical ecanomlrs wlth emphasis on the application of mathematical tools Lo Lhc areas oCinicro and macro economic theory. (Prereq.: ECO 512,31.3 and a l leasl PlAT U2 or equlvalclit or consent of instructor. On demand) 479 Intermediate Quantitative Methods for Economics and Business (See under Business). 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and intemational economic problems and policies. (Prereq.: consent of instructor) 499 Independent Study 'the student tnay earn independent study credits through individually supfwiserl projects designed to afford him/her the opportunity to analyze some lop6 or isstrc in depth. (Prereq.: consent of instructor) Chemistry Chemistry is the science of the changes in matter, examining those changes and worhlng toward an understanding ofthenz. Correlating the results of physics and opening the vistas or molecular biology, chemistry has been described as the central science, since matter includes the entire physical world such as the things we use, the food we eat and even ourselves. Chemists as scientists must he well versed tn the scfence of chemistry, knowledgeable in Tact and theory for solving sclentffic problems, capable of providing a pzrblic understanding of their work including potential problems as well as hrnefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts core of religion, humanities, the arts and the social sciences are imperative if a chemist is to be truly human and therefore truly scientific. The Department is on the List of Approved Schools of the American Chemical Society, and offers a chemistry major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists. 1. To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to complete successfully with their peers of similar ability in graduate school or research positions. 2. To provide programs of study for professional goals in addition to the traditional positions as chemists. 3. To provide an atmosphere of learning so that students will want to remain lifelong learners thereby remaining competent in their field however that may change alter graduation, and be able to move into new areas as opportunities arise. 4. To encourage students to take a broad view of their education and to seriously study areas outside of the sciences: and 5. To presentthe excitement:of chemtstry to non-science majors as an exampie of the methodolagy of the natural scienca in examining the world around us, The presenbtion of major concepts underlying the changes in matter. the apporttlntty to examine change in the pl~ysicat world, and the reflection of the implications ofsclence In our society will enhance the ability of non-sciencepersons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty: Earl R. Alton (Chairperson),Arlin Gyberg, John R. Holum, Sandra Olmsted Graduation Mqjor in Chemistry: 115,116, (or 105,106) 351,352, 353,361,363 and one additional course from 364 and 365,464,481, 483, or Biochemistry. Participation in seminar; PHY 121, 122; MAT 124,125. Since upper division courses have mathematics and physics prerequisites, students should plan to take MAT 124, 125 in the freshman year and PHY 121,122 in the sophomore year. American Chemical Society Approved Maor: 12 courses including 115,116 (or 105,106) and all chemistry courses above 350 (except 399,497, 499), Chernlstry Seminar participation; MAT 224: PHY 121,122 (which should be taken during Ihe sophomore year). Reading ability in Cierman equivalent to one semester and conlput~rprofi- ciency are also required. - Teachlng Mqjwr: Physleal Science Emphasis Chemistry Major: Recotnmendation for licensure in Physical Science requires general chemistry (115, 116 or 105,106);3 courses in earth and life sciences: CHM 351,352,353,361,363,364,482,491 (B10 367 may be substituted for 364); PHY 245. Students are advised to consult with the Education department early in their planning. Pre-Medical Chemistry Msy'or: The same as the graduation major. In addition, medical schools expect at least two courses (and usually more) in biology. Students should consult members of the Chemistry department for assistance in planning a course program early in their college career. Honors Mqjor: Full ACS major; average of 3.5 in chemistry, mathe- matics, and physics, 3.0 over-all; one summer or course of approved research; participation in seminar. Minor: 5 courses which must include 115,116 (or 105,106),353 and two other chemistry courses from 351,352,361 or BIO 367. Note: Credit will not be granted for both 105 and 115, or for both 106 and 116. Most courses in this department have prerequisites, courses that must be completed before enrolling in the given course. A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a two-term course in registering for the second term. Placement in 105 or 115 is determined by the score on the Mathematics Placement Examination. High school chemistry is a prerequisite for 115. 105,106 Principles of Chemistry Somewhat less rigorous than 115, 116: designed especially for students who will not major in chemistry, although students may go from 1 0 6 to 351, 353. Concepts and laws underlying chemistry illustrated by a variety of examples including organic and environmental systems. (3one-hour lectures, 3 hours of laboratory. Prereq.: math placement. 105, Fall; 106, Spring) 109,110General, Organic and Blolaglcal Chemism Dcsigtied lor studcnts who nccd a survey of the fundamental principles nl genc~al,o r ~ a n tand t hfological cl-iclnistry Tor careers in allied h~a1ll-iareas slrcli as nursing (Incl~rdingR~~gsbi~rg's Upper Division I'roqranl), irlhalad tlon Lherapy, histotecl~riology.physical education, and others. Open also to studcnts In the humanities and qoctal: Scier~ces.F l r 4 Ierm, general cllctnistry principles and an introciuctIon 10 organic chemistry. Second term, o~gaiiicand biolorlictll cIrclnist~ywi(h s p e ~ i aapplications l Lo )iltman y. pllyslolnglcai cl~cmislry.(3ane-hour Iccturcs, 2 hauls of l a h o ~ a t o ~This course docs not apply lowarcl the major or minor in clretnlslly. Credit cannot I>e earned 101 110th I09 anrl 105 ar I 15,tior can credit be earned tor both 110 and 351. Prereq.: High school chemistry within the last 3 years. Weekend College) 115.I16 General Chemlaby An Inlenslve celirse ror pre-mdlral students and b t u r e chemists. Firstsernester lriclucles cttcrnical eqtlations and calc~~lations, enernctics, and bonding Uicory wlth examplcs from Inorganic chcinistry. Thc second e m phasi7cs equllibrii~rnand soliltion cheinistry Including ltinelics atirl clectmrhemist~y,(3 one-hour Tectures, 3 hours 01 laboratory. Prereq.: lllgqh school cheniistry, t n a t l ~placemenl. 115, Fall: 136. Spririg) 199 lnternshlp Lower division internship. 299 Directed Study Independent study for lower division credit. 351.362 Organic Chemlstry Importar11classes of organic compounds wItI? special emphasls on mechanisms alld ~nulli-stepsynthesis. Descriptive material Is correlaterl by means of modem tticorIrs olcliemlcal bonds, encrgy relaUons. and reac. many applicalloris ofot'ganiccllf~i~islrl/ Lo I~iologlcal.entinrl ~necl~anlsm; vironmenlal and ilidl~striillfielcls. (3 one-hour Zccturcs, L fnur-hour laboratory. Prereq.: 106 or 116: 351, Fall: 352, Spring) 353 Quantitative Analytlcal Chemistry Covers tlravlmclrir anrt volumelric. anatysls and solutlnn equlllbrlurn in Lo electrochemical and spectraptiotomerlelall and gives an i~>LrnducLiot~ tric lech~ilq~les nT atialysis. Thf laboratory IHVCII\IESq~lantjlaliveanalysis o i a varicly oCsamplfs, ant! includcs trace analysis. ( 3 hours of tcctrrre. l four-lloilr laboratory. I'rc~fq.:106 or 1 16. Rall) 361.3641 Pbystcal Chemistry The basic t\icoreLical concepts of chemistry: therrnodynamlcs, klnctlcs, quantl~lntheory. atrd statcs oimatlcr are studicd In thc first scmester. Applications orthcse conc:epls to arcas of rno~cct~larstructr~i e, equilibria and electrnchemistry In thc s c ~ o r l dscrneslcr. (3 one-hour tectutes. Yrereq.: JOG or 116: PHY 121. 122; MAT 124, 125.361, Fall: 364, Spring) 363,365 Physical Chemlstry taboratory (112 COllrSE each) Ptryslcal Chemislry Laboratory introduces students to tect~niquesofdata collerlfon and cxperiniental i~pplicationorconcepts prcscnlcci In Physical Chcmlstry lect~lrc.365 is Lo be talten the firs1 lialCol the spring senicstcr and invnlves expcrinlents relater1 to 361. 565 14 In bc lalrcn l l i P second half ollhe scmesler by a11 peisans fa hl!igJ64, exccpt Ll~al special sti~ctdi ts may ask deparlnlent tor exelnpllon. 399 Internship Opportunity for off-campus experiences as a chemist. Cooperative Education is also an option for majors. 464 Advanced Organic Chemistry Organized around the prohlctns or identlfylng organic cornpotrnds It1 the laboratory. I.ecture lopic!! Include struclui'e-specLra correlatioris for tR, UV, MMR, and Inass spectroscopy: tlse al t h e lltcrature [ir~cludlngB c i l ~ stein): atirl Curther stilrly oCorganic rcactinns. Ir~lrarcd,nuclear n~agnetit: resonance, anrl ~ ~ l t r a v i o lspectra el rai~tlnelyuscd. (3 hotm: oF lecture, G hours ollaboratoly. Prereq.: 352,353,361 or consent of insin~ctor:some reading k~~owlerlgc of G e n ~ ~ ar'all) n, 4BX Advanced Analytical Chemistry Ernpl?aslsupon advanced equitfhrium theory and prlnclples ofatomic and fi~olectrIar speclroscopy as applled to analytical mclhods as well as cliro~ n togra1,hIc a and eleclroanalytical techniqt~csot analysis. (3 hours lecture, 1 (our and one-half-haul laboratory. I'iercq.: J53.361, or consent rrl i r ~ s t ~ ~ l c tSprlng) or. 482 Advanced Inomanlc Chemistry Correlation of inorganic reaclio~isusing the electrastatlc, valence bond, and molecular orhital models. Coordination chemistry Is discussed In Lcrms of Ilgarrd field tfieoy, The laboratory involves prcpa~ationsor tnorganic coinpm~ndsusing a variety of techniques, (3 one-hour lectures, 1 thrce-hour laboratory. I'rcreq.: 3.52.36J , or consent of i n s t ~ ~ ~ c Fall) tor. 403 QuanCumChernistsy I'reser)ls qtlailtilm llleory In terms of Schrodinger's wave equatIon and uses the equalinn Lo solvc Ehe prnblems 0T R e harmonic osciIIalor and (tic hydrogen alom. Approximate snlutlons are lntrod~icedand used l o develop inolecirTar orldtal l l ~ c o r ylor molec~~les. Inclurles comznutators. and group Lheory. (3one-how leclrlrcs. elcctron spin, angular 1iiornc111~1rn P~rrcq.:36 1ar cansenl or instructor. Sl~ring) 491 Chemistry Seminar 'This seminar, which has no course credil, is a weelcly meetlng of chemistry majors i~nrlerthe direction of thc Augsbusg Chemistry Society. Juniors and scniors are expected to participale. wltli seniors pmscnting papers. Outside visitors are occaslonalIy Invited to participate. 497 lntroductton to ChemIstsy Research Chemistry majors planning research careers need research experience before gr adualian. Srhch ~ x p e r l e n c emay b e obtained by wurlting on a sum~nerrcsearrh rolect In Ihe clepartmenl (no( col~nleclas a COLII se) or by research parlEipalion dtirlrlg Lhe acade~alcyear (which may be counted as a co~irse).Cooperative Edi~cationis a possibility, (Junior standing). 499 Independent Study Chemistry majors who are interested in non-laboratory research such as theoretical or historical chemistry may pursue their interest via independent study. (Junior Standing) East and Southeast Asian Studies Khin Khin Jensen (Director) This program offers hvo options: 1. Mqjor or minor in East Asian Studies through Augsburg and the other Associated Colleges of the Twin Cities (ACTC).This is an in- ter-college, interdepartmental program which provides a foundation for careers in international business, government, teaching, global ministries, work with social and recreational agencies, or graduate study. Two years of Japanese are taught on one ofthe five ACTC campuses, or Augsburg students may take Chinese courses at Hamline University. There also is a contractual arrangement with the University of Minnesota East Asian Studies Department for Chinese and Japanese language courses. Opportunities for language study abroad are available in Japan, China, Taiwan, Korea, Hongkong and Singapore. Summer institutes are available in the People's Republic of China and in the U.S. See the director for information and procedure to register for any of these courses or travel. Non-majors in the program are eligible to take the Chinese or Japanese language courses, which may be taken for distribution requirement. Mqjor in East Asian Studies - 10 courses, including 4 courses (2 years) of basic college Chinese or Japanese, or equivalent competencies; 2 courses in History; 2 courses in cultural specialization or comparative studies: and 2 courses from a list of approved electives. Major courses must have the written approval of the Director of the program. Minor in East Asian Studies - 5 courses, including 2 courses (1 year) of basic college Chinese or Japanese or equivalent competencies: 1course in history of East Asia; and 2 upper division courses in cultural specialization from a list of approved electives. Minor courses must have the written approval of the Director of the program. 2. Minor in East and Southeast Asian Area Studies is an area concentration at Augsburg College that does not include a language component. It is designed to be useful for a variety of careers when combined with other majors. Minor in East and Southeast Asian Studies - 5 courses, 2 from HIS 322,323,324: one from PHI 355, REL 356, SOC 336: one from HIS 474, POL 351,363,382; and one from HIS 226,399,495,499. HIS 104 is strongly recommended. Note: Interim courses related to the East and Southeast Asian Studies program may be substituted when appropriate, with the consent of the Director. 226 Asian and Asian-AmericanWomen in Public Life in the 20th Century (See under Department of History) 299 Directed Study (See Director of program) 322 Modem Southeast Asia (See under Department of History) 323 Modem China (See under Department of History) 324 Modem Japan (See under Department of History) 351 Communist Political Systems (See under Department of Political Science, Comparative Politics and Analysis) 363 Communist Foreign Policies (See under Department of Political Science, International Politics) 382 Marxist Visions: Past. Present, and Future (See under Department of Political Science, Political Theory and Analysis) 399 Internships (See Director of program for guidelines to apply for an internship) 474 The World and The West (See under Department of History) 495 Seminar (See Director of program) 499 Independent Study (See Director of program for guidelines) Economics (ECO) See Business Administration and Economics ', 1 1, Department f:" . . Students interested in attaining teacher licensure or developing a background in education a s a base for advanced study in other careers will find opportunities in the Department of Education. Professional mucation combines the study of theory with practice, and field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in the Twin Cities. The career that first comes to mind for graduates of teacher education programs is classroom teaching. Augsburg graduates are found in many classrooms within the Twin Cities area. In addition, they provide educational services in classrooms across the nation and in some foreign countries. The teacher education program coupled with the liberal arts program serves a s a solid base for graduate education. Some teaching fields require graduate work beyond the initial license in either elementary or secondary education. Not all graduates choose to teach in school settings. Teacher education graduates are also found in business, working in managerial, sales, production, and service areas. To qualify for state teaching license after July 1,1987applicants are required to have had the course "Reading in the Content Areas" or the equivalent. To qualify after April 1,1988for licensure, people are required to have passed basic competency tests (prescribed by the Minnesota Board of Teaching) in reading, writing skills and mathematics a s well as a prescribed competency test in the specific area of licensure. Education Faculty: Trudi Osnes (Chairperson), Sheldon Fardig, Marie McNeff, Lauretta Pelton, Mark Schelske Elementary Education (EDE) Marie McNeff (Coordinator) Kindergarten-ElementaryMajor and Licensure Requirements: 255, 341, 351, 352, 381, 382, 383, 384, 386, 481, 482, 483: HPE 114, 115; SWK 260; a college level mathematics course: academic minor (major recommended):GPA of 2.0 overall and 2.5 in major and academic minor and grades of P in student teaching courses required for licensure: fulfill requirements of Minnesota Board of Teaching 5 MCAR 3.041 in Human Relations. The professional semester, forjuniors, includes 341,352, 381,382,384, 386, 387. (341,381, 382, 383, 384,386, 387 are 112 courses) 199 Internship Lower division internship. 255 Ofienfatfon to Education In an Urban Setting Investigation or various aspects of the teaching profession and opportunity COT in-school worls. Opcn to all students. Membership in one of the p r ~ r c s s l ~ lleach ~ a l er organizations is required. (Prereq.: sophomore standing or above) 282 Introduction to Special Education (See Special Education) 295.495 Topics in Mucation Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Lower division independent study. 341 Media Technology (112 course) Psycllological arlcl philosophical dimensions of communication through tlre use or lnstmctlnnal technology. Selection, preparation, production, and evali~allonof cfkcclive audio-visual materials for teachinglleamingsitualions. (5pri1ig) 351 Techniques of Teaching Reading The study and utilization of a variety of techniques and resources in the reading and the diagnosis and correction of reading difficulties. (Fall) 352 Creating Learnlng Environmenw Kindergarten-Elementary The study of stralegies and nlcthods of teaching and learning in the contexts of ed~lcational,psychological and sociological thcotlrs. Membership In one of the professional tcactter organizations Is reqirlred. (Prereq,: 255 or E D S 265 or consent of i ~ ~ s l r ~ l cSp~ing) to~. 381 Kindergarten-ElementaryCurriculum:Art, Music (112 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Spring) 382 Kindergarten-ElementaryCurriculum: Mathematics (112 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Spring) 383 Kindergarten-Elementary Curriculum: Physical Education, Health (112 course) Examination and preparation of materials and resources for physical education and health at the kindergal ten and elementary levels. Laboratory experiences. (f'rercq.: 255 or CDS265. Fall) 384 Kindergarten-ElementaryCurriculum: Social Studies, Science (112 course) Examination and preparation of materials and resources for social studies and science at the kindergarten and elementary levels. Laboratory experiences. (Prereq.:255 or EDS 265, concurrent registration in 352. Spring) 386 Kindergarten-Elementary Curriculum: Children's Literature, (112 course) Examination and preparation or materials and resources ror Children's Literature at the kindergarten and elementa q' levels. I,ahol.atary expertences. (Prereq.:255 or EDS 265, concuncnl reglslralion in 352.Spring) 387 Kindergarten-ElementaryCurriculum: Language Arts (112 course) Examination and preparation of materials and resources for Language Arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Spring) 399 Internship The student may select from a variety of situations for professional work experience. A learning contract must be developed and must have education faculty approval. 478 School and Society (See Secondary Education) 481,482,483,484 Student Teaching K-6 Observing and facilitating learning at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Membership in one of the professional teacher organizations is required. (Prereq.: Admission to student teaching and program approval) 491 Practlcum and Seminar in Special Education (See Special Education) 498 Independent Study (112 course) Study of specific areas in education a s determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 Independent Study Opportunity for advanced and specialized research projects not otherwise provided for in the departmental curriculum. A projected program must be outlined and approved by the kindergarten-elementary education faculty. Secondary Education (EDS) Trudi Osnes (Coordinator) It is the responsibility of each student to meet all specific requirements of the Education Department. Secondary Education students are advised to consult with Education faculty regarding state requirements for teacher licensure, in addition to conferring with the student's major field adviser. Licensure Requirements of the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department licensure program: Baccalaureate degree; academic major in an approved teaching area; 265, 354, 388, 478, methods course(s)in major area, 481, 482 (and 483 for Art, Music, and Physical Education teaching majors); HPE 114, 115; PSY 105; GPA of 2.0 overall, 2.0 in education courses, 2.5 in academic major and P in student teaching. Application for and acceptance into the Augsburg licensure program required. Art, Music and Physical Education Licensure: A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elementary school level. A person with a major in one of these special areas will take three courses in student teaching and do some student teaching at both the secondary and elementary levels. In addition to 354, the art major will register for 361,362; the Physical Education major for 365; and the music major for 355. Art and Physical Education teacher education programs lead to licensure for grades K12. Music teacher education programs lead to licensure in the following areas: 1Band (K-12) and classroom music (5-12);2-Orchestra (K-12)and classroom music (5-12);3-Vocal and classroom music (K-9);or 4-Vocal and classroom music (5-12). Foreign Language Licensure: For foreign language teachers (French, German, Spanish), achievement of at least "good" in the listening, speaking, and reading parts of the Modern Language Association proficiency tests is required. The candidate will take the MLA tests before undertaking student teaching. Results will be recorded in the candidate's permanent file in the Department of Education. The Professional Tern School and Society and Student Teaching are taken jointly in one full-time term in professional education. Attendance at special afternoon or evening seminars is also required. A student who elects to take just two courses in student teaching may take one course in independent study at this time. All students are expected to be involved full-time in the activities of the professional term. 199 Internship Lower division internship. 265 Orientation to Education in an Urban Setting Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. Membership in one of the profese sional teacher organizations is required. (Prereq.: ~ o p h o m o r standing) 282 Introduction to Special Education (See Special Education) 295,495 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Independent study for lower division credit. 341 Media Technology (112 course) (See Kindergarten-Elementary Education) 351 Techniques of Teaching Reading (See Kindergarten-Elementary Education) 354 Creating Learning Environments: Secondary The mastery of theories and their application for teaching in learning settings. Laboratory experiences. Membership in o n e of t h e professional teacher organizations is required. (Prereq.: 265, PSY 105) 355 Music Methods (K-12) Trends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshops and laboratory experience. (Spring) 356. 357. 358 Music Methods: Brass and Percussion, Woodwinds, Strings (112 course each) Study and application of instructional methods, materials, and techniques. 361 Art Methods (Elementaryand Junior High School) Procedures, materials and issues relating to the teaching of art in the elementary, middle, and Junior high schoois. For art teactiing majors only. (Fall) 362 Art Methods (Senior High School) (112 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (Fall) 364 English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Spring) 365 Physical Education Methods (K-12) (See Physical Education Department) 366 Foreign Language Methods (112 course) Language learning theory. The theory and practice of language teaching. (Consult with the Foreign Language Department.) 374 Natural Science Methods (K-12)(112 course) Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. (Fall) 375 Social Studies Methods (112 course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and curriculum development. (Spring) 376 Speech and Theatre Arts Methods (112 course) The teaching of basic speech, interpretative reading, discussion, and theatre and the directing of co-curricular speech and theatre activities. (Spring) 377 Mathematics Methods (112 course) Study of t h e basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. (Spring) 388 Human Relations (112course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. 399 Internship The student may select from a variety of situations for professional work experience. A learning contract must be developed and must have education faculty approval. 410 Health Methods (See HPE 410 Administration and Supervision of the School Health Program) 478 School and Society The emphasis in this course is on the school in relation to society with particular attention to urban education. Introduced by a study of educational philosophy and the development ofAmerican education, current major iss u e s in education will be studied. Membership in one of the professional teacher organizations is required. (Prereq.: senior standing) 481,482,483,484 StudentTeaching Observing and dlrettinq leal r~lngat the secondary level under supervision of college and secondary school personnel. (A minimum of two courses, except three courses required of Art, Music, Physical Education majors. Prereq.: Admission to student teaching and program approval) 498 Independent Study (112 course) Study of specific areas in education a s determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 Independent Study Opportunity for advanced and specialized research projects not otherwise ecl must provided for in the departmental curriculum. A ~ ~ r o ~ e c tprogram b e outlined which meets the approval of education i a c i ~ l t ~ . Special Education (EDE, EDS) Mark Schelske (Coordinator) Minor: Minimum of 6 courses (282,491: PSY 351,357; one course chosen ftom HPE 354, MUS 110 (Interim) or 395, PSY 362, EDS 385 (Interim), or SWK 304 (CHR); and one course chosen from LIN 289, PSY 352 or 359, or EDS 388. BIO 103 is recommended a s an additional course. 282 lntroductionto Special Education Introduction to the field of special education. An examination of the nature, causes, and educational interventions for such exceptionalities a s mental retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and giftedness. (Spring) 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Prereq.: Completion of courses for special education minor o r consent of instructor. Students planning t o take this course should consult with the special education coordinator about a placement prior to registering for the course. (Pall) Engineering Ken Erickson (Adviser) Augsburg College has cooperative arrangements with three universities to allow the-student to earn a- achel lor of A& degree from Augsburg College and an engineering degree from either the University of Minnesota Insti- tute of Technology, Minneapolis: Washington University School of Engineering and Applied Science, St. Louis, Missouri: or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering Adviser is necessary. Applications for these programs require the recommendation of the Augsburg Engineering Adviser. University of Minnesota The lnstitute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: - 1. Bachelor o f Arts/Bachelor o f Engineering (B.A./B.E.)enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the lnstitute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessaly for final acceptance into the program. Formal application to the lnstitute of Technology may be completed during the second semester of the junior year at Augsburg. 2. Bachelor o f ArtsIMaster o f Engineering (B.A./M.E.)enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the lnstitute of Technology. The curriculum is the same as the B.A,/B.E, curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the University before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E, program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the lnstitute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E, program are not guaranteed admission to the Institute of Technology. Washington University - Three-Two Plan Dual Degree Plan Michigan Technological University - These programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program are guaranteed admission to the engineering school, provided they have met course requirements, have a B average, and are recommended by the Engineering Adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg Engineering Adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. M i n i m u m Course Requirements f o r Admission t o the Dual Degree o r ThreeTwo Programs: CHM 115,116; CSC 170; ENG 111; MAT 124,125,224, 226; PHY 121, 122; additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124,125 and PHY 121,122 are taken in the freshman year. Students interested in Chemical Engineering also should take CHM 351, 352. English Those who study English believe that an intense concern for words, ideas, and iknages helps us understand who we are and who we can become. Writing helps us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through English study we see life's complexity, experience life as some others do, and understand better the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communications, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. The Augsburg English department integrates its program with the cultural opportunities ofthis vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. Students with an Augsburg English mqjor pursue careers in elementary, secondary and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English majors may start on a slightly lower rung of the career ladder than those with more specialized training, but will move to higher rungs more quickly because of their broad background, their skill in analysis, and their superior communication skills. Skills in reading perceptively and writing effectively enhance any career and make life more enjoyable and understandable. English Faculty: Barbara Andersen (Chairperson), Joan Griffin, John Mitchell, Catherine Nicholl, Ronald Palosaari, Kathryn Swanson. Mqjor: 9 courses above 111,including 225; one course in American literature; one course in Western literary tradition (271 or 272); and three courses in British literature, one on literature before 1660 (for example, 331 or 438) and one that surveys a number of writers (336, 337,423). Majors are encouraged to take ENG 245 early in their college work and to consult their departmental adviser regularly. A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. Mqjor for Secondary Teaching Licensure in English-Language Arts: 1 0 courses, including those listed for the major and a course in the English language; 2 Speech courses, one from 111,351,352, 354 or 355 and either 360 or 366. Courses in early American literature, Shakespeare and film are recommended. In addition to field experience and student teaching required by the Department of Education, majors will be required to gain practical experience in teaching writing, to be arranged through the department chairperson. Students are encouraged to take courses toward their major during the freshman and sophomore years, enroll in Orientation to Education in the fall term of the sophomore year and apply for teacher education not later than the fall of their junior year. In addition'to planning their courses with the English department chairperson, students should consult an adviser in the Department of Education. Honors Major: GPA of 3.5 in the major and 3.0 overall, submit program to department chairperson early in senior year, defend honors thesis before faculty committee in senior year, Honors thesis may be an independent study program. Minor: 5 courses above 111,including at least 2 literature courses, one of which must be in British literature, and one advanced writing course. Note on Concentration: In addition to meeting requirements for the major, English majors may, if they wish, develop an area of emphasis, such a s British concentration, American concentration, world literature concentration, or writing concentration. A student arranges a concentration by careful selection of electives in the major, by the design of an independent study course that applies to the concentration, and by the selection of some related courses outside the department. English majors should work closely with their advisers in developing a concentration. Interim courses, special courses, and courses at other ACTC schools will often fit well into a concentration. Note on Prerequisites: 111is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division course is successful completion of a lower division literature course or consent of the instructor. 101 Developmental Wrltlng A preparatory course for Ewective Writing for students identified by an ex- amination a s needing nddltlonal preparation, Instruction and practice in e Sturle~rtswill write short papers based on basic wrlting skills wllt t ~ given. tlicir own observation, experience, a r ~ r ll~ought. t P/N grading only. 111 Effcctlwe Writing 'I'he study ol' cornposltion with emphasis on expository writing. Attention Lo correcl tlsagc, logical orgar~lzation,and the research paper. The grading system fn~lhis C O ~ I T S E i~ either P/N or 2.0-4.O/N. In order to hold a pEace in Ihc course the studen( must either attend class the first day or personally notify the instructor that s / h e cannot be present. 199 Internship Lower division internship. 217.218 English a s a Second Language (ESL) Consistent, repeated work on pronunciation, vocabulary and American idioms, grammar and sentence patterns make up a major part of these courses. In-class drills and exercises, assignments, and sessions with ESL tutors are means for students to improve oral skills and to increase their fluency. Understanding spoken ~ m e r i c a nEnglish, speaking, reading colleae-level materials. and writina are the skills emohasized in these two c&urses. Testing will determinetlacement in these courses, and testing, a s well a s other course work, will determine whether the ESL requirement is met. 218 is graded either P/N or 2.0-4.O/N. Students will continue in 218 if an N grade is given. By successfully completing the courses, students will b e exempted from the foreign language requirement. 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals will b e emphasized. Students will be encouraged to use material from their own areas of specialization. (Prereq.: 111or equivalent) 225 Advanced Expository Writing The development of essays in a variety of rhetorical modes, which may include identification, definition, classification, illustration, comparison and contrast, and analysis. Particular attention will be given to stylistic and organizational matters through the course's workshop format, in which student's papers are read and discussed. (Prereq.: 111) 226 Creative Writing The purpose of the course is to encourage and guide, by means of appropriate models, theories, and criticism, writing in narrative and poetic modes of expression. Short stories, personal narratives, and poems may be selected by students for experimentation and development, according to the student's preference. 227 Journalism An introduction to newswriting, with secondary emphasis on the feature and the news feature. The student is first introduced to the principles of writing the news story, what constitutes news, copy preparation, and editing practices, then goes on to write real and imagined obituaries, press releases, speech stories, and community news stories. A unit on the feature and the news feature concludes the course. Throughout the semester, attention is paid to ethics, comparisons and contrasts with the electronic media, and stylistic trends inside and outside the journalism establishment. 2 4 1 Introduction to Cinema Art An investigation of the artistic qualities and the historical development of the film medium. The course includes the viewing and discussing of both feature length and short films. (Spring) 245 Introduction to Literature An introduction to the study of fiction, drama, and poetry. Particular attention will be devoted to developing critical and analytical skills in reading and writing about literature. Strongly recommended for English majors and minors. 250 American Literature to 1920 Reading and analysis of some significant works of selected American writers from colonial times to the emergence of literary naturalism. Attention is also given to the writer's contribution to the historical development of American literature. 2 6 1 Modem Fiction Significant works of selected prose writers, chiefly European, of the twentieth century. 2 7 1 European Literature: Homer to Dante A study of major works of Greek and Roman literature, for example the epics of Homer and Virgil, the tragedies of Aeschylus, Sophocles, and Euripides, the comedies ofAristophanes and Ovid's Metamorphoses. Dante's Inferno will b e studied a s a work in which the Christian and the classical traditions a r e combined. These works will be studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) 272 European Literature: From the Renaissance to the Modem Period Study of masterpieces of literature, chiefly European, from the medieval to the modern period, including such authors a s Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky. (Spring) 282 Topics In Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected For study in any year will be listed in the class schedule for that year. Recent offerings have included Scandinavian literature, Twentieth Century Poetry, and Comedy. 299 Directed Study lndependent study for lower division credit. 331 British Literature, Chaucer to the Elizabethans Chaucer and the medieval Milieu will be studied a s well a s the development of English poetry and drama in the English Renaissance. 332 Milton and His Age A study of Milton's major poems and selected prose. In addition the Renaissance literary tradition out of which Milton created his works will b e eFamined. (Alternate years) 336 Bnitish Literature, Seventeenth and Eighteenth Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets up to Blake, with attention to the historical, intellectual, and social influences and the major literary movements. (Fall) 337 British Literature, the Romantics and the Victorians A study of major writers of the nineteenth century, emphasizing Romantic poetry, Victorian poetry, Victorian prose and two or three novels of the period. Relationships among these writers and their influence on one another will be emphasized a s well a s their relationship to their own age and their lasting contribution to the forms of poetry and prose. (Spring) 351 American Literature Since 1920 A study of some recent and contemporary writers and literary movements. Attention is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city a s setting and symbol in modern American literature. 399 Internship The department offers on-campus internships in teaching writing and various off-campus internships, Interested students should consult the department chairperson. 423 Studies in the British Novel A survey of the development of the novel in England from its eighteenth century beginnings up to the twentieth century. Novels studied will be selected from the works of such authors a s Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Thackeray, Eliot, Hardy, and Butler. Attention will be given to the conditions contributing to the rise of the novel and its emergence by the twentieth century a s the dominant literary form. (Alternate years, 1986-87) 438 Shakespeare Study of ten o r twelve major plays - comedies, histories, tragedies with attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading analysis. 498 lndependent Study Metropolitan Resources Open to junior or senior English majors with a grade of 3.0 or consent of department chairperson. Provides directed independent study which makes use of the resources of Augsburg's urban location, such a s theaters, poetry readings, and writers' groups. 499 lndependent Study Open to junior or senior English majors with a grade of 3.0 or consent of department chairperson. Provides directed independent study in the area of the student's choice. - Foreign Language Department The Foreign Language Department at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The department is committed to the view that education should go beyond career preparation. So viewed, foreign language study goes beyond the development of new communications skills to foster an abiding awareness that the splendid diversity of human languages, literatures, and cultures represents a nch historic legacy developed in different ways by many nations to be shared by all in common. The departmental faculty believe that familiarity with the language and culture of another people is an essential step in the development of global perspective and hence is indispensable in the education of Augsburg students. The Foreign Language Department offers language, literature, and culture courses in French, German, Norwegian, Russian, and Spanish. Courses in Chinese, Japanese, Latin, and Greek are available to Augsburg Students through the college's affiliation with ACTC, a consortium of Twin Cities colleges. A special perspective on language is also available to Augsburg students in the linguistics courses offered by the Foreign Language Department. Linguistics goes beyond the study of individual languages to investigate the general principles which operate in and shape all languages and in this way the study of linguistics affords the student a unique view of one of the most intriguing and central facets of the human mind. Foreign language skills, perhaps combined with the study of linguistics, are essential in preparing for a number of careers and represent a valuable special qualification in many others. Anticipated careers in a number of fields such a s foreign language - teaching, translation, the diplomatic corps, or international business may require a-foreign language mGor, perhaps combined with a maior in some other field. In addition. students ~ u r s u i n a careers in many other fields such as health care, socialwork, the kinistrfy psychology, or philosophy, ro name just a few, often find that a foreign language minor and/or the study of linguistics qualifies them for special assignments in their chosen field. Foreign Languages Faculty: Mary Kingsley (Chairperson), Ruth Aaskov, James Brown, Leif Hansen, Mary Johnson, Gunta Rozentals, Donald Steinmetz. Students with previous foreign language study must register in courses suited to their level of preparation. Placement is according to the number of high school semesters one has studied that language: 0-2 = 111;3-4 = 112; 5-6 = 211; 7-8 = 212; 9 or more = 311. Students in doubt about their placement level should consult the chairperson. Students should arrange to take the Language Placement Test if they wish to take a course above the level determined by previous studies in that language. Students who elect to take a course below the one in which they are placed by the department may do so, but grading must be PIN only. The language requirement will be satisfied only by completion of the course in which the student was originally placed. Credit and grading for that course may be traditional. Basic Requirements: Majors must take four of the upper division courses at Augsburg College and four abroad. Minors must take two of the upper division courses at Augsburg College. 311is prerequisite to all upper division courses. Transfer students intending to major or minor must take a minimum of one upper division course per year at Augsburg. See department faculty for limits on non-Augsburg courses and career information. Teaching Licensure: Teacher candidates in French, G e m a n and Spanish must consult with the Department of Education for specific information and enrollment in the program. Methods courses by language are joint ACTC offerings and should be taken in the fall of the senior year. A 3.0 average in Advanced Conversation and Composition is a departmental requirement for teaching majors. Licensure requires successful completion of the Modern Language Association Competency Exam. See Requirements for State of Minnesota Licensure for Teaching in Secondary Schools, under Department of Education. Honors Major: Majors seeking departmental honors must apply in thejunior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall, and honors thesis demonstrating ability in independent study for one course credit. Consult department chairperson for details. Placement Levels: Chinese (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian Studies Director. French (FRE) 8 courses above 212, including 311,312 or 411,331 or 332, 350 or 355,351or 353,450 or equivalents. Study abroad required. Minor: 4 courses above 212, including one in conversation-composition, one in civilization, and one in literature. Interim, summer, or semester in France strongly recommended. Teaching Licensure Minor: 5 upper division courses beyond 212, including one in conversation-composition, one literature, one in civilization. Study in France strongly recommended. Major: E u r o p e a n History, a seco n d language, philosophy, linguistics, English literature. Also see Interim catalog. 011 Directed Study Conversational French, readings. Once weekly. No credit. (Spring, On Demand) 111,112 Beginning French Aim to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall/Spring) 199 Internship Lower division internship. 211,212 Intermediate French Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall/Spring) 243 French Literature in Translation Major representative works of French literature are read in English translation. Through individualized background reading and class discussion, students become acauainted with artistic aualities and cultural-historical significance of thesenworks. Sophomore standing. Fulfills only literature distribution requirement. Does not count toward a French major o r minor. (On demand) 299 Directed Study Independent study for lower division credit. 311 Conversation-Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. Post-intemlediate level. A prerequisite to other upper division courses. (Fall) 312 French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use. French phonology and speech group practice, study of written models. (Prereq.: 311 or consent of instructor. Spring, On demand) 3 3 1 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: 311 or consent of instructor. Alternate years) 332 French Civilization Today Topics in twentieth-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contribution to the contemporary scene. Readings, reports, extensive use of audio-visual materials and periodicals. In French. (Prereq.: 311 or consent of instructor. Alternate years) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, a n d discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) 351,353 Survey of French Literature The study of major French authors and literary movements in France, through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: 311 or consent of instructor. Alternate years) Recommended Supporting Courses: 355 Twentieth Century Literature A survey of the major French literary movements since World War I, including the novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports, and laboratory texts in French. (Prereq.: 311 or consent of instructor. Alternate years) 399 Internship Upper division internship. 411 Avanced Conversation-Composition By means of reading, speaking and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization a s individual needs indicate. Provides for self-improvement and self-evaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor. On demand) 450 French Seminar: Novel, Drama, Poetry, Short Story Study in depth of a topic or genre in French literature. Student presentations in French. For advanced students. ( S e e a l s o Interim offerings. Prereq.: 311 or consent of instructor. On demand) 499 Independent Study Individual pursuit of a topic, movement, or genre at an advanced level. Designed to complete a balanced program, enhance research, or meet individual interests. In literature a major paper and its defense are included. (Consultations with French teachers required. Junior standing. Fall, Interim, Spring. Subject and plan to be clarified early with study adviser.) German (GER) 8 upper division courses, including 311, 411, one in civilization, and one literature. Semester in Germany required. Minor: 4 upper division courses, including 311 and 411. Interim, summer or semester in Germany strongly recommended. Teaching Licensure Minor: Five courses beyond 212, including one in conversation-composition, one literature, one in civilization, and two electives. All courses must be upper division courses. Study in Germany strongly recommended. Recommended Supporting Courses: Linguistics, European History, another language, English literature. Major: 111,112 Beginning German Course 111is for students with no previous background; 1 1 2 is for students who have had 111o r equivalent or less than two years of high school German. Aims a t developing basic skills. Classroom practice in speaking, understanding and reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. 199 Internship Lower division internship. 211,212 Intermediate German For students with two terms (or two years high school) of previous German. Aims a t developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (211, Fall; 212, Spring) 244 German Literature in Translation Principal works of German literature representing various periods and movements are read and discussed in English. The readings are considered not only in the particular context of German cultural history, but also discussed in terms of their relevance to perennial human problems. Credit for this course does not apply to a German major or minor. (Sophomore standing. On demand) 299 Independent Study Independent study for lower division credit. 311 German Conversation and Composition Aims a t developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial Qerman. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) 331 German Civilization and Culture I The Early Background. Follows the cultural and social development of the Germanspeaking peoples from the prehistoric Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643),with emphasis on the impact of Roman civilization, the re-emergence of German cultural self-awareness during the Middle Ages, and the intellectual and religious upheavals ofthe Reformation. In Qerman. (Prereq.: 311 or consent of instructor. Alternate years) 332 Qerman Civilization and Culture 11 Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking peoples. In Qerman. (Prereq.: 311 or consent of instructor. Alternate years) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 o r consent of instructor. On demand) 351 German Literature through the 18th Century Br~efsurvey of heroic, courtly, Reformation, Baroque, Aufklhrung and Sturm und Drang literature. Extensive readings and discussions in Classic and Romantic periods. Readings in German, supplemented by lectures on the history of Qerman literature in its cultural and geopolitical context. Class discussions help to improve students' ability to express ideas in German. (Prereq.: 311 or consent of instructor. On demand) 352 German Literature: The 19th Century Includes later Romanticism, Jung-Deutschland, poetic realism, Maturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of the individual and the rise of materialism, technology and mass man. Readings in German. Class discussions help to improve students' ability to deal with concepts and express themselves in German. (Prereq.: 311 o r consent of instructor. On demand) 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions are designed to aid students' self-expression in Qerman. (Prereq.: 311 or consent of instructor. On demand) 399 lndependent Study lndependent study for upper division credit. 4 1 1 Advanced Qerman Composition and Conversation Aims a t developing and refining the student's use of German a s a vehicle for expressing his o r her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German a s classroom language. (Prereq.: 311or consent of instructor. Fall) 4 5 1 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre a s a mirror of cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On demand) 452 German Drama Representative dramatic works from late 18th century to the present are discussed and read a s symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: 311 or consent of instructor. On demand) 499 lndependent Study lndependent study for upper division credit. Japanese (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian Studies Director for more information. Linguistics (LIN) 199 Internship Internship for lower division credit. 289 Introduction to Linguistics An lnlroductlan to linguistic analysls and general Ilngulstlc prlndples,wlth Focus on linguistic universals (organizational principles and features common lo all languages) and psychulinguistics IinquIiy In to the tnechanics of language learning and llic struclurc of the mind as revEaIed in language),l'l~eoxelicalc~uestionswill be approached b y stud Ing samples 01 various I B I I ~ L I ~ ~ P S . MO piercquisite. Rccoinrnendcd for a i lanquaqe majors and minors. (On demand. ACTC) 299 Directed Study lndependent study for lower division credit. 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic researct, wlth the aim of ltluminatlng underlying phllosophleal assilmptions. i~~vcstigational criteria, and explanatory goals which distinguish tlletn. The theo~ieswill be contrasted with thosc ot adjaccnt discipIincs such as antllropology, psyctiology, logic, and communication l l ~ c ory to explore ways in which each theory seeks to overcome the inadequacies of traditional grammar. (On demand) 399 Internship Internship for upper division credit. 499 Independent Study lndependent study for upper division credit. Norwegian (NOR) Major: 8 courses above 211, including 311,312 or 331,353,411. Study in Norway required. Minor: 4 courses above 211, including one in conversation-composition, one in civilization, and one in literature. Study in Norway encouraged. Recommended Supporting Preparation: A second foreign language, linguistics, European history. 111,112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress on spoken rather than literary Norwegian. Laboratory work expected. (111, Fall; 112, Spring) 199 Internship Internship for lower division credit. 211 Intermediate Norwegian Cal~tlnucdconversation and composition to improve comprehension and facCIlty of expression. Selected readings in Norwegian used a s basis for class dlscussio~iand exercises. Laboratory work and some field experience expected. (Prereq.: 112 or equivalent.) 299 Directed Study lndependent study for lower division credit. 311 Norwegian Conversation and Composltlon Inte~isivcpractice In spolsen Horwegia~iwith emphasis on pronunciation and oriqinal cnmposltio~r.Some atlciitlot~givcn to reglonal variations in spolteti Marweqian ancl lo dikrences bytween the two olTiclal languages of Mnrway. some lalmratory work and Clflcl experience required. (Prereq.: 211 or equivalent.) 312 -- Old - - - .Norse .- - - - 331 350 353 399 411 499 An introduction to the structure of Old West Norse through the study ofselections from Old Norse literature. Some attention given to Old East Norse and aspects ofthe history of four modem Nordic laiguages. Knowledge of one of the latter is desired but not required. Norweg~anlanguage majors/ minors will have special assignments. (On demand) Norwegian Civilization and Culture This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwcglan as far a s possible), the domestic and forelgn Influences at work in the comparatively homogeneous population or Monvay will be cxaniined. Wrltten ancl oral reports in the Norwegian language rvlll Ile required along wlth some Herd work. (Prereq.: 311 or consent ofir~structor.011dernand) Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311or consent of instructor. On demand) Survey of Norwegian Literature Selected readinas in contem~orarvNorweaian literature ~ r o v i d ea base for the study of ;riginal works from earlier ceriods extending back to Old Norse literature. All genres are examlned, and conslderable attention is given to writings in the Nynorsk lalig~laqe,pnrtlckrlaily poetry. Lectures, readings, oral and written reports are in florwcgian. (Pterrq.: 311o r equivalent. Alternate years) Internship Internship for upper division credit. Advanced Norwegian Conversation and Composition Further intensive practice in spoken and written Norwegian. Attention given to the other Scandinavian languages end lo the hislorical development of the Norwegian language. Laljoralnry worlc and field experience required. (Prereq.: 311 or consent of iirslructor, On demnr~cf) lndependent Study lndependent study for upper division credit. Russian (RUS) One year of elementary Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian Area Studies Program, which requires two years of language for the mqjor. See Russian Area Studies Campus Coordinator. 111.112 Elementary Russian Aimed to develop reading, writing, understanding, and conversational skills through oral classroom practice, developing ease in reading, short compositions, and acquaintance with Russian culture. Extensive use of the language lab. 211.212 Intermediate Russian Continues developing the skills of writing, understanding and speaking with a n added emphasis on reading, Introduction of advanced grammar topics, idioms and the study of word building in Russian. (ACTC) Spanish (SPA) M a o r : 8 courses above 212, including 311,411,456 or 457, two of 352,353,354,331 or332. Study in Spain or Latin America is required. Minor: 4 courses above 212, including one in conversation-composition, one in civilization, and one in literature. Interim or summer study abroad strongly recommended. Teaching Minor: Five courses beyond 212, including one in conver- sation-composition, one literature, one in civilization, and two electives. All courses must be upper division courses. Study in Spain or Latin America recommended. Recommended Supporting Courses: Linguistics, another lan- guage, Pre-Columbian civilization, Latin-American Area studies. Consult department for other supporting courses in humanities. 111,112 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. 199 Internship Internship for lower division credit. 211,212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts which stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish, and build conversational skills through class discussions. Designed for students with 2-4 years of high school Spanish or its equivalent. (211 Fall, 212 Spring) 216, 316 Intensive Individualized Spanish (See under Program in Global Community) 2 4 9 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature representing various ~ e r i o d sand movements are read in Enalish translation. Throuah background reading and class discussion in English the student is acGuainted with the salient artistic qualities and cultural-historical significance of the readings. Credit in this course does not count toward a major or minor in Spanish. Sophomore standing preferred. (On demand) 2 6 1 Spanish Language (See under Metro-Urban Studies, SAUS and LISLA) 299 Directed Study Independent study for lower division credit. 311 Spanish Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: 212 or equivalent. Fall) 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them, Intensive practice to improve oral and written expression with emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. Readings to stimulate discussion and broaden cultural background from contemporary literary texts and magazine articles. Conducted in Spanish. (On demand) 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contribution to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: 311 or consent of instructor. Alternate years.) 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the Pre-Columbian civilizations to the present. In Spanish. (Prereq.: 311 or 212, with consent of instructor. Alternate years) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the theory through reading, analyzing, and discussing selected works of literature. Recommended for majors and minors. Open to all qualifed students. (Prereq.: 311or consent of instructor. On demand) 3 5 2 , 3 5 3 Survey of Spanish Literature I, 11 A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language. (Prereq.: 311 o r consent of instructor. On demand) 354 Representative Hispanic American Authors An introduction to S~anish-Americanliterature. Lectures, discussions, written and oral reports in the language. (Prereq.: 311 or consent of instructor. On demand) 399 Internship Internship for upper division credit. 4 1 1 Advanced Conversation and Composition Emphasis on increasing facility and correctness ofwritten and oral expression through conversations, discussions, ~'epo~ts. debales, and written compositions and grammatical exercises. (Prcrecl.: 3 l l or consent of instructor. 4 5 6 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the language. Emphasis on the Golden Age and the Modem Period. (Prereq.: One survey course. Alternate years) 457 Spanish Novel Study of the outstanding novelists of the nineteenth and twentieth century in Spain. Oral and written reports in the language. (Prereq.: One survey course. Alternate years) 4 9 9 lndependent Study lndependent study for upper division credit. General Studies (GST) John A. Hill (Registrar),Joel Mugge, Donald Warren Some courses help to integrate learning around topics in ways which are different from the more traditional disciplines. General Studies include specialized academic enrichment programs, an integrative pro-seminar created by cooperating faculty, and offerings of the Center for Global Service and Education. 005 Freshman or Transfer Seminar An introduction to college academic life required of all new students a t Augsburg. The seminar meets regularly through the first half of the fall term. No course credit. 140,141 Introduction to the Liberal Arts (112 course each) An introduction to the philosophy of the liberal arts curriculum and to the philosophy and student services available a t Augsburg College. The course also focuses on improving those skills s o important to academic success: reading rate and comprehension, note taking and textbook reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning, and making decisions. (140, Fall: 141, Spring) 230 Cultural Issues Seminar (See under Program in Global Community) Health and Physical Education Department (HPE) Virtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional player will find ample opportunity for athletic and developmental activities. The Physical Education Department provides the organizational framework for a wide-range of educational experiences, including several mqjor and minor programs: general education in Physical Education (Lifetime Sports): men's and women's intercollegiate athletic programs; intramural programs for men and women: and athletic facilities for developmental and recreational activities. Department graduates have traditionally found employment in educational settings. Additional career opportunities are possible in YMCA and community services, municipal park and recreation departments, as adult fitness instructors, and in working with people with disabilities. Health and Physical Education Faculty: Richard A. Borstad (Chairperson), David Boots, Marilyn Pearson Florian. Paul Grauer, Alvin Kloppen, Joyce Pfaff, Edwin J. Saugestad Health Education Mqjor: 110,114,115,320,354,410: 810 103,108,111;CHM 105 or 109;PSY 105:SOC 231,336. Teaching Mqjor: Same a s health education major plus 355. Stu- dents wishing to become licensed teachers should consult with the Education Department for requirements. Minor: 110,114,115,320; 810 103;SOC 231. 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community. (Fall) 199 lnternship Internship for lower division credit. 114 Health and Safety Education (112 course) Principles and practices of safety education in school and community life. Includes information about school health programs and prevalent health needs and problems of school age children, and American Red Cross First Aid course. 115 Health and Chemical Dependency Education (112 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health programs and prevalent health needs and problems of school age children. 299 Directed Study lndependent study for lower division credit. 320 School Health Curriculum Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: All courses in the major sequence numbered in the 100 and 200 series and consent of instructor.) 354 Teaching the Exceptional Child (112 course) Education of the exceptional child with special reference to the analysis of functional and organic abnormalities and the role of school health and physical education programs. (Prereq.: 350. Spring) 355 Tests and Measurement (112 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Spring) 399 Internship lnternship for upper division credit. 410 Administration and Supervision of the School Health Program Historical background, legal bases, school health services, and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: 320. Odd number years, Fall, Interim) 499 lndependent Study lndependent study for upper division credit. Physical Education Mqjor: 114,115,354,355; 223,231,232,243,350,351,471,472, 474,475;810 103. Teaching Licensure Mqjor: 114,115,354,355; 223,231,232,243, 350,351,365,471,472,474,475;BIO 103.Students wishing to be- come licensed teachers should consult with the Education Department for requirements. Mqjor with Specialization in Adapted Physical Education: Consult department chairperson for individual program planning. Minor: 114,115;223,231,232or 472,243. Coaching Endorsement: 243,351, 475, one of 476-483 (except 481), and practicum in coaching (499 is an optional method for meet- ing the practicum requirement). Notes: Physical education major plus coaching practicum meets the coaching requirement. Coaches entering their first headcoaching assignment in Minnesota high schools are required to have at least a coaching endorsement in the field of physical education and athletics. 002,003 Lifetime Sports Three hours per week. Two lifetime sports meet the general education requirement. (Part-time students should consult with department chairperson) No course credit. 199 Internship lnterrnship for lower division credit. 223 Team Sports Theory and practice i n skills, teaching, and officiating team sports. (Spring) 231 Individual and Dual Sports Theory and practice in skills, teaching, and officiating individual and dual sports. (Fall) 232 Recreational Activities and Rhythms (112 course) Theory and practice in performing American heritage and international folk dances. Exposure to New Games concepts and activities. Practice i n teaching and performing selected social dances. (Interim) 234 Outdoor Education (112 course) 'Thls course wlll loalc at a wide variety of outdoor activities that can be Laught in a school setting. The following activities will be emphasized: Canodng. back-pacl$ing,cycling, outdoor cooking catnplng and watcr safely. Studcnts must Ire prepared to spend somr: wcel~cndsparticiprtling in these activities. (Even number years, Spring) 243 History and Principles of Physical Education History, principles, and philosophy of physical education. (Spring) 299 Directed Study Independent study for lower division credit. 350 Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: 810 103; Fall) 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: 810 103. Spring) 354 Teaching the Exceptional Child (See Health Education) 355 Tests and Measurement (See Health Education) 365 Physical Education Methods (K-12) Procedures, materials, and issues for teaching physical education at the elementary and secondary levels. (Fall) 399 Internship Consult department chairperson. 455 Sailing in the Virgin Islands Designed for the beginning and intermediate sailor interested in learning thc art and practlce of sailboat cruising. The course will focus on taking the participant to a compctent level of sailboat handling (anchoring, mooring, Irclming and crewing). (Interim) 471 Physical Education Programming Procedures and techniques of management, leadership and decision making for physical education and interscholastic athletic programs. Curriculum analysis and preparation. (Prereq.: 243. Fall) 472 Gymnastics (112 course) Theory and techniques of teaching gymnastics. Opportunity to teach and perform in all apparatus events and tumbling. Experience in spotting and skill analysis. (Fall) 474 Swimming and Aquatics (112 course) Theory and practice in teaching swimming, lifesaving, and water safety. Open only to junior and senior Physical Education majors and minors. (Prereq.: Swimming competence a s determined by pre-test. Fall) 475 Preventlon and Care of Athletic Injuries (1/2course) Emphasis placed on preventing injut ips. 'Trcatrnmt of common athletic injuries. Practical expericntc in taping and training-room procedures. (Prereq.: 350. Fall, 1 s t half of term, and even numbered years, Interim) 476 Coaching of Football (112 course) Theory, technique and administrative aspects of coaching football. (Odd number years, Fall, 1 s t half of term.) 477 Coaching of Basketball (112 course) Theory, technique and administrative aspects of coaching basketball. (Odd number years, Interim) 478 Coaching of Hockey (112 course) Theory, technique and administrative aspects of coaching hockey. (Odd number years, Interim) 479 Coachina of Track and Field 1112 course) Theory, t&hnique and adminishitive aspect's of coaching track and field. (Odd number years, Spring, second half of term) 480 Coaching of Baseball/SoRball(1/2 course) Theory, technique and administrative aspects of coaching- baseball and softbail. (Odd number years, Spring, 2nd half of term) 481 Ofilciating of Basketball (112 course) Mechanics, techniques and practical experience of officiating basketball. Prepares student for certification by the Minnesota Stae High School Association. (Interim) 483 Coaching of Volleyball (112 course) Theory, technique and administrative aspects of coaching volleyball. (Odd number years, Fall, 1st half of term) 499 Independent Study Directed intensive study in an area of physical education. Open only to junior or senior majors. History Department (HIS) History is to society what memory is to an individual: it brings to a civilization an understanding of its identity. The distinguished MedievalistJ.R. Strayer expresses it this way: "No community can survive and no institution can function without constant reference to past experience. We are mled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences which makes scattered individuals into a community." A society's history is also a storehouse of human experiences that enables us to deal more knowledgeably with the continuities and changes in current issues. Established disciplines, as history long has been, train the mind by developing concepts and skills that enables one to deal with masses of information. Many have found that history is an entree into the richer eqjoyrnent of travel, cultural events, and the broad reading eqjoyed by the educated person. Accordingly, history has long held a maljor role in the liberal arts. This is true at Augsburg. The department has strength in and requires of its majors work in four main areas: ancient and medieval, modem Europe, United States, and the non-western world. The department's graduates are well represented among professional historians: at present, six are in graduate schools preparing for such careers. More have distinguished themselves as social studies teachers in elementary and secondary schools and current projections indicate that there will be growing opportunity in that field for history maljors. For most of our students, however, the study of history provides one of the better undergraduate liberal arts experiences, valuable both for personal enrichment and a wide variety of career choices. History Faculty Richard Nelson (Chairperson),Orloue Gisselquist, Donald Gustafson, Khin Khin Jensen M a o r : 8 courses plus 1seminar. At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas. Ancient and Medieval: Modem Europe; U.S.; and non-Western. M q j o r f o r T e a c h i n g L i c e n s u r e : Students interested in secondary education may take a history major in combination with specified social science courses and the required educational courses, in compliance with the state requirements. For more information, see the department chairperson or the Social Studies Coordinator. M i n o r : 5 courses, a t least three of which must be upper division. H o n o r s Mqjor: GPA of 3.6 in the major and 3.0 overall; except in spe- cial instances, application before the end of the first term of thejunior year; two years of a foreign language a t the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. N o t e s : Freshmen should enroll in one o r more of the 101-104 courses. 221-222 are normally reserved for sophomore or upper division students. Lower division students are asked to take at least one lower division course before registering for an upper level course. There are 13 upper division courses (numbered 300 and up) in this department. Several are offered each term. Offerings depend upon faculty schedules and student registration. 101 The Beginnings of the Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the middle ages of Europe into the 13th century. 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the middle ages through the remodeling of Europe by Napoleon. 103 The Modem World A study of the main currents in western civilization from the time of Napoleon to the present. 104 The Modem Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. 199 Internship Lower division internship. 221 U.S. History to 1877 A survey of Americans from Jamestown through the efforts to reconstruct a nation torn apart by The Civil War. (Fall) 222 U.S. History Since 1877 An assessment of the century which precedes our time with an effort to consider the various social, economic, intellectual and political forces and events that have created the modern United States. 226 Asian and ~sian-~merican'wornen in Public Life in the 20th Century An exploration of the experiences and contributions of selected women in China, Japan, India, Korea, Philippines, and the state of Hawaii, Includes cross-cultural perspective, responses to impact of modernization and Western education. 299 Directed Study An opportunity for a student to d o readings or study on topics not covered in the scheduled courses. The proposed study must b e approved by the directing faculty member and the chairman of the department before registration. A maximum of one course in directed study may be applied to the major. 322 Modem Southeast Asia A study of the major historical events, personalities and political developments in this area. A comparative analysis of the nationalist movements and the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam. 323 Modem China A selective treatment of Chinese history since the Opium War of 1839. The erosion of China's isolationism and collapse of the imperial system. The Nationalist and Communist revolutions of the 20th century. 324 Modem Japan An examination of the emergence of Japan a s a major world power in the 20th century. Components of the course will include a study of the distinctive features of the Pre-Meiji era, modernization factors since 1868, interaction and encounter with China, urban development, ecological problems, role ofwomen and Japan's trade in Asia and Africa. 331 Topics in U.S. History Exploration in depth of selected topics in U.S.history (excluding foreign policy: s e e History 332). The specific topics to b e offered will b e announced prior to registration. 332 History of American Foreign Policy The relationship of foreign policy to general American development is stressed. 347 Mexico: a Historical Perspective (See under Program in Global Community) 360 The Ancient Near East and Greece to 338 B.C. The development of civilization in the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on the development of writing, achievement in the arts and sciences and political institutions. 361 Hellenistic Greece and Rome to 330 A.D. A study of the development ul Alcxa~idcr'sLmpirc, the Hellenistic kingdoms and the rise of Rome as lhc wnl-Id's qrcatest power. Emphasis is placed on personalities, the 31'1s iliicl S C ~ C I ~ C Carid S Rome's contributions in law and the political process. 370 The Late Middle Ages to 1560 A study of the scholastic tradition and the role of the Church and state through the changes forced on these institutions during the Italian Renaissance and the early years of the Reformation. 399 Internship in History A limited number of internships may be available for qualified upper division students majoring in history. In this connection, students are encouraged to consider the opportunities available through the Cooperative Education program. 412 England in the Tudor and Stuart Periods A study of English history from a 15th century background through 1714. The emergence of modern constitutionalism is the major theme of the is also placed on 16th and 17th century aspects of EngC ~ L I I -Emphasis SC. la~tcl'ssubsctl~lent1,olein Ihe world economy and on the English literary ~ r r ~ a i s s a ~ofi cEIlzaI~ettrari c and early Stuart periods. 416 Europe in the Seventeenth Century The study of this centurv a s the most critical ~ e r i o din the rise of the mode l . ~statc: ~ L ~ n l ~ h a sisl salso placed on the el;1ergence of modern science aud I l s efiecl o n lritetlectual history. The chronological boundaries may be I listed as 1560-1714. - 431 European Urban History A history of the dynamics of urban growth, the distinctive institutions, and the c u l t u l ~of cltics ill L I I I ( ~ I Cfrom the Late Medieval to the 20th century, with for.1~.or1 spcrifir. tiistorir. cities a s examples. The course is designed for histnly students, iiil~nnstudy majors, and those who desire a backgrounrl Lo cnrich I ~ ~ l u11r avcl. c 440 Twentieth Century Topics in World History This course emphasizes such topics a s Hitler's fascism, the collapse of colonial empires and the rise of the third world. The emphasis will be on Western Asia, Europe, and Africa in the last fifty years. 474 The World and The West This course begins with Europe's discovery of the rest of the world, considers cultural interaction and conflict, and the building of European empires in Asia and t h e Americas, and concludes with the breakdown of these imperial systems a t the end of the 18th Century. 495 Seminar Selected topics. Admission by permission of the instructor. 499 lndependent Study Majors with an average of 3.5 o r above in history courses are encouraged to apply for directed lndependent study. A maximum of one course in independent study may be applied toward the major. Humanities (HUM) Bruce Reichenbach (Chairperson),John Benson The Humanities mqjor provides the opportunity to reflect across departmental lines, t o experience the ways in which different academic disclplines approach similar questionsand issues, and to participate in interdisciplinary learning experiences. You can, in effect, create your own mqjor by choosing a theme or topic you wish to study, and then by taking courses in various departments relating to that theme. The mqjor was created especially to encourage students not mqjoring in the humanities but in such areas as science, business, or social science to broaden their insights and perspectives by taking a broadly-based second m qjor. Maor: 9 courses, including 275. Six of the courses must be upper division. Courses must be selected from at least four of these seven departments - Art, English, Foreign Languages, History, Philosophy, Religion, and Speech, Communication and Theater Arts. No more than three courses from any one department can be used to satisfy the requirement. Each student taking a humanities major will focus on some particular theme or perspective which will constitute the core of the major program. Six of the nine courses must be taken in this core. The core adopted and the courses chosen to meet the requirement will be worked out with the student's adviser in the humanities, and must be approved by the Humanities Major Committee. The theme or perspective of the core can be chosen from those listed in the Humanities Handbook or can be created by the student in consultation with an adviser in the humanities. Further information concerning the core can be found in the Humanities Handbook. A student may not list a double major in humanities and in one of the component disciplines unless the distribution of courses selected in the humanities major is significantly different from the other major. 275 Perspectives on the Humanities An introduction to the humanities which focuses on different themes, dependin upon the instructor. The course correlates ideas, principles and values $om the perspectives of several of the humanities disciplines. ' Interdisciplinary Studies (INS) (See under Metro-Urban Studies, Program in Global Community, and Women's and Minority Studies) International Relations Norma C. Noonan (Director) International Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and seven electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for Interim or a semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, the USSR, the Far East, Southeast Asia. and others. Recent students have had double mqjors in History, Political Science, or a foreign language. Numerous combinations of majors and minors are possible with the International Relations major. Major: 13courses. (1) 6 required courses: ECO 122 or 123: HIS 103 or 104; POL 158 or 160; 2 of the following: HIS 332, POL 363, 461; the fourth term of college work in a modem foreign language. (2) 7 of the following electives (not more than 4 from any one discipline may be counted toward the major): HIS 322, 323, 324, 440, 474; POL 350, 351,381,382; SOC 336; PHI 355; REL 356; Comparative Economic Systems (ACTC course); an Economics (Topics) course on International Trade; seminar, independent study, or interim course on a relevant topic offered in the discipline of economics, history and/or political science; the fourth term of college work in a second modern language. Minor: Required ECO 122 or 123, HIS 103 or 104, and POL 158or 160. One course of HIS 332, POL 363 or 461. One year of foreign language. Any three courses from the list of approved electives for the major. Not more than 2 courses from any department could count toward the minor. N o t e : Only the fourth or higher term of languages counts toward the major; prerequisite courses or competencies cannot be credited toward the 14 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major, for example, a concentration on a geographic area or in one of the major disciplines in the program. Mathematics and Computer Science Department At least since Socrates, scholars have appreciated the value ofmathematics in developing the skills of critical thinking, understanding abstract concepts, and analyzing and solving problems. Coupled with the more modem needs of quantitative thinking, these skills are still essential for any liberally-educatedperson. Mathematics and computer science courses at Augsburg are intended to help develop these skills. Mathematical ideas in and of themselves have had a formative impact on the development of civilization, and the development of computers has begun to influence modem society. To the extent that a liberal education must include a variety of perspectives on our culture and heritage, a study of these influences is important. An increasing number of academic disciplines require a working knowledge of the tools of mathematics and computer science. To this end, the department of Mathematics and Computer Science serves students majoring in a wide variety of fields. Majors within this department are prepared for work in industry, service professions, or graduate study, with opportunities to focus on either the theoretical or the applied areas of their vocations. The department aims to provide its own majors with skills necessary to serve the larger community through a variety of careers. Mathematics/Computer Science Faculty: Lawrence Copes (Chairperson), Lany Crockett, Beverly Durkee, Henry Follingstad, Noel Petit, Larry Ragland Mathematics Mqjor: 9 courses including 124,125,215,224,314, 324.Also required: CSC 170 or 270.The following courses d o not count toward this major: 104,114,121,122,131,174,175. For teaching licensure, courses 351,373,441 must be included. Stu- dents wishing to become licensed teachers are advised to consult with the Education Department for requirements. Computer Science Mqjor: 9 courses including 240,345,350,445, 450;270 or BUS 175: 3 electives from 340,352,395,495,497,MAT 355,PHY 261,and BUS 479 or SOC 363.Also required: MAT 174,175 (or MAT 124,125,224and CSC 170);MAT 215;BUS 279 or MAT 373 or SOC 362. Honors Major: GPA of 3.5in mathematics and computer science, 3.1 overall. Independent study at an advanced level with participation in a department seminar. Mathematics Minor: 5 courses, including 124,125, (or 174,175) 224.The following courses do not count towards the minor: 104,114, For a teaching minor, the two additional courses must 121,122,131. be selected from 215,314,351,373,441. Computer Science Minor: 5 courses, including 170 (or MAT 175), 240,345,350,and one course from BUS 279,any CSC course over 260,MAT 355,PRY 261,or SOC 363. Prerequisites/Placement Test - Before enrolling in any course in this department the student must have satisfied certain course and/ or placement test prerequisites. A course must be completed with a grade of 2.0or higher to count a s a prerequisite. The Placement Test is given during college orientation sessions and at other announced times during the year. Score requirements on the test for entry to courses are: I1 for course 104;111 for courses 114,121, 122,131;IV for courses 124,174.Students whose score is V, or who have taken the College Board Advanced Placement Exam, should consult with the department about appropriate courses. Any exceptions to course or placement test score prerequisites must be approved by the instructor. Mathematics (MAT) 104 Intermediate Algebra A revicw of basic ari tlimetic concepts and a study of algebraic expressions including cxponc~ils,radlcals, and rational expressions: algebraic processes lncludinn factoring: solving equalions and inequalltles in one variabIe, inclurlirig litiear and quadratic; anti graphs of linear and quadralic equations and Ilnear Ineq~iall(lcsin Lwo varlabtes. Does not satrsiy Lhe getieral etl~tcahinllrcquireincr~lin mathen~atics.Adnllssion only via Augsl~urgMall~emalicsPlacetnenl Exam. (I'rerecl.: Placement Oroup II, P/fl gradingonty, Fall) 114 Elementary Functions A study of functions: algebraic, exponential, logarithmic, and trigonometric. For sludents planning to take 124 or 174. Students who have completed 124 or 174 may register for credit only with consent of instructor. (Prereq.: 104 or Placemenl Group I l l ) 121 Finite Mathematics Topics of linearity and probability with applications to the social and behavioral sciences. (Prereq.: 104 or Placement Group I l l ) 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus of a slngle varlable wlth applications to the social and behavioral sciences. Sttade!its wlto have compleled 124 may not register for credit. (Prereq.: liI4 or Placcmcnt firotlp I l l ) 124,125,224 Calculus I, 11,111 Differential and inlcgtal calarlus, including calculus of several variables and series, with applications primarily Crom the physical sciences, Inlegrated with Lopics from plane anrl solid analylic geomelly. Prilllarily for students in thc natiiral sciences. (Prcrcq,: I 1 4 or Placemerit Group IV for 124: 1 2 4 for 125; 1 2 5 for 224.124, Fall; 125, Spring; 224, Fall) 1 3 1 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. (Prereq.: 104 or Placement Group Ill. Spring) 174,175 Mathematics for Computing 1. I1 A studv of discrete and continuous mathematics with a ~ ~ l i c a t i o to n scom. puter science, integrated with learning a higher level'programming language. Primarily for students planning to major in computer science. (Prereq.: 114 or Placement Group IV for 174: 174 for 175. 174, Fall; 175, Spring) 2 1 1 Number Theory A transitional course from computational to abstract mathematics. A study of the integers and their properties. (Prereq.: consent of the instructor) 215 Elementany Linear Algebra A study of linear equations, determinants, vector spaces, linear transformations, and matrices. (Prereq.: 1 7 5 or 224. Spring) 226 Differential Equations Solutions of ordinary differential equations with applications: solutions by special integral transforms: systems of differential equations with matrix algebra techniques; series solutions. (Prereq.: 224. Spring) 299 Directed Study Independent study for lower division credit. (Prereq.: consent of instructor) 314 Abstract Algebra A rigorous investigation of the basic structures of algebra, such a s groups, rings, integral domains, and fields. (Prereq.: 215. Fall) 324 Analysis An introduction to the study of mathematical analysis, Includes a rigorous study of major concepts used in the calculus and their application to more abstract situations. (Prereq.: 224. Spring) 351 Modem Geometry A study of Euclidean and non-Euclidean geometries by synthetic, coordinate, and transformation methods. (Prereq.: 122 or 125. Alternate years, Spring 1988) 355 Numerical Analysis A study of methods used to solve problems on computers. Analysis of computational problems and development of algorithms for their solutions, applications of a procedure-oriented programming language in numerical analysis. Topics include the general concept of iterative formulae, solution of equations, Newton's mettiod, linear systems, interpolation, numerical differentiation and intearation. (Prerea.: 175; or 224, CSC 170. Fall) - 373 Probability and Statistics An analytic study of probability and statistics, including probability distributions and densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 1 7 5 or 224. Fall) 399 Internship Consult Internship Director or Chairperson to determine project. 4 4 1 Foundations of Mathematics Set theory, logic, axiomatic method, and development of number systems. (Prereq.: 314, 324, completion or concurrent registration; or consent of instructor. Alternate years, Spring 1987) 4 8 1 Topics in Mathematics Study of advanced topics selected from real or complex analysis, abstract algebra, topology, probability, statistics, or computer science. (Prereq.: 314,324; or consent of instructor. Spring) 499 Independent Study Topics defined through consultation between student and department. Computer Science (csc) 145 Computing for the Liberal Arts An introduction to computers, programming, and computer applications, a s well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not count towards either a computer science major or minor. 170 Structured Programming and Discrete Mathematles An ItiLroclucllon to cornl>ule~' languages and algorithms. and dlscrcte inatllemalics topics ir~~ltictir~g loglc, scls, functions, relations, statistlcs. niatriccs, combinatorics, graphs and trres. Applicatinns from matticmatics, business. and natural scicticcs. I'rognmlniny in a higher lcvel tanguage such as rascal. [Prercq.: MAT 3 24. Spring) 174.175 Mathematics for Computing I, 11 (See MAT 174, MAT 175) 240 Survey of Computer Science AII Introdiicllon Lo conipil ter organizatiori and structure. assembly and n~acfilnclanguages, co~nplllerlogic design, number and character represeritallons, arid f~~nctions ofcoinpoi~entsorcm-rtplltcrsystems. Continued u t p~cq~clrntni~~t roncel~ts.( Prereq.: MAT 175, or clevclnprnenl o f slr ~ ~ c led AT 12 I, MAT 124, and Vascal bolh 170 and MA'I' 124: or eqvivulcril programming course. Fall) 2 6 1 Electronics (See under Department of Physics) 270 FORTRAIY Study ofthe FORTRAN programming language. (Prereq.: 170, or MAT 175. Interim) 340 Digital Communications and Computer Networks Princi~lesand methods of data communications. distributed ~rocessina systems, network protocols and security, and general compukr interfa; ing. (Prereq.240. Fall) 345 Comp~rterSystems and Assembly Language Sill vey nrr:omputess. latigltages, systems, and epplications. Development or competence in asscrnhly language programming. Elements of compr~te?' operalion. including input-rlutput, interrupts, and an introduction to npcrating Tystems. (I'rcrcq,: 240.F.1111 350 Data Strt~cturesand File Processing Concepts and algorilllms used it1 LIle S O ! U ~ ~ornon-numerical D~ problems. Applicalions to cla ta manngetncnl syslelns, file organlzalion, inrormallon rclricval, list processing, pxogramrninq languages, and storage devices. (rrereq.:240. Spring) 352 Database Management and Design Slnic1ul.e afdatahase managelnel!l systems,query facilities, file organi~~Y. the develepmenl of an elementary database ration and S E C ~ ~ TInrli~ding system. (240 is recotnme~~dcd helore 552 is ialrcn. Spring) 395 Topics Study of intermediate topics, from such areas a s computer graphics, artificial intelligence, computability, and automata. (Prereq.: consent of instructor) 399 Internship Consult Internship Director or Chairperson to determine project. 445 Operating Systems and Computer Architecture Elements or operating systems, melnoiy aticl process management, interactions nnrong ti~a[orcornpnnelils of conipr~tersystems. and a detailed sli~rlyof tlte eflecls oir:ompuler arc!iilectlirf rl11 operating systems. Prereq.: 345, MAT 2 IS. Spring) ~ - - - 4 5 0 Theory of Programming Languages and Compilers Structure of computer programming languages, including data types and control structures, implementation considerations for programming languages, lexical analysis and parsing, and interpretive languages. (Prereq.: 350, MAT 215. Fall) 4 9 5 Topics Study of advanced topics, often more extensive pursuit of a n area from o n e of the other courses. (Prereq.: consent of instructor) 497 Research Project An extensive group o r individual project selected in consultation with a faculty member in the areas of software-hardware interfacing. Ifdirectly supervised by a faculty member the course may b e taken for credit. (Prereq.: 345,350. Spring) 4 9 9 Independent Study Topics defined through consultation between student and department. MetromUrban Studies (INS) Metro-Urban Studies is a transdisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology and other related disciplines. The Metro-Urban Studies program seeks to blend classroom and field experience, theory and internships which focus the content of liberal learning on the metropolitan community and the process of urbanization. The Metro-Urban Studies major and minor are designed to provide undergraduate preparation for postgraduate studies in Planning, Architecture, Law, Public Administration, Environmental Studies, Social Welfare, Government, Community Organization, and Theology. The program and college-wide urban concerns requirement introduce students to the wide variety of developing careers related to urban and metropolitan affairs, equipping students with the analytical and theoretical tools required to understand the metropolitan community. Cooperative Education and Internships are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the college's location. Metro Urban Studies Faculty: Gany W. Hesser (Director), Robert Clyde, Norman Ferguson, Orloue Gisselquist, Satya Gupta, Myles Stenshoel Major: 15 courses, including 1 0 core requirements: ECO 123, 279 or SOC 362; HIS 431: POL 122,384 or SOC 363: SOC 111,381: a minimum of one course of internship or independent study: two non-socia1 science courses with an urban emphasis, a t least one of which must be in the humanities (current options include ART 102, BIO 105, ENG 351, INS 233,260, PHI 362, PHY 111, SPC 342). PSY 356 is highly recommended. To complete the major, the student has a choice among three emphases or tracks: General/Liberal Arts, Planning or Public Administration. These five elective courses must include a minimum ofthree disciplines. Options include a wide variety of courses, interims, internships, independent studies, and urban courses at other ACTC colleges, a s well a s those offered through the Higher Education Consortium for Urban Affairs (HECUA). Minor: To b e linked with appropriate majors (such a s business administration, history, political science, psychology, religion, sociology, speech). Core courses are required for the concentration: ECO 120 or 123; POL 122; SOC 111,381;an approved Social Science Research course; an approved internship and/or independent study. Other combinations are possible and may be approved by the director. 199 Internship Lower Division internship. Consult Program Director to determine project. (Pall, Interim, Spring and Summer) 299 Directed Study Independent study for lower division students (Prereq.: consent of instructor and SOC 111or 121. Fall, Spring, Summer) 399 Internship Consult the Program Director for details. (Prereq.: consent of instructor, Fall, Interim, Spring) - 498 Independent Study Metropolitan Resources An independcnLIy dcsignrd cou~.scra sluclerit (or group ofstudents) develops, ~nalrinqextetisivc, systen~aticancl irrtegraled i~tllizallonof resources available ir! the metrclpolitarl comin~rnlly.e.y. leclures. symposia, perrorlliab~ces,hearings. 1-hesc resatlrces I)ecolne t h e core of Lhe course, supplcmcntetl Ily trarlltlonal college resources. The course is designed in co!iqultallon with anrl evalualed I>y a department faculty member. .(IJrercti.:SQC 1 I t or 121 and consent or Instructor. Fall, Spring, Summer) 499 Independent Study Student must prescllt written proposal containing rationale, objectives and methodoloqy oC Lhe proposed stildy according to department guidelines. (Prereq.: SOC. I l l or 1 2 1 and consent of instructor. Fall, Interim, Spring) Urban Studies Options Through HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs (HECUA),a consortium of 16 college and universities. Augsburg's Metro-Urban director is serving a fourth term a s HECUA president. Through HECUA, Augsburg students have access to five interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, San Francisco and the Twin Cities. I. Metro-Urban Studies Term (MUST) This program focuses upon the Twin Cities metropolitan area. 358 Readings Seminar: Urban Issues Reading materials are assigned to complement morning field seminar topics, Included are government and institution publications, joumal articles and books. 359 FleId SemlnanTwln CRlea Metropolitan Area Using llw c~?mrnunTty as a classroom, slitdents visit agencies, talk with specialists In varlot~snclds, and investigate current Issues in Lhe Twin Cities area. Topics include: gcograptry. government, econo~mics,historic ethnic comrnunilies, Lransportallon, planning prescrvation. pop~~ralions, and soclal senriccs. 399 Internship Students are placed in a varlepy of public and private agencies for work experience. A lcarnlng contracl is developect with MUST faculty approval. Students may choose an intcmshlp of one or two courses. 11. Scandinavian Urban Studies Term (SUST) This interdisciplinary field learning program is at the University of Oslo and examines cities and urban life in Scandinavia. 372 Nonvegian Language Intensive language i~islmctlonat beginning or intermediate levels, with emphasis on co~~versalional listening and speaking skills. Students with aclvanccd Norwegian Ianguagc proficiency have the option of studying Norwegian literature. Note: For Language Credit the student should consult with the Chairperson of the Foreign Language Department. 377 Scandinavia in the World Global perspectives of Scandinavian societies. Exploration of Scandinavian viewpoints a s small power nations in a world of super powers and their role in issues of peace, confllcl resolutinn ancl amls control, EastWest relations, European security, Irade. and the 'l'hird World. Emphasis on Norway with field travel to Scandinavian capitals and to Leningrad for discussions with advocates of competing perspectives. 393 Norwegian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway a s reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theater, museums, galleries) and discussions with artists active in a vanety of media. 394 Urbanizatioq and Development in Scandinavia Examination of urban economic, social and cultural policies and practices a s a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to Scandinavian capitals for a comparative perspective. 499 Independent Study Students with advanced Norwegian language proficiency have the option of conducting independent study research, using Norwegian language skills, on a topic approved by the GUST Program Director and the appropriate home college faculty adviser. 111. South American Urban Semester (SAUS) This "semester in the c i t y program is located in Bogota, Columbia. It focuses upon urbanization and development in the Third World. 2 6 1 Spanish Language Spanish instruction at intermediate or advanced levels. 361 Introduction to Columbia Overview of Columbia and economic development. 362 Proseminar: Urbanization in Latin America Readings, discussions, and lectures in both English and Spanish, with aid of SAUS staff and visiting Columbian urbanists. 363 Field Seminar: Wealth, Poverty, and Community Development in the Lalin American City Structirrcrl licld cnirrsc lncusing on plight and prospects of the urban poor in Rogc>ta, witti ficld trips to other Colombian and foreign cities for comparisoti. Visits to varior~stypes of barrios and to public and private agencies dealing with urban problems. 499 Independent Study In consultation with SAUS faculty, student elects a specific topic for library and/or field research related to subjects of seminar and/or major academic interests. IV. W o m e n and Work in A m e r i c a n Society (WWAS) Women and Work in American Society is an interdisciplinary spring semester program in San Francisco. The program focuses on the challenges that face women today and examines the impact of women in the workplace and on American society as a whole. (See also Women's and Minority Studies) 384 Women and Work Seminar focusing upon the various roles of women from diverse cultures, social classes, and historic periods through readings, guest lecturers, and site visits in the Bay Area. 385 Research Seminar A research seminar in field study through individual and group research i n the community on work and social change. 399 Internship (See MUST 399) V. Literature, I d e o l o g y and Society in Latin A m e r i c a (LISLA) This Spring semester program is an interdisciplinary field study that provides extensive study-travel in Colombia, Nicaragua, Puerto Rico and Grenada, Immersion in Spanish language and Columbian culture are stressed. 261 Spanish Language Spanish instruction at intermediate or advanced levels. 360 Latin Amerlcan Literature! Ferspecttves on Social Change Sclcctcd works nT literature and Uiealer illat express wrllers' and artists' perspeclivcs an Lalin American society anrl social changc. Ernptiasis on contemporary prriotl wllh cnnsirleral>le flcld stutly. lucl~tdltigInlervicws w l l l ~corn~nunilysits and "sl reet ll~ealevgroups, wrl tcrs, l i t r ~ a i ycritlcs, ccrmposcxs, pe~fonnersand film-nialccrs; s~nall-$grouplicld dssignments on currcnt arts activities: sile vislts lo museLlm and gaite~yext~lllits,inovies, plays, coriccrls arid a v a r I ~ t yafcor~~niutriiy arts evetits. 364 Lattn American A r t s and Society Introdclces lheoretical Iramcworlrs for examining Ll?erelationships among arts. idcology and socicly. rrovidcs historical background tl~rough survey of Latin Atncsican tho~1g11C In nra jor arlisllc periods: CoIonlal, Rcpi~bllcan, Ron~anlic,I'nsilivisl, Mr~dernlst,"lndlget~lsrno," Ileclllst and C(lntcmpnr a y . Readings ancl seniiriar 3ectui-tl-dlscussion~. 367 IdeoIogles of Sorlal Change In h t l n Amerlca Introductinn to lhe study (11 ideology and lllslorical overview of Latin Arncrirall ideologies, especially In relation to issues of developmenl and soclal change. Cemparativc slirdy of current ideologiral dcbatcs and their Impacl. with special atlcntion to diff~~sio~lism. "dcpendencia. ' Marxism anrl liheralion theology. Field study crnpllasites local resources, incl uding intcrvicw-discussior~swith proponents of compcling icIcnlogies; interviews witti ynvrrnmcrik, huslncss. churcl~and community people: site vlsits Lo psojccts rclierting itIeolagy+ln-pr;lcLlce. 499 Independent Study By special permission from LlSLA faculty, students with advanced Spanish proficiency can be exempted from Spanish and conduct independent study research instead. Music Department (nus) Throughout the ages, music has been seen as an aesthetic expression of the deepest and highest human emotions and thoughts. Thus music has long been seen as an integral part of a liberal arts education, offering an important component of personal, social, and intellectual development. The Music Department at Augsburg College offers courses in music and music performance to give students access to this essential aspect of human historv and culture. In addition. all students of the colleae community have the opportunity of in choral and instruhental ensembles which perform locally, nationally, and internationally. Augsburg College is an institutional member of the National Association of Schools of Music. The Music Department serves the general education needs of students and offers professional training in music. The music major combines a broad education in the liberal arts with a preparation for a wide range of graduate and professional opportunities. Student majors may choose from among four majors in three degree programs: Bachelor of Arts - Music Major: Bachelor of Music - Performance Major: Bachelor of Music - Music Education Major: and Bachelor of Science - Music Therapy Major. In addition to opportunities as professional musicians, teachers of music, and music therapists, graduates have access to a wide variety of careers. Leaders in the professions and business regard a liberal arts major as an excellent preparation for satisfying and effective service in many occupational areas. Music Faculty: Rokrt Karlkn (Chairperson), Robert Adney, Michael Brand, Laint: Bryce, Wayne Dalton, Stephen Gabrielsen. Thomas Gilkey, Medlce Rlemp, Angela Kretsrhmar, Nichotas Lenz, Cynthia Lohman, Paul Liohman, Steven Luud, Roberta Metzler, Kathryn PHckelson, Elizabeth Proctor Murphy, Celeste O'Brien, Marlene Pauley, Pauline Sateren, Dana Skoglund, Emma Small, Daniel Sturm, David Tubergen, Mary Wilson Entrance Procedures: Freshmen will enroll in the regular Bachelor of Arts program. Those wishing to become Bachelor of Music candidates must perform (Level 11 repertoire) in their major performance medium for a faculty panel. They must then apply, by petition, to the department before the end of their second semester of study. Candidate approval is necessary to register for B.M. level performance studies. Transfer students may enter the B.M. program on probation, subject to departmental approval of performance hearing and petition during their first semester in residence. Music Education majors must apply, by petition, to the department during the sixth term of study. Department approval and a cumulative QPA of 2.5 in all music courses is necessary for the education licensure program. All transfer students must take the theory placement examination at the first class meeting of 1 0 1 or 102. Freshmen who wish to be considered for a Freshman Performance Scholarship must perform in their major performance medium for a faculty panel. Auditions are scheduled, following application, during the senior year of high school, summer orientation sessions or at another time preceding initial registration. Honors Major: Candidates for the honors program are nominated each spring from among those juniors who have attained a GPA of at least 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense: an additional senior recital of graduate quality; composition of a work for vocal and/or instrumental ensemble of 15 minutes duration; conducting an ensemble concert: or combinations of the above. Degree and Major Requirements Core Curriculum (Required of all Majors): 101, 102, 111,112, 201, 211,231,232,311,312,341,342 or 344; 8 quarter courses in a major ensemble; Performance studies and recital requirements a s given under each specific degree and major. (See Applied Music section) French or German study a s stated in general education requirements. Bachelor of Arts Music Major offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business and professional opportunities. Students who intend to pursue non-performance graduate study, or desire to enter one of the many music-related business fields of employment, most often choose this course of study. Music Major: 13course credits: Core curriculum plus 1course credit of music elective; Performance studies - 6 quarter courses and 2 half courses in the major instrument or voice, 2 quarter courses in the minor instrument or voice and a half senior recital 458. Music Minor: 6 course credits: 101,102,111,112: 231 or 232; 341; 342 or 344; 4 consecutive quarter courses in a major ensemble con- current with 4 quarter courses in performance studies. Bachelor o f Music M u s i c Education M a j o r offers students the preparation necessary to become teachers of music in the public schools. This preparation includes coursework which allows the student to become certified to teach at the elementary through the secondary levels. M u s i c E d u c a t i o n M a j o r : 1 7 course credits: Core curriculum plus 202,212; Performance studies - 4 half courses, 2 full courses, and 2 quarter courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice; a halfjunior recital 358 and a full senior recital 459: Keyboard proficiency and a cumulative GPA of 2.5 in all music courses and in the major performance medium; Vocal emphasis - 251,252,253,254,435 Instrumental emphasis - 151,155and 1course credit of music elective Other requirements: 1 0 112 course credits: PSY 105, HPE 114,115, EDS 265,354,355,356,357 or358,388,478,481,482,483.Consult the Education Department, Music Department Guides and program adviser. Performance M a j o r is designed for students who display advanced competence and achievement in music performance. This degree program is chosen by students who wish to become professional performers, private instructors, or who intend to pursue a graduate degree in music performance. M u s i c Performance Major: 20 course credits: Core cumculum plus 202,212; Performance studies - 6 full courses and 2 quarter courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice: full junior and senior recitals 358, 459: Keyboard proficiency and a cumulative GPA of 2.5 in the major performance medium: Voice - 251, 252, 253, 254,435, one course of music elective, 2 courses of French or German above the B.A. requirements Piano or Organ - 301,302,436, 456, one half course credit of music elective Instrument - 301,302, one and one-half course credits of music electives Bachelor of Science M u s i c T h e r a p y M q j o r fulfills all academic and clinical requirements for registration with the National Association for Music Therapy, and prepares students for the professional certification examination developed by the certification Board for Music Therapists. This course of study is chosen by students who wish to become registered music therapists. M u s i c T h e r a p y Mqjor: 18 course credits: Core curriculum plus one course credit of music elective; two of 151, 155, 156: 271, 274, 275, 372,373,374,375,472,473,474,475,479; Performance studies 6 quarter courses in the major instrument or voice, 2 quarter courses in the minor instrument or voice and a half senior recital 458; Keyboard proficiency and a minimum grade of 2.0 in each music therapy course. Other requirements: EDS 282, 356, 357, 358; PSY 105, 362; BIO 103: SOC 362 or PSY 264. Graduates are eligible to take the National Association for Music Therapy certification examination. Applied Music Ensembles: One quarter course credit per semester is granted to members of major ensembles (MUE 111,112,121, 141). Other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or PIN grading, or may choose no credit status with audit (V) designation. A maximum of 2 course credits in ensemble may be counted toward graduation requirements. Performance Studies: All students enrolled in Performance studies for credit are required to satisfy each of the three synergistic elements: lessons, performances, and listening. The general (non-music major or minor) student must take private lessons for no credit (PIN grading only) and is not required to fulfill the additional performance and listening requirements. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit - one half-hourlesson and three hours of practice per week. One quarter c o u r s e credit - one half-hour lesson and 4 hours of practice per week. One half c o u r s e credit - two half-hour lessons and 8 hours of practice per week. One c o u r s e credit (B.M.only) - two half-hour lessons and 12 hours of practice per week. Performances: All students registered in performance studies for credit must perform at the end of each semester for a faculty panel, each year in a general student recital, and a s additionally required by the instructor. Listening: All students registered in performance studies for credit are required to attend 10 designated music events during the aca- demic year. Failure to attend the required number of Faculty Artist Series recitals, major ensemble home concerts, or other designated music events is a factor in determining the final grade received in performance studies. Recitals: A committee composed of the student's teacher and two other music faculty members will determine the final grade for all recitals and will conduct a prerecital hearing for senior B.M. recitals. Concurrent registration in performance studies in the major performance medium is required for recital performance. B.A. a n d B.S. Candidates - one half senior recital 458 at repertoire level Ill. B.M. Music Education M d o r - one halfjunior recital 358 at repertoire level 111 and full senior recital 459 at repertoire level IV. B.M. Performance Major - full junior (level IV) and senior (level V) recitals 358,459. Keyboard Proficiency: B.M. and B.S. candidates must demonstrate elementary keyboard familiarity by attaining a minimum grade of 2.5 in 155 or in each of two semesters of piano or organ performance studies. Music Courses (MUS) Theory 101 Materials of Music 1 (112 course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. (Fall) 102 Materials of Music 11 (112 course) Diatonic harmony, secondary dominants a n d simple modulations. (Spring) 111 Aural Skills 1 (112 co~rrsel Rhythmic and mclarlic diclation, interval and triad recognition, sight singing and Iia~?-nonicdictation to parallel progress in 101. (Prereq.: Concurrent registmiinn in or ro~nplelionof 101. Fall) 112 Aural Skills 11 (112 course) Development of listening and reading skills to parallel progress in 102. (Prereq.: 111and concurrent registration in or completion of 102. Spring) 201 Materials of Music I11 (112 course) Continuation of 102 with chromatic harmony and modulation. (Prereq.: 102. Fall) 202 Form and Analysis (112 course) Musical structures of common practice period and introduction to 20th Century practice. (Prereq.: 201. Spring) 211 Aural Skills 111 (112 course) Melodic, harmonic dictation and sight singing to parallel progress in 201. (Prereq.: 1 1 2 and concurrent registration in or completion of 201. Fall) 212 Aural Skills N (112 course) Further development of listening skills to parallel pro ress in 202. (Prereq.: 211 and concurrent registration in or completion 09202. Spring) 301 Coonterpolnt X (112 course) lFlh thxnt~gll18th Century contrapuntal techniques including double countcrpoinl, passacaglia, fugue and canon. (Prereq.: 201,211. Alternate years. Pall 1986) 302 Counterpoint I l ( l / 2 course) Study of contemporary counterpoint including works of Schoenberg, Bartok,, Hindemith, Stravinsky and Carter. (Prereq.: 301. Alternate years. Spring 1987) 311 Composition 1 (112 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. (Fall) 312 Composition 11 (112 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. (Spring) 341 Basic Conducting (112 course) Study of fundamental conducting patterns and baton technique. Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall) 342 Choral Conducting (112 course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class a s the choir. (Spring) 344 Instrumental Conductina 11/2 course) Preparation of and conducc& instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Spring) The following courses will not be offered until the specific B.M. major in theory-composition is accredited by the National Association of Schools of Music. 401 Counterpoint Ill (112 course) Advanced contrapuntal writing. (Prereq.: 302. Fall) 402 Counterpoint N (112 course) Continuation of advanced contrapuntal writing. (Prereq.: 401. Spring) 411 Composition 111 (112 course) Individual and class instruction in all styles. (Prereq.: 312. Fall) 412 Composition IV (112 course) Advanced compositional techniques. (Prereq.:411. Spring) History and Literature 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other Rne arts. For non-music majors. 230 Electronics in Music Exploration and creatloll of sounds heard in 20th Century music. The study arid appllcatlori of practical electronic technology used in music will he comhlncd wilfi acsttielic considerations in the creative aspects of the art. Vor non-music majors. 231 Hlstorv and Literature of Music 1 A stud; of the evolution of music from antiquity to 1750. (Prereq.: 102, 112. Fall) 232 History and Literature of Music I1 Continuation of 231 from 1750 to the present. (Prereq.: 102,112. Spring) 330 Ethnic Music Hispanic, Black, Indian, Asian and other ethnic music and its cultural relationship. For the general a s well a s the music student. (Interim) The following four half courses are extensive studies of special eras in the history of music. (Prereq.: 231,232.) 331 Music of the Baroque Era (112 course) (Alternate years, Fall 1987) 332 Music of the Classical Period (112 course) (Alternate years, Spring 1988) 333 Music of the Romantic Period (112 course) (Alternate years, Fall 1988) 334 Music of the 20th Century (112 course) (Alternate years, Spring 1987) 432 Church Mlrslc and Worship I3evelopment and innrncc ol cliurch music a s evidenced in contemporary worship practices. ncsfgnecI lor the general a s well a s the music and theo l o a s t ~ l d c ~(Spring) ~t. 435 Voice Repertoire (112 course) Interpretation, style and programming of the song literature from the 16th Century to the present. (Prereq.: 231,232. Alternate years, Fall 1986) 436 Piano Repedalre (1 /2course) Study of Ihe pia~lolltcrati~refrorn the 17th Century to the present by listening, analy~ingarrd perlorniin<g.(Prereq.: 231, 232. Alternate years, Spring 1987) 498.499 Independent Study (112 course each) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. Technique 151 Voice Class Methods (114 course) Fundamentals of tone production and singing. 155 Plano Crass Methods (1/4course) I3asic Ireyl>oarrl famlliar'ity, sirnptc accompaniment and music reading slillls necessary to ~necispecilic dcgrce requirements. 156 Guitar Class Methods (114 course) Beginning techniques of classic guitar. 251 Englllsh Diction (1/4course) Furirlarnc~italcourse In correct standard English diction for singing. FamiIiarlzalion with tile Ir~ternatianalPhonetic Alphabet. Open to all students regi~tercdfor vocal ln5tructlon. The following three courses are continuations of251 with application for the Italian, German and French languages. 252 Italian Diction (114 course) (Prereq.: 251. Alternate years, Spring 1987) 253 German Diction (114 course) (Prereq.: 251. Alternate years, Spring 1988) 254 French Diction (114 course) (Prereq.: 251. Alternate years, Spring 1987) 358 Junior Recital B.M. candidates only. Half recital at repertoire Level 111 for Music Education Majors or full recital at Level IV for Music Performance majors. No course credit. 456 Piano Pedagogy (1/2course) Principles, melliods, nlatel'iats and techniques for teaching piano. Survey of vtlriotzs petlngngical scl~onls or thought. (Prereq.: Consent of instructor. Afternale years, Spring IDRR) 458 Senior Recital Half recital by B.A. or B.S. candidates at repertoire Level Ill. No course credit. 459 Senior aecltar (112 course credit) B.M. rarirfidalcs only. I<ccitalmust be preceded by a prerecital hearing by facully ro~nnliLlec,lieperloire Levels IV for Music Education majors and V for Mlrslc Yerioi-rnancciria[ors. Therapy 170 M u s k Therapy: A Cltalcal Overvfew A suivey of Ll~cmusic. Lhc~apyprograms In Winnesota, with fleld trips to variotts instllullorls. An Introrluctory course [or the freshmen and sophomores considei'i~i~j music thcrapy as a major to give students a htoad bacRgmtrnd 111Llie ways In wliiili irlt~slcis ii.<ed a s a tlierapy. (Intcriln) 271 Musk Therapy Techniques and Materials (112 course) Study of nnn.s)~mphorticinstrutneuts, OrfF-Schulwerk,applications of recreational nlusic activities ta clinical settings. 274,275 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 372 Psycholaglcal Foundations or Music 1 An ol~jectlveapproach Lo musical slimirli and response, with an emphasis aspecls of music. An understanding on a r c > ~ ~ s tanrl l ( ~ sociopsychological s of Lhe tcscarrh pmccss and dcvelop~nentof an experimental research project. 373 Psvcholoalcal PoundaCEons of Music I1 lriii>tenien~mion of !lrotq>ant1 individual research projects, emphasis on a ti~~rltidisci~~lir~ary apploacl~to music therapy. Theories of learning music, musical talertl, and perlomiance. 374,375 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 472 Influence of Music on Behavior A study of human behavior as it relates to music, with emphasis on psychological, cultural, and biological aspects of musical behavior. Understanding of the theory of music therapy. 473 Rusk Therapy Senior SemOnar <:lass discirssirrns of theories and research a s they apply to therapeutic seltings lticl~~diny discussion ~Tpl'ofessionalethics. A holistic approach to therapy with n ~ u s i c . 474,475 Music Therapy Practicums (114course each) Volunteer work under the supervision of a registered music therapist, two hours per week. (Prereq.: 3 of274,275,374,375) 479 Music Therapy CLinical Znternshlp (1J2 course) PII~I-time placemen1 In all MAN?' intcmship setting for six months. Appli~atIonfor In(crns11lp sites must bc made ninc monihs In advance. Sites in Mln~lcsotaare linlileti. (Prercq.:Co~nplelionof all other graduation requirements) Ensembles (MUE) & Performance Studies (MUP) Ensembles: These musical organizations exist not only for the ben- efit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester. (Special circumstances may permit entering a t other times.) Assignment to an ensemble is then made at the discretion of the appropriate faculty. Membership is for the entire academic year which, on occasion, includes interims. While the department strongly encourages both formal and informal ensemble experience, only membership in Band, Orchestra, Choir or Chorale will satisfy the major, minor or distribution requirements. Instruments are available for rent. 111Augsburg Choir (114 course) 112 chorale (114 course) 114 Festival Choir (0) 1 2 1 Orchestra (1/4course) 122 String Ensemble (0) 131 Woodwind Ensemble (0) 1 4 1 Concert Band (114 course) 142 Brass Ensemble ( 0 ) 143 Jazz Ensemble (0) Performance Studies: Private instruction for credit is graded tradi- tionally. All areas of study are available to the non-music major or minor on a no credit - P/N basis only. (Group lessons, at a reduced fee, a r e available in some areas on the same basis.) All lessons a r e adapted to the individual needs of the student and those bearinn credit are supplementea by accompanying, ensemble participation and other performances. Representative programs of study in private instruction are outlined In Music Department Guides. These repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors - enter I and attain 111; B.M.-Education Major - enter I1 and attain IV; B.M. Performance Major - enter II and attain V. l l x Voice 12x Strings: Violin, Viola, Cello, Bass 13x Woodwinds: Oboe, Bassoon, Clarinet, Saxophone, Flute. Recorder. Horn l 4 x Brass: Trumpet, Trombone, Baritone, Tuba 15x Piano 16x Guitar 17x Percussion 18x Organ Note carefully the following provisions: 1. Instrument rental, practice room reservations and performance study regis- tration occurs the first week of classes in the Music Department office. 2. Senior music majors who have attained a cumulative GPA average 063.0 in their major instrument or voice will be awarded a Senior Performance Scholarship which provides for free lessons in that major medium during the two semesters preceding graduation. Similar scholarships are available to entering freshmen. 3. A semester of study is 14 weeks of lessons. Any lessons during the interim or summer are arranged privately with the teacher. 4. A student who cannot come for a scheduled lesson is required to notify the teacher at least 24 hours in advance: otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. 5. The music faculty reserves the right to limit or even prohibit performance outside the department if it interferes with musical growth for the student. The department recommends, and on occasion assigns, the teacher to the student and permission is required for subsequent change. Credit is granted only for study with faculty members of the Augsburg College Music Department. Natural Science Kenneth N. Erickson (Coordinator) The Natural Science Licensure Program for teachers is designed to provide strong preparation for science teaching and Lo ssffsfy Minnesota licensure requirements. In addition lo the broad basic background in science, the program is designed to allow fur specialization In a mqjor and for study in the liberal arts. Licensurc Program for Teachers: The Minnesota Board oFTeaching has approved the Ilcensure program for scknce teachers and au- thorlzed Augsburg to recommend candidates in Life Science, grades 7-12:Lire Science (minor), grades 7-12: Physical Science, Chemistry rnaJor or Physics major, grades 7-12; Chemistry (minor),grades 7-12: Physics (minor), grades 7-1 2; and Science (Grades 5-91. Students planning to teach Natural Science must complete the Broad Base courses and in addition meet the requirements for a Life Science, Physical Science or Middle School Emphasis. The program of courses Is designed to provide a broad. basic background in science and allow for specialization in an area, The following programs assume that the student will meet the general education requirements or the coltege and, in the physical science, have at least one year of calculus. Consull with the I>epartrnenlof Education for requirements In Eclucatlon. Early consultation with adviser is recommended. Broad Base Courses: 7 courses, 1 in earth science (PHY 101 or 106): 2 in life science (810 111,112):4 in physical science (PHY 121,122 and CHM 115,116or 105,106).To make the program slightly more flexible, it is recommended that students with emphasis in life science have both courses in earth science and substitute PHY 103 for 121,122. Llfe Science Emphasis: Broad Base plus 8 courses, 1 cognate; 7 RIO courses, including 491 and at least one from each of the following gwups: (13 351 or 353;(11) 355 or474; (111) 361 or 481: (IV) 471 or 473; (V) 440 or 476. Physical Science Emphasis Chemistry Maor: Broad Base plus 7 courses and chemistry seminar, CHM 351,352,353,361and 364 (or BIO 367),482,PHY 245. Physical Science Emphasis Physics Major: Broad Base plus 7 courses, PHY 245,351,362,395and three additional to be selected from 261,270,352,363,481,486,488. Note: Candidates may be recommended for licensure in Physical Science upon completion of either Physical Science Emphasis-Chemis- - - - Physics ma-jor. The stutry major or Physical Science Emphasis dent licensed in PRysical Science may teach chemistry and/or physics in grades 7-12. Science (Grades 5-9): Broad Base plus 7 courses, 2 in earth science (PHY 101 or 106,the alternative course not taken in the Broad Base section); 2 in life science (and two biology courses above 112):3 in physical science (CHM 353;PHY 245). Licensure with Minor: For life science, Broad Base plus 7 courses in and 364 or Biology; for chemistry, Broad Base plus 351,352,353,361 482: for physics, Broad Base plus any four courses above 122. Nursing Department (NUR) Augsburg offers an upper division rnqjor in nursing leading to a Bachelor of Science degree, The program is accredited by the MationaI League for Nursing, Graduates of tlie program are eligibte lo apply for Public Health Nurse Certification in Minnesota. Requirementsfor admission to the major are: completion of an assuclate degree or diploma program In nursing with a minimum overall grade point average of 2.5:a current license to practice as an R,N. in the state af Minnesota: and completion of courses in inorganic chemistry, organic or biochemistry, anatomy and physiology, rnicmbiotogy, English composition, Introductory sociology and introductory psychology. Students must take these courses at Augshurg or another accredited college or university prior to admission to the nursing major, The prerequisite courses in soci- ology. psychology, English, chemistry and Zrinlogy listed above may apply toward distribution requirements as well a s toward admission to the major. All prerequisite collrses must have been completed at the 2.0 level. Courses with gracles k t o w 2.0 must be satisfactortly repeated or chab lenged. In addition, each applicant milst successfu!lyvalidate their theoretical knowledge via d t t e n testing prior to acceptance to the major. These tests are given at Aagsburg through the Department of Nursing. Applicants must give evidence of current nursingcllnical practice within t h e past Five years. This may include 1) graduation from a school of nursing, 2) work experlencz, or 3)cornpIetlon of a nursing refresher course or an acceptable equivalent, Nursing Department Faculty: Beverly Nilsson (Chairperson), Marjorie Audette, Helen Woelfel Mqjor: 1 0 courses in nursing including 305,306, 31.0,311,330,350, 403,404, 423, 427: PSY 355 or an approved upper division biology course; and an ethics course, either PHI 380 or REL 483.A mfnimrlm grade of 2.0 in each nursing course and a cumulative GPA of 2.5 at the completion of the courses of study are required. Courses in interpersonal communications are supportive to the major. Courses in the nursing major are designed s o that they may be completed within two academic years. However, more than two years may be required to complete the total course of study, depending on the number of credits transferred from other colleges or universities. Students in nursing may pursue part-time study. Students interested in pursuing day, summer, or weekend part-time study should consult with an adviser from the nursing department for program planning. Honors Major: GPA of at least 3.6 in the major and 3.3 overall: appli- cation to the department chairperson by November 1of the senior year; recommendation by nursing faculty; honors thesis to be defended before a faculty committee by April 15. Candidates register for 499 to complete the thesis. 306 Contemporary Nurslng I: Communlcatlon A l r a n s i l i o ~ ~raol u ~ ~ lhal s c In2roduccs 111c components of the professional ralc and bcgins Lhe p ~ o l c s s i n nsocialiration ~~l process. The c o r n n ~ u ~ ~ i c a tit>llprocess is emphasized as onc mean%by which (he nurse-ctienl rela. tionsflip Is negotlalcd. Ililesarlive attd grnilp communication Lhcories are explnr'ecl Inr tllcir appllrallllity to chailginq laIcs and prolession.il practice. (7'rlI<eli~ I I D I LO o r ~ r ~ i ~ ~ t ? i t wlth e r l lS i y10). 306 Contemporary N~rrslng 11: WradEgms in Nursing At? introduction to Lllearies ar~clcc~rlccpli~al thinlting In Lhe process of professitma1 developmcllt. The i~lnctionof theoty In guidlng nlirsir~g practirr i s emphasized. Sclecled nursing cc~nrcplualrrlotlels are sludiccl and Lhelr applicaticln to praclice is cxiirniricd i ~ s i t the ~ q ntlrsing process fonnal. ( t*~ereq..3051 310 Community Health flursing I The l o c ~ of ~ s[Iris course is on com~nunityhealth delivery syslems and the ~racticeni uuhlic hcal(l1ni~rsina.Svslerns t l i e n ~ v. chanae and cnnccois c ~ f i~cal th are kxalnintd as they apply 10 ctlrrenL co;nmurii~ health prod~cms atid Iss~res.Cllnical application or course conlenl involves inalting a heallli assessmetit anti prcpat ing a pilhllc health uurslrig case sludy. Cthical Issues relalcd to r:o~tirnu~~ity heal111 dcdsion-making wllll rlgg~egalc graups are explored. (I'rereq.: 505 or concilnen t enrollmen( l 311 Commirnfty Health lYurslng1r: Practtcam* This course provirlcs a basis for untle~sia~ldirig community charactcrlstics ancl c r ~ l l i r ~ rrtiverslty rl rulalerl ta t ~ c a l l hcare. The nurse's role as a gcner~t alist and as a mcrnbe~of the health learn is cxplorerl. The S t i l d e ~ will detnonstratc hnowl~dgco l ~ o r n m i r t ~ ihealth ty concepts in provlditig care to o selcctcd cascload of clicnts. (PIe~eq.:305,506 nr concurrent cnrotlment, 310,330) 330 Trends and Issues In Nursing Is designed to Ir~vestl~ate the current responsibilities of the prolessinnal nurse. Contem[)orary economic, social, political, and professional trends and Isstics arc explored in relation to their implications for nursing practice. T h i s course 350 lntrnduct~onto Nursing Research The rcseilrrh process ant1 methods appropriate to nursingare the focus of this course. Issues of etfllts irr tiufiing researcli are exploredmStilrlents crifor its a[lplicability to niirsing practice. (Prereq.: tique n ~ ~ ~ srcscarcZ~ ing 305,310,330) 403 Contemporary Nursing 1111 Families Tlri5 course provides a aIlenrPtiwl basls for fainily nursing care. Content Includes Camlly as a prinrary group and famiIy dy~lamlcsin light of situatiolial clevclopmcnl evcnts. Consirleration is given to the role of the nurse in fanlily health lare. (ScnIo~'staridlt~g.To Ilc tatten prior to or concurrently with 423) 404 Contemporary Flr~rsIng N: Leadership and Management l'his coilrss provlrles a Il~eoretlralbasis lor leadership and managemenl as crnerging prolessional, nurse roles. Concepls nl change, confllel, comr n u ~ i i c ~ i t iand o r ~ s p t c n i dynamlcs arecxplorccl. Ethics, accouritahllity arid advocacy provide Llle basis fm' i'oic dcvelnpmtlrtt arid professir~naIlstn. (Prereq.: 403) 423 Practicum in Nursina I: Nursina of the Familv* A clinical practicum o?fering the &dent an opfortunity to apply content from 403 i n providing complex nursing - care to families in a selected practice setting. (Prereq.;403) 427 Pxacticum In Nursing [I: Leadershipand Management* 'Fitis cli~ilcalpmctlcum t~llllrfsknnwlr:dge and skills from 404. Opportunity is pi ovidcd lo apply Icarlcrslilp and management theory i n a selected aqcncy scttin$\. (I'rercq.: 404) 432 Topic5 In Pturslng course cicsig~ieclto provide In-depth exploration of selected topics in nttrsinq. The s ~ ~ b ] c csti~died ts wlll vary dcpcnding upon the needs and intel'csls ol'the ra~ultyand 3Ltrdents. (Prcrcq.:Senior standing or consent of Il~struf:tor.On de~nand) A 499 Independent Study "Thislearning experience provides the opportunity for the student to study a seleclcd topic or issue in depth. Students consult with faculty and submit wiittcn study proposals, objectives, and methods of evaluation prior to registration. 'If the practicums in nursing are not taken concurrently with their respective theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Occupational Therapy Adaptlng to disabilities and reshaping lives so that they are productive and meaningful are some of the goals of the occupational therapist. Occupational therapy is an applied s c h c e that teaches people skflls to enable them to perholm the tasks of everyday living when a physical or emotional disahflity has arected tllem, The l~ltirnategoal of the occupational tllera. pist is to provide people with the necessary skills to develop a sense of wlloleness and independence. Given the orienbtfon of this applied science to development of the abilities ofthe whole person, it is appropriate that such a career preparation be founded In the liberal a*. Augsburg College has a cooperative 3-2 arranwment with Washington University in St. Louis, Missouri,to allow stu- dents to earn a achel lor of ~ r t degree s from Augsburg College and a Bachelor of Science degree in Occupational Therapy from Washington University. Students spend their first three years at Augsburg College pursuing the academic major of their choice ancl meeting general education requirements in t h e liberal arts. A student may choose any major at Augsburg College while gaining the minimum prerequisite caurses for the OCCupationat Therapy degree. Students are encouraged to consult the program adviser and plan their programs carefully dnce tillfflling necessary requirements in three years may he difficult in certain majors, Majors in Dialogy, Psychology, and Sociology offer the least complicated afternatives. Students accepted into the 3-2 program are guaranteed admission to the Washington University program provided they have met course requirements, have at least a 3.0 average, and are recommended by the Augsburg College adviser. Prerequisite courses for the Washington University Occupational Therapy Program: ENG 111,810 111,112, and 323 or 353; CHM 105 or 115; PRY 103; PSY 105,351,362; SOC 121,241; SOC 362 or MAT 373. Philosophy Department (PHI) The department of Philosophy is devoted to instructing students in the discipline of critical thinking in relation to the traditional areas of philosophy: theory of knowledge, metaphysics, ethics, and logic. By exposing our students to the great thinkers of the past as well as the present, the department of philosophy endeavors to instill a sense of critical analysis and a love of truth. Since the object of the liberal arts cumculum aims at promoting proficiency in those actions most condign to human dignity, the Philosophy department, with its emphasis upon the analytical contemplation of truth, must always play a crucial role in helping students to focus their thinking with respect to what truth there is to be found in the depth of human experience and in the world both here and beyond, that encompasses human destiny. By infusing in students the desire to fulfill the maxim of Delphi, "Know Thyselfl" the study of philosophy furthers in a unique way the quest of liberal arts to express without constraint the fullness of the human potential for perfection. At Augsburg the philosophy mqjor is founded upon the principle that philosophy is best learned at the feet of the masters. Therefore, the core of the mqjor consists of four courses in the history of philosophy leading from the ancient Greeks and Romans, through the Medieval and the Renaissance periods to Modernity. In these courses students are taught how to read, understand, and criticize the great texts of the finest minds in Western civilization. In addition, mqjors are expected to prepare themselves in the discipline of philosophy by taking the various seminars which the department offers as well as exploring the opportunities to study tutorially with the individual members of the Philosophy faculty. This mqjor has been carefully planned so that students can easfly supplement the study of philosophy with other studies. Maom are educated with the demands of further graduate study in mind. However, many philoscphy mqjilors plan to go on to other proksdonal studies such as law or medicine. Many enter thc market place, reeling that the study of philosophy has given thcm the ability to think critically in all areas of human affairs. Philosophy Faculty: Mark Fuehrer (Chairperson), Kenneth Bailey, Bruce Reichenbach Mqjor: 9 courses, including 130, 141, 242, 343, 444, and another course in the 400's (other than 499). Five of the courses must be upper division. Honors MaJor: Admission to the Philosophy Honors program is by recommendalinn of the philosophy faculty. Such recommendations will be made a t Lhc end of Lhejunior year. The program will consist of an honors thesis on an approved topic of the studenl's choice, invofvIng research above t h e course level, and a defense o l this thesis before the faculty of the department. Minor: 5 courses, including two from 141,242,343,and 444. Note: 110, 120, and 130 are recommended for hlfilling the general education requirement. 110 Introdnctlon to Philosophyz Ideas and Method Though carh person has his or her own set of ldcas and beliefs, rarely have they beeti critically analyzed or evalualed tor their cnnsislency, adcquacy or lrulli. Onc rcason Tor this is thal indivldl~alslack thc needed slrills. Another Is that Lhey rnay havc had 1fttIe opportunity to examinccrit. lrally somc of the ideas basic to western c.ulture. T11r llurposes of this course are l o prnvide Lhe studcnl with somc cxpcrience i n cxamininq ideas. slid thereby to sharpen the critical ant1 analylical skills reqr~iredto evaluate and cnnstrucl a system of ideas and hellcls. 120 Ethics This course studies the possible grounds for making moral decisions and moral judgments about personal and social issues resulting from them. I t also investigates the nature of happiness and its relation to the moral life. 130 Logic Suppose someone gives you reasons, and then says you must accept a particular conclusion. Must YOLIPWhen does a conclusion validly follow from premises? t lere wc txalnlne the rules which govern valid arguments and work lo devclop your abiltly to recognize and construct sound arguments. 141 InhoducHon to Phltosophy Readings En Cluss!cal Texts The writings of Plato atrrl Aristotle are I h e foundatlor~s of all pfiilosophlcal t s rcad and anaLheuglrt in westel.tl civilizalion. In this course s t ~ ~ d c nwill lyze some of Liie ltey worlrs by Plato and Aristotte, In additiol~.o1I1er phltosophical scl~oolsof thought in the ancient rvrrrIrl will bc sturlletl: Stolcisrr~,Epicureanism and Ncoplatonism in order to brnillarize the slttclent with the other elements that cnrlslitutc classical philnsnphy, hit aclvar~ced Irllroductery course in Y hiloso~rliy(or honor sllldcnts. Ihose contt~nplaling a philosophy niqlor 01'rnlrior and those slucienls wishing a more indepth approach to phllosnpl~yat Ilic tntrodt~cto!ylevel. Excludes sttidents cnrollecl Tor 110. (Pall) 199 Internship Internship for lower division credit. 242 Hlstory or Phllbsoptryt Meditwal and Renaissance Philosophy The Middte Ages war; n p e ~ i o dor great assimilatio~~ and synlhcsis O! e i e nienls of Christian revelation, classical pl~ilosopliy and Islarriic~ulLure.In this course sludcnts wi31 rcad wr-ilings by SL. An.jelm, 5I. Rn~iavetiture,Occam, Si. Tliort~asnquinas a ~ r t[Yictrols l of L u w In order to unrlerstand the pi ocess 01p l i l l o s o p l i i r ~assimlfat l lor] Involverl In conslnlcting a Cl~risllan pl~ilosophy.Since ttic Renaissance was a period of ititensifirat!on of the mcdieval synu~eslssluclcnls will bc exposer1 I n Hie ll,nuglit of Pico, Pfcino and Oninn. (Spring) - 299 Directed Study lndependent study for lower division credit. 343 History of Philosophy: Enlightenment and 19th Century Philosophy Where does knowtedge begin? In Innate Ideas or with cxperlence? What ran we really Isnaw al)oul tlie world? WIml impact did RornantIclsm have on phifosophy? This coilrsc studles the inaJor empiricists of the 18th cenhkry (Lache. Berkeley, 3tunie). Kanl's synthesis or pllilvsnphy, 19Lh century idealism, and the reaction to Iclealisr?~by meti such as Marx, ICieritegJ5i-d arid flictzschc. (Fall. Suggested prior course, I4 1 nr 242.1 350 Philosophy of Religion What is the relation between faith and reason? Does God exist, and what car1 be said a bout him if he does? Can we reconcile the goodness of God with hutnan anrl animal suffet'in~?Is man realIy immorlal? Arc miracles pnssitllc? W e will conduct a sysletnatic Inquiry into Lhese queslions which fotin the basts of religious beliefs. (S~rggcstecf: one prior course In philosophy.) 355 Oriental Philosophy A study of the basic concepts and philosophies which underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy.) 362 %IItical Philosophy By rludying the ivritin~soipolitical philnsaphers Cram antiquity up to the moriern periorl studenls wlll be asked Lo cxanilne crucial uestions con01 I~urnanS~rieky.The relallon the nature of cei.niriq Lhc ~r'gal~kaiion the slijte lo religiort, the home arid lhe clty wilt b t Inohed at through the eyes of Plato, I\ristoLle, Clcero, Dantv and Maclilaveli. 365 Phllosophy of Science The scienlist's hnnwleclye of the world is purported to be profoundly different ant1 beller tha~iIirat of the non-scientist. Is this true? What constitutes scientific knowledge? Are there certain real questions which science cannot answer? How certain are the methods used by the scientist to recover knowledge? In addition to dealing with these questions, students will work in researching and developing philosophical problems in the special sciences. (Suggested prior course, 130 or one course in natural science.) 370 Existentialism Studles in the writings - both philosophical and literary - of prominent Existcnliallsl aulhors. We ucrEIl exatnine what it means to be a being-in-theworld, arid cxplorc such thcmcs as absutdity, freedom, guilt, despair and pamclox. (Sugqestecl:One prior coursc En philosophy) 380 Ethics of Medicine and Health Care Application nl ethical prlnclples lo problems which arise in the areas of health care and ~Ielive~y, human experimentation, human engineering. l abortion, care lor (lie [lying a t ~ reulhariasia. 399 Internship Internship for upper division credit. 410 Topics In Phllosophy Ad~~anced s t r ~ d icovering ~s a speclflc area of phllosopl~y,such a s studies in the lliouglil or individual philosophers, philosophical movements, the history o i a t ~idea 01. spcclfic probletn, or interdisciplinaryproblems. SCmInar Format. Mny be 1ahe11morc t h a n once for crcdit, (Suggested prior courscs, any from 141, 242, 343,44/1 or conscrll of instruclot'.) 4 3 0 Studies in Individual Philosophers Advanced studlcs iri the pliirosophy of particular philosophers, e.g.,Plato, 51. Xl~omas,Marx, fiegel, I<icrkcgaard or Wittgenstein. Seminar format. {Suggested prlor courses: 141. 2/r2, 543,or consent of Instructor.) 444 Contemporary Philosopliy What ltrs behind 20th century philosophy's love affair with language? Is Cn~Llrtlrat which worlts? Carl we remake philosophy as a rigorous scicncc? 'Tllcse ant! other Issires are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism, and phenomenology. Seminar format. (Alternate years. Suggested prior course, 141, 242,or 343.) 499 Independent Study Individual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty adviser. 4 Physics Department (pm) Physicists are not only curious about the world, but ambitious as well. Their aim is to understand the fundamental principles which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis, Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies, and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinating and expanding area of study and as a basic science, physics plays an important role in many of the Liberal Arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science and space exploration. Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing challenge, the department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met, and stimulate sound thinking, perceptive judgment, and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also served as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmental science, engineering and medical and health related fields for many physics graduates. In addition, the physics program at Augsburg functions in a supportive role for students majoring in mathematics, chemistry, biology and computer science. The Department also supervises the pre-engineering program with degree programs available at cooperating universities at both the bachelor's and the advanced degree levels. The Department serves the liberal arts tradition by offering courses for the non-sciencestudents that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some degree of comprehension. Physics Faculty: Mark Engebretson (Chairperson), Cynthia Blaha, Kenneth Erickson, JeffreyJohnson Major: 9 courses, including 121, 122, 245, 351, 362 and 395 plus three courses above 122. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 124,125, and PHY 121,122 the freshman year, and MAT 224 and 226 the sophomore year. Teaching Licensure Major: The same a s the major. Students are advised to refer to the Education Department section of the catalog and consult with the Education Department early in their planning. Honors Major: A GPA of 3.6 in physics and 3.0 overall. An indepen- dent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the first term of the senior year. Minor: 5 courses, including 121,122, and three courses above 122. Society of Physics Students: The Augsburg chapter of Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in SPS is open to all students interested in physics. Sigma Pi Sigma: Membership in the Augsburg chapter of this national physics honor society is open to those students who have com- pleted the equivalent of a minor in physics, have a GPA of3.O in physics and overall, and rank in the upper third of their class. 1 0 1 Astronomy A descriptive course requiring elementa~yalgtbra. Our solar syslem, stars and galaxies. The necessary optical Instrrlnicnts are explalncd and use is made of a 12-inch reflecting telescope, an tight-inch CelesLron, and a 3inch Questar. Occasional night viewing. (3one-hour lectures.) 1 0 3 Physics for t h e Life Sciences An introductory course in which the applications, problems, and experiments are selected not only to illustrate fundamental principles, but also to demonstrate the relevance of physics to the life sciences. The course is dPslgned to serve students in biology, psychology, physical education (therapy progranls), riiedical technology and other health science progranls. Tl~ecuurse is also a very suitable elective or distribution requirement for the liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.: Elementary algebra. Fall) 1 0 6 Introductory Meteombogy A study or the scIetlce and wonders of the atmosphere. The course is designecl to prnvlclc a working kr~owledgror the basic science principles requlred for undcrslantling wealher a ~ i dcllmate. Attention will be given to llir overall weather patterns nC the earth and to ~ I I Etnany varled aspects of weather, some of which include: Clouds and precipitation, thunderstorms, tornadoes and hurricanes, weather monitoring and forecasting, the influence of weather on pollution, fronts and cyclones, and optical phenomena of the sky. The course is designed to be an elective or to satisfy the distribution requirement for the liberal arts student. (3 one-hour lectures. Prereq.: Elementary Algebra. Spring) 111 Phystcs, Computers, ahd Soclety h study of the historical development of selected topics In physical science. Attention wilt be give11Lo the Interaction of physics anrl Its associaled techr~otogywl t17 philosophy, religion. and cullllre. SLudy of mechani c ~electricity, , and dlgilat eleclrorrlcs wlll lead up to discussiori of Ole meaning o l twentieth century ptiysics and of (he rolc af cleclronics and computers in modern society, Mitrocompt~terswill be used extensively in the laboratory. (3 one-hour lectures, 2-hour laboratory. Fall) 121,122 General Physits l,I1 A rigorous study of classical phystcs Including mechanics, wave motion, themotlynamics. electricity, rnagn~lism,and optlcs, Desfgnerl for pllysics majors, pre-etiqineciinq studet~lsand other specifled nla]ors. Musl be takcn In sequence. (3 OIIF.IIOU~ Icctures, 3-klOu1' laborntoly. Prcreq.: MAT 124 or concurrent reglslratlnn. 12 1, Yall: 122 Spring) 199 lnternship lnternship For lower division credit. 245 Modem Physics An Introduclion to modern h p t c s from a hlstorlcal and experimental basis. ReTativity, quantum cfPecti atomic and inolrcular physics, nuclear and solid state physics. This coursc indicates the need for, and develops t h e experirncntal basts ol quanttirn rnectianics. ( 3 one-hour lectures. l'rereq.: 122. Talt) 2 6 1 Electronics A review of AC and DC circuits and study oranaiog etectron!cs comprises the first halfofthe sernestcr,The second hall includesstudv aidialtal eleca h rnicrotronlcs culminaling in analysis and use 01 m4cmproccss~1~s computer systems. (l'rercq.: lO3,Ill or 122; and MAT 122 ar 125) 299 Directed Study Independent study for lower division credit. 351,352 Mechanics I, 11 A careful study of classical mechanics in terms of Newton's laws of motion anrl the Lagrangtan and Hamlllonlan formalisnis. 'roplcs Include conservation prlnciple~,single particlc motion, systems of parlfcles, oscillatory systems, cerilral-f0rr.r motion. dynamics of rigid bodies. gtmvitatlon, kine. nratics of two-parllclc systcrns anrl noninertial refcrci~ccframes. (3 oneh o t ~lectures. r Prcrcq.: 122, MhT 226.351,Fa!!: 352 Spring) 362,363 Electromagnetic Fields I, 11 The classical electromagnetic field theory is developed using the vector calculus throughout. Electrostatics, magnetostatics, solution of Laplace's and Poisson's equations, electric and magnetic properties of materials, and the theory of electromagnetic radiation based on Maxwell's equations. (3 one-hour lectures. Prereq.: MAT 226.362, Fall; 363, Spring) 398.396 Comprehensive Laboratory (Ih course each) A n emphasis on inclcpendenl Iaboratoly invrstigations. including partfclpatian It1 physics seminars. Ex per ln~entsin Lhe 2 1ca of niecllanlcs, ihermodynam~cs,vtlcuuin ptiyslcs, efcctmnics, elcctricity. u~agnctism,optics, and ~nodcrnptiyslcs. ( 2 tliree-hour laboratory and 1srmir~arIrour per wcck. Pi ereq.: Jilninr stailding or consellt o l inslruclor.) 399 Internship lnternship for upper division credit. 4 8 1 Thermal Physics The study ofj~ropertlesof systems and pmcesses forwhlch temperature Is an 3mporlatit variable. The siibjcrct is d~velopedFrom Lwn Independent yet complcrntntary vicwpoii~ts:the expcri~ncnlaI,rnaclnscopic classical therrnoclyr~an~ics arid the tltcorelical, microscopic stdtlstical mcchar~ics.(3 one-lior~rlectures. Prerecl,: 55 1. Spring) 486 Quantum Physics I A development fram ffrst pri~lclples,lnclirdlng de Rroglle's postulates, Lhe Scliroedlnger equalion, operators, wavefunclinris, cxpcctalion values, an. glllar fiiorncntuni, and approxiination mettiods. Specific problems studied int1t1depoteti tlaI wells and potenLial barriers, the harnioriic nscillator, and the hyclrogcn atom. (3 o~ic-hourlectures. Prercq.: 245,551.fall) 488 Quantum Physics I1 The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular ptiyslw, nuclear physics, and particle physics. (3 one-hour lectures. Prercq.: 486. Spring) 499 lndependent Study An npportt~t~lty for str~dentsto expiore systematically a problem in experimenlal nr theoretical pliysIcs, worltecl out in consultation with a faculty adviser. Open taJ~uniorsand senlors with departmental approval. Political Science (POL) Firmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and significance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will he encouraged to relate. Insights from other liberal arts disciplines such as philosoplly, psychology, economics, his. tory, and sociology to the study of politics. Providing work in several sub-ffelds of political science, the mqjor supplies the breadth appropriate for graduate work In the dtsctpline, as well as in public adminstration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area; combined with broad, balanced and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg political science students have the benefit oFan experienced faculty that brinpls a balanced expertise to the course offerings, as well as speciai strengthsin Interpreting politics in the contexts of the mass communications media. communism. and American ~ u b l i claw. The de~artmental faculty is committed to the view that the study of politics, invoiving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of liberal learnings. Political Science Faculty Myles Stenshoel (Chairperson),Joseph Goldman, C. Lea Hall, Milda Hedblom, Mary Ellen Lundsten, Norma Noonan . Mqjor: 9 courses, plus Statistical Analysis (SOC 362).Required: 121 or 122 or 160 or 170;158;384;and at least 5 other upper division courses in 4 out of 5 Political Science Areas. A seminar in one of the five areas may be counted for that area. Honors Mqjor: The Honors Major in Political Science includes the requirements listed above, plus the following: The student's gradepoint average must be 3.5in the major and 3.0overall. The student must take an Honors Independent Study and a seminar, and must submit, not later than March 1of the senior year, an Honors Thesis to be defended before a faculty committee. Students may work with any member of the department on their Honors Thesis. For specific requirements, consult the departmental chairperson. Students should apply for the Honors Major no later than the first term of the junior year. Minor: 5 courses, including: 121 or 122 or 170:158;and a t least 3 upper division courses in 3 out of 5 Political Science Areas. Political Science Areas: (I) American Government and Politics (11) Comparative Politics and Analysis (Ill) International Politics (1V) Public Law (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major in combination with specified social science courses, in compliance with state requirements. For more information, see the department chairperson. See the class schedule for precise listing of terms in which courses are offered. I. American Government and Politics 1 2 1 American Government and Politics The polltfcs of American government including the forms of political ideas; ttie patlenl of partidpation; the dynamics of congressional, presidential ant1 Ili~renucralirpoligmaking; and current issues in American society. 122 Metroporttan Complex Politics in the urban setting, including important issues. arlors, and structurcs influencing public policy in the modcm urban complcx. Discussionlecturc. sl~nulation.and meetings with politlcal cxpcrls and activists. 325 Public Administration 'Slit politics of pul~licitdministratlon and bureaucratic policy-making in [lie Ut~itcdStates: governmental rcgulatlon, promotion and management, emphasizing political and economic intcraction. (Prereq.: 1course in Politkat Strlcncc or consent of instrucloi-) 326 Political Parties and Behavior The politlcal behavior of tlic electorate emphasizing public opinion and political parties Ln the electoral proccss, Tielrl work with political parties and ~ntercstgroups anrl rncdia In presidential elections (optional in nonprcsirfenlial election ycars). (Frcrccl.: 1 course in Political Science or consent of instructor. Pall Lerm of clecllon years) 342 Mass CommunieaUons In Soctety LfFccts nfrtiassct~mniiinlcatlonson indlvidi~albehavior: the uses and control of mass rnedla lor polltir:al ar~tfsocial purpnses Inclurling a study of ccnsorsl~ip,newsmaking. cnlertaitlment and pilllllc affairs programming. ~ otily) ( J ~ ~ n land o r S e ~ l l oslutle~~ts 370 Constitutional Law I (See Section 1V for description. Alternate years) 3 7 1 Constitutional Law I1 (See Section IV for description. Alternate years) 4 2 1 Topics in American Politics Selected themes, including legislative, executive orjudicial process, and policy process in American politics; national, urban or statc focus: topic to be included in subtitle. (Prereq.: One course in Yolitlcal Science or cansent of instructor. On demand) 11. Comparative Politics and Analysis 1 5 8 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. 350 Comparative Democracies The rmergcncc, mnlnletiancc and decline of selected democracies, focusIng 011poiltical behavior. institutions, and processes. (Prereq.:One course In I'olllical Science or colrsenl of instructor) 3 5 1 C o m m ~ ~ n lPolltlcal st Systems A tornparalive analysis or the Soviet Union and other communist states in lcrms of polltlml behavior. itrstitutions, processes and politics. (Prereq.: ORCC ~ L I ~ SinCPolitical Scicncc or consent of instructor) 3 8 1 Democratic Theory and Practice (See Section V for description) 4 5 9 Topics in Comparative Politfcs Sclcctcd tl~eniesinrluding interpretations of polltlcal systems and compal-ticipotion, l comrnunlparisons or political processes such a s p o l i t i ~ ~ caLiotls, polllical developments, poIi tical change. and rcvolulion. Topic to be lr~cluderlill sul>litle. (Prcrerl.:O ~ i ccourse i r i Pnlitical Science or con. sent of instructor. On demand.) 111. International Politics 1 6 0 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. 363 Cammunist Foreign Pollcles Analysls oF I he motivation, Iormulation, and implementation of foreign pollcies of Cornrn~~~ilsl riallons with emphasis upon the Soviet Union and C l ~ l n a (Prereq.: . Otie c.oiwse ill Pnlitical Science or consent of instructor) 4 6 1 Topics ln International Politics Selected tlicmcs including interpretations of international politics, foreign policy dcrislon-malting, simulations of international problems. Topic to be inclurled in sublillc. (Prereq.: One course in Political Science or consent of instructor. Alternate years) IV. Public Law 1 7 0 Law in the United States A survey of American law and legal process. Theories of law; law and s o ciety: roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law: law a s politics: historic and contemporary legal issues. 370 Constitutional Law l The legal-polliical-philosophim1role or the Supreme Court in the American polilIcaI systcrn In signilicanl decisions affecting the allocation of powers 111(Ilf ?iatifl~%al government and it1 Lhe Cederal system. (Prereq.: 170 or consent oi Ilistructox. Al terndte years) 3 7 1 Constitutional Law 11 Constitutional limitations of the Bill of Rights and of the Fourteenth Amenrimcnl as applied by the Supreme Court to the protection of human r l g h b arltl civil lihe~ticsof individuals. (Prereq.: 170 or consent of instructor. Altcniate ypars) V. Political Theory and Analysis 158 Political Patterns and Processes (See Section I1 for description) 380 Western Political Thouaht A study of influential po?tical philosophers, emphasizing the values, goals, and assumptions which continue to inform and to rationalize human governance. (Prereq.: One course in Political Science or consent of instructor.) 381 Clemocratic Theory and Practice A stilcly oC tlemocratic thcory and p~lblicpolicy practice with focus on the emergence of politEral dcn?ocracy, capitalism and the welfare state in comparative pcr,spective. IPrcrcq.:One course in Political Science or consent ol i~~stmctor.) 382 Marxist Visions: Past, Present, and Future Origins and evoli~tionof Marxlst thcory and rnovemerils emphaslzlng Marxism asdevclopcd in Russia and china. Consideration oCLhe polIllcal, social. and ecoliomic dirnet~slonsof the tlieories, wllh somr Coci~soti Lhe preferred futures envisaged in the doctrine. (Prereq.: 158or consent ofinstructor.) 384 Political Analysis An anatysls ol diffrrenl approaches and theorlcs in the study of politics including an cx,~n~inatinn of llle requircmcnts or science as a model for potILlca1 stitdy; malor rcscarch rcq~iirerl.( I'rereq.: Statistical Analysis: 158 ancl two uppcr division courses, nr consenl of instructor.) VI. Seminars, Independent Study and Internships 199 lnternship Lower division internship. Consult lnternship Supervisor in the department to determine project. (P/N grading only unless lnternship Supervisor grants exception. Fall, Interim, Spring) 295 Lower Dlvlsion Seminar Special topics. Consult department chairperson concerning terms and subject matter. (On demand) 299 Directed Study lndependent study for lower division students. (Prereq.: consent of instructor. Fall, Interim, Spring) 399 lnternship Consult Chairperson or lnternship Director to determine project. (Prereq.: consent of instructor. P/N grading only unless lnternship Supervisor grants exception. Fall, Interim, Spring) 495 Seminar Selected topics. Consult department chairperson concerning terms and subject matter. (Prereq.: consent of instructor.) 498 IndependentStudy: Metropolltiin Resources An indcllendently clesl~n?clcorll se a sLutlcri( (or grnitp ~Cstuderits)develops, tnaljing cxtcnsive, systematic and irltc~~mled utllizalion o ~ r e s o i ~ r c e s c.g. la LLI~FS. symp05ld, pel'availfltrlc in the rnctrul>ulltal~romn~i~niiy, for~nr?nces,l~ca~lnqs. 'l'tiese resources 17ecorr~ethe corc of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department. (Prereq.: consent of instructor. Fall, Interim, Spring) 499 lndependent Study Topics defined through consultation between instructor and student. (Prereq.: consent of instructor. Fall, Interim, Spring) Program in Global Community - Joel Mugge (Director) The Center for Global Service and Education offers a s ~ r i n semester n Program, The Program in Global Community, each year inCuemavaca, ico. It is an academic program that has as its primary focus the study of issues related to global-jusiiceand human liberation in light of the Christian proclamation. Students live together as a community, but also with Mexican families in the city, and with villagers in rural Mexico. The semester also includes a trip to Central America. The cost is equivalent to full room, board and tuition at Augsburg. Courses are offered for credit in the disciplines as listed. - - - ~- m ex- SPA 216.316 Intensive Individualized Spanish Intensive, individualized instruction for three hours a day for six weeks of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by program director) mS 311 T h e Development Prcrcess 'This seminar focuses 01)~pecllicglobal and Interpersonal developmental processes. Particular tlicories or developtnenl ancl educational approaches are critically exalrlincd. As an inlegrative seminar, thc course attcnipts to JILIII togetlicr Lhe many aspccts of the overall program, The seminar provldes st~rdenlstlic opportunity lo renecl critically on their own cducaLIona1process as wcll, ( Rcquircd coi~rsc) GST 230 Cultural Issues Seminar This seminar consists oCa series of eight mini-courses offered in a number of relevant Lopic areas r'claled to the theme of the program. Each minicourse consists or 12 hours, At~yfour mini-courses fulfill the requirements of the seminar. (Either this course or HIS 347 required) HIS 347 Mexico: A Historical Perspective Four specific mini-courses together provide a rather comprehensive view of Mexico's historical development from pre-Colurnbian times to the present day. (Either this course or CiST 230 required) INS 299 Directed Study 499 Independent Study Tliis prelcrairly is in a student's majar or mlnar dlsclpl[ne, developed ahead or Ilme E n co~lsuliationwith a departn~entaladviser on the home campus arid the program director. The topic a studenl cl~ooscssl~ouldhe relevat~t110th lo Ihe discipline and the tllcme oiqlollal cnmmnnlty. (Optional fourth course) EEL 366 The Church and Social Change In Latin hmerlca This course focuses at1 the rela tionsliip rlf the churcli Lo poverty, polltical oppression and soclal irijusticc in Latin Anrerica. Cenlml to the course is an cxamivation of the etnerging "Theology of Libcrallon" as arllculated by pronlinenl Latin American theologians as well as I,y peopte directly involvcd tn locaT palishes and devclopmcnt projects in Cucrnavaca. (Prereq,: enc course in religion or tticolngy. Optional fourth courscl Psychology Department (PSY) Psychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. The department's courses have three basic goals: (1) to introduce the student to the current information and methods in psychology as well as earlier approaches to psychological questions: (2)to develop the ability to analyze, interpret, and evaluate behavioral research, and (3)to provide practice in the application of these principles. The department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality and computer applications. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills c h be beneficial in careers in business, education and other social services, the church and government, as well as in careers such as research, law, and medicine. Student interns are placed in the metropolitan area where they can acquire practical, pre-professional experience and develop professional contacts. This program mutually benefits the students and the community. Psychology Faculty: Paul Hirdman (Chairperson),Lyla Anderegg, Grace Dyrud, Norman Ferguson, Duane Johnson, Richard Marken Major: 1 0 courses including 105,264,265,381or 399, and 493. Also PHY 103. A minimum of 5 courses must be from Augsburg. Students are also expected to select one course from the DevelopmentaljPersonality courses and other electives to complete the major. Not more than two courses from among 299,399 and 499 may be counted toward requirements for a major. It is recommended that psychology majors take additional course work from other areas that will complement and strengthen their particular interests in psychology: for example, areas such a s business administration, biology, or communication. Honors Major: GPA of 3.5 in the major and 3.0 overall, and comple- tion of a high quality research project culminating the major program. Application for honors consideration must be made during the junior year. Please consult the department chairperson for more detailed requirements. Minor: 5 c o u r s e s including 105,with a minimum of 2 courses a t Augsburg. Not m o r e t h a n o n e c o u r s e from 2 9 9 , 3 9 9 , a n d 4 9 9 m a y b e counted toward t h e minor. Certificate in Program Evaluation: 5 c o u r s e s including 2 6 4 ( o r SOC 3 6 2 ) , 3 9 9 , CSC 1 4 5 , SOC 3 6 3 , a n d approved elective. T h e s e c o u r s e s a r e designed to provide t h e cognitive background a n d skill development to perform well as a research assistant for agencies o r firms which d o program evaluations o r self-assessment programs. Systematic a n d periodic assessments of programs for social improvem e n t a r e increasingly expected by government a n d funding agencies. For further information contact Norman Ferguson. 1 0 5 General Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. The structure of the field of psychology, including its major sub-areas, is emphasized. 1 9 9 Internship Internship on lower division level. 2 5 1 Sensing and Perceiving At1 ecologlcaify oriented approach to the study of perceptual systems. Emphasis o n t h e proressitig of environmental information and how this relales to adaptive behavior and s~lbjcctiveexperience. Topics include: adaptation to novel environments, machine intelligence, and anomalous perception such as illusions. (Prereq.: 105, Alternate years) 2 6 4 , 2 6 5 Research Methods: Design, Procedure, and Analysis I. I1 A two-term sequence Il~cl~tdll~g c.upcritnenla(ion in human learning, probIcm solving, social psychology, and sensation-perception, Emphasis will be placecl on holh stalislical dnd expcrirnct~taldesign ~~~rthorlology. Re+ scarcti Mcthods I may bc I;ilieti for credil withouL continuing in Rcscarch Mcthods IT. Majors in psychology must take hot11 terms of the two-term scqucnce: 264 tiiust prrcede 265; 265 should be (altei~In lhc lemi immediately following 264. (Prereq.: 105) 2 9 9 Directed Study Limited registration by special permission. Specific planning for the study must be completed and approved well in advance of the time of registration. 3 5 1 DevelopmentalPsychology: Child Ernpt~asison normal ctilld development and behavior. Consideration of llieorelical systcms used i o ~vlcwing the developmental sequence and process. Inquiry illto practical inipticalions and applications of d a h and theory in respecl to the clcvclopmc~rtof childrcn. (I'rcrecl.; 105) 352 Developmental Psychology: Adolescent and Young Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the adolescent and young adult periods of life. (Prereq.: 105) 353 Developmental Psychology: middle Adult and Older Adult Emphasis on nonnal clevelopme~rLand behavior. Consideration of data and Ihcory related to tlevelnpmcnt cli~rlngL11e middle atlull and olcler adill1 periods ol Ilfe. IncIudcs pcrspeclives or1 death and clying. (Prcrecl,: 105) 355 Brain & Behavior A survey of the functions of the nervous system which are responsible for behavior in ai~lnralsand titlnian beings. MaJor topics Incl~ide:sleep &f wakefulness, mollvalloti d emotion, learning & melnory, and tnenlat disorders. (Prereq.: 105) Additional lab hours required. 356 Environment and Behavior A s t ~ ~ dnCyIhe Influel~cewhich the envlronment, bath natural and manmade, has on behavior. Major topics Include: overcrowding and environmerilal slress. terriloriatity, rlefcnsfble space & crlme, and bullt environments such as rooms, I>uildings8t cllics. (I'rereq.: 105) 357 Learning Leaming concepts. behavior change principles and psychology of instruction. Behavior change and individualized instruction projects. (Prereq.: 105) 359 Mental Testlng Theory, principles and examples of tests of personality and intelligence. (Prereq.: 105) 361 Personality An introduction to the field of personality study with special attention directed toward personality theories and contemporary application of those theories. (Prereq.: 105. Fall) 362 Abnonnaf Psychology An intrnrl~~ctloti to maladaptive human behaviors from the social, organic and ~~sycltological poirlts of view. Visitation to a variety of community service agctlcies will accompany classroom learning. (Prereq.: 105.) 371 Psychology of the Individual: Female and Male A stud Involving knowledqc uC materials bearing on the development of sex tllkreilces and rnlcs, Lhe e m r l or socieiy upon values and goals, differenlial Zcgal status of each scx a t ~ dpsychopliysiological data bearing upon these cllffcrel~ces.(Prerrq.: 105 or consent of instructor) 373 Organlxational Psychology Theorelicrll conceplual~zalionsof organizational behavior. Factors and practices such as management styles, evaluation and maintenance of worlc cCrcctlv~ness,anrl social Influences. An organizational field expericnce. Ifrereq.: 105) 381 Psychology In BfstorEcal PcrspecElve Historical clcvelopment oipsychoIogical viewpoints and theoretical positions. (I'rereq.: two psycholow courscs) 399 Internship Prior to the beginning of the term, interested students should consult with the departmental internship coordinator regarding requirements and permission to register. Grading is on a P/N basis. 450 Program Evaluation The appllcat~ori01 scientlRc research techniqtres and stn tistlcal analysls to prosgrams for social Impmvemenl. Designing infonilatinn systems Cor tl?e allgolng ~nonitorinyof programs. As?esslrig curnmlinlty needs. Assesslng program ~ffeccivenessatirl cfliciericy, l'he political and organlzalional inntexl or prn:grim monitoring and cvallration. The role of cvatuation research for social p o k y and pmgt am iniprovcmcnt. (PIercq.: 264 or SOC 3KZ: SOC 363) 485 Counseling Psychology Prlnciples. tnetliods, and attitudes involved i n the counseling process. Cousitieratiott {[lver?to goals and ethical guidelines for a counseling relatlolnhip. (Prereq,:4 courses) 490 Current Topics In Psychology Study of selected areas and lopics in psychology that are not treated exLcnsiv~lyt l l ~ n u g hcuirenl course offerings. Specific topics will be published prior tn icgislration. (l'rereq.: 105 and consent of instructor. Alternate years) 493 Seminar: Contemporary lssues Disc~rssianof contcrnporary socEetal issues from a psychological viewpoi~lt.Consideratinn or the apploacfres and methods used by psychologists In studyitlg such t.ssues. (Prcr'eq.: 5 courses) 499 Independent Study Limited registntion by special permission for advanced students in psychology. Stirdc~itsmust prcscnl a written plan prior to registration including carehrlly cotisldered rationale and purpose for the proposed study. -,= -4 'I?'. ' .' - II, , - - +'. 9, 41~ I , .<[ . ' l i )A -% -. :.' - 3, ' -.. ---: Religion Department (REL) I 9- I V I - , - Augsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the western world to a degree much greater than is sometimes recognized. They have affected and continue to influence language, literature, history, values, and political structures. The student encounters this religious tradition in studying these and other areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of Biblical history and that of the Christian church, and by a larger acquaintance with theological thought. While it is true that the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more than is represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion seeks to introduce students to some of these major religious traditions. Courses in religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith and enable them to reflect theologically on their own religious commitment. The College offers both a mqjor and a minor in Religion. Students who wish to work in the church as a parish or youth worker or as a director of Christian Education may find a major in Religion appropriate for that purpose. Religion Faculty: Philip Quanbeck (Chairperson Fall 1986),Eugene Skibbe (Chairperson lnterim and Spring 1987).John Benson, Bradley Holt, Curtis Peter, Stephen Pinsky, James Porter, Paul Sonnack Major: 8 courses, including 111,221,356,481 and 495,the seminar especially for majors, taken in the junior or senior year. Before taking seminar, each major must have written one formal research paper and placed it on file with the department chairperson. Only one interim course may be applied to the major. One upper division New Testament Greek course may be applied to the major. Major in Church Staff Work: 9 courses, including 111,221,356, 358,360or 483,362,399,471or 473,481.These together with specified courses in other departments can lead to Augsburg certification. Program for Christian Day School Teachers: Students pursue one of the regular teacher education programs in the Department of Education to prepare for licensure by the State of Minnesota. In addition to the licensure program, five courses in religion are required: 111,221,362, The Christian Day School (Interim) and The Lutheran Heritage (Interim). Student Teaching experience is required in both a public school setting and in a Christian Day School. This program prepares students who are interested in teaching in Christian Day Schools, particularly those of the American Lutheran Church, although participation is not limited to such schools. Honors Major: GPA of3.3 in the major and 3.0over-all; research project approved by the department and colloquium with the department. Minor: 5 courses. Not more than one interim course may be counted for the minor. Certificate in Church Staff Work: 9 Religion courses (111,221, or 473,481); APE 232;PSY 105, 356,358,360or 483,362,399,471 351,352or 371,485;SOC 111 or PSY 373,SOC 231;SPC 354.This program meets or exceeds the educational requirements of The American Lutheran Church, but certification by the church is a separate function. By adding two or three courses from appropriate departments, the student can develop special emphases in parish education, business management or diaconal work. Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department and/or general education course credit. All majors are urged to consult with the department chairperson. , 111 Introduction to Theology 199 221 299 350 353 356 An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. Internship Internship on lower division level. Biblical Studies The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emeraence of the church. Directed Study Independent study on lower division level. Philosophy of Religion (See under Department of Philosophy) Denominations and Sects in America A study of the beliefs and worship practices of the major denominations and sects. Some contemporary cultic movements will also be considered. (Spring) History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus some discussion of primary documents from these religious communities. (Fall) - - - - - -- 357 S m e y of Church Blstury A suzvey of Christian history In the early, medieval, Reformadon, and modern periocls. Some attention to primary sources, in addltion to interpretallon$ o i the periods in question, The expatision of the church, its inner life, Ils reIatlon Lo the state, and the development of its dnclrine wlll be major elements of the sludy. 358 Life and Work of the Church Congregational life in its varied character with attention directed to Christian education and curriculum, youth work and parish work. (Alternate years) 360 Rellglion and Society An cxarnlnation of the interaction of religion and society in terms of sociological a nalyslswith particular emphasis on contemporary sociological research on rellqious movements in American society. (Spring) 3 6 1 The Church in the First Four Centuries A study of the early CI~rlstlanChurch In the context of lhe Roman Empire, Including such toplcs a s persecution and martyrdom, tlre development of the creeds, Christtanlty In conflict with Crnosticis~nand mystery religions, InonasLicism anti mysltcism. early crlrlstian worship: also incl~~rlit~g the theology nl several early Christian leaders and a special unit o n the Iife and thaugllt of Rugusline. 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the sixteenth century. Special attention to the writings of Martin Luther and other representative figures. (Fall) 363 Religion in America A study of the development of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. (Fall) 364 Scandinavian Immigrant Church History Topics and themes related to church history and Scandinavian immigration to this country. (Offered a s funding permits) 366 The Church and Social Change in Latin America (See under Program in Global Community) 399 Internship Limited to students who have completed at least four academic courses, have at least first semester Junior standing, and satisfy department guidelines. 432 Church Music and Worship (See under Department of Music) 4 7 1 Jesus and His Interpreters Consideralion of the Mew Testament documents, particularly the Gospels, dealing with their conlexl. literary stntcture and relationships. Attention fo the varlety or interpretations given Lhe person of Jesus, including the "quest For the I-listorlcal Jesus." (Fall) 472 Theology of Paul A study of the Apostle Paul including his historical background, his relationship to the early church, and some of the themes to be found in his writings. 473 The Message of the Old Testament The various types of Old Testament literature. The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. 475 Judaism A survey of the history ofJudaism from the end of the Old Testament period to modem times. with emphasis placed upon the religious development. A special interest In such modem Jewish tfilnkers a s Buber and Heschel. The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism offered in the religion department. (Fall) 4 8 1 Contempormy ~ h e o f o g y An introduction to some representative trends in Christian theological thaught Loday. as seen f ~ o m the systematic perspective, in the light of the continuing theological task or Lhe Christian Church. (Spring) 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. (Fall) 486 PsychologyoCRellgion and TheoIoSy A S ~ L Iof I -currenl I~ psyclrcllogical views nl rellglon in the context of the traclilional Chrlsllari view nChtunan nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. (Alternate years, Spring) 495 Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. (Fall) 499 Independent Study Limited to students who are religion majors and satisfy departmental guidelines. Russian Area Studies Norma C. Noonan (Campus Coordinator), James Brown Russian Area Studies is an ACTCjoint major which seeks to give the student the broadest possible exposure to Russian and Soviet history, politics, literature, traditions and philosophy. The mqjor is interdisciplinary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is required. This mqjor is a good foundation for students preparing for careers in government, teaching, international business, or law, especially when combined with a second mqjor in a field such a s business, economics, history. language, political science or theology. It also is a good foundation for graduate study in history, political science, language and literature or international relations. Major: 11courses: 4 courses (2 years) of basic college Russian (or equivalent competencies); 2 courses in Russian history; 1course in Marxist theory; 1course in Russian literature; 1course in Soviet politics; 2 other courses from approved electives. M i n o r : 6 courses: 2 courses (1year) of basic college Russian (or equivalent competencies); 1course in Russian history: 1course in Soviet politics; 1course in Marxist theory; 1other course from the approved list of electives. Each student's major program must be approved by the Coordinator. Scandinavian Area Studies (SCA) . - -- - - - - Foreign Language Department Chairperson Mqjor: 8 upper division courses. Minor: 4 upper division courses. N o t e : Major programs must contain 4 courses listed in the Augsburg Catalog or transferred to Augsburg a s upper division Scandinavian Area Studies courses, i.e., courses taught by a Scandinavian language department or subdepartment regardless of their content, which may be linguistic, literary or cultural. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian courses under Department of Foreign Languages. Recommended Supporting Preparation: Study in Scandinavia, elective courses which may lead toward a second major such a s English, history, urban studies, business administration. 312 OldNorse (See under Department of Foreign Languages - Norwegian) 330 Contemporary Scandinavia A broad survey of Scandinavian culture with special emphasis on conditions and developments in the twentieth century. Knowledge of Scandinavian language desirable but not required. (On Demand) 351 The Modem Scandinavian Novel Lectures provide a survey of the Scandinavian novel. Class discussion based on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlof, Par Lagerkvist, Knut Hamsun, Halldor Laxness and others. Knowledge of a Scandinavian language desirable. Language majors and minors w11 b e required to d o assigned readings and written work in a Scandinavian language. (On Demand) 352 The Modem Scandinavian Drama Readings include dramatic works by Ibsen, Bjornson, Strindberg, Lagerkvist, Munk and other twentieth century dramatists. Lectures provide a survey of Scandlnaviati drama w l l t ~emphasis o n lbsen and Strindberg. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to d o assigned readings and written work in a Scandinavian language. (On Demand) 364 Scandinavian Immigrant Church History (See under Department of Religion) 372 Norwegian Language and Culture (See under Metro-Urban Studies, SUST) 377 Scandinavia in the World (See under Metro-Urban Studies, SUST) 382 Scandinavian Arts (See under Department of Art) 393 Urbanization and Development in Scandinavia (See under Metro-Urban Studies, SUST) 394 Norwegian Art and Literature: Perspectives on Social Change (See under Metro-Urban Studies, SUST) 495 Seminar: Ethnic/lmmigration Experience (Offered periodically under Department of History 495 Seminar) 499 Independent Study In consultation with a faculty member, student selects a specific topic for study. Social Science Khin Khin Jensen (Coordinator) A student may not list a double mqjor in Social Science and in one of the component disciplines unless the distribution selected in the Social Science major is significantly different from the other mqjor. Non-Western Major: 14 courses: HIS 104;1 social science methodology course (ECO 279,PSY 264,SOC 362 or 365):and 12 courses, in at least 4 disciplines, from the following: ECO 122,258;HIS 103,322, PHI 355;RE1 356;SOC 323,324,440,474;POL 351,363,382,461; 336;seminars, independent study or interim courses on relevant topics in History and/or Political Science. The student planning to fulfill this social science major should consult the chairperson of the Department of History in choosing a major adviser. Social Studies .. - - Jerry Gerasimo (Coordinator) Students preparing to teach social studies on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. Social Studies Teaching Licensure: 7 courses (ECO 122 or 123, Geography, HIS 222, POL 158,PSY 105, SOC 121and336) plus a major in one of five fields - Economics, History, Political Science, Psychology or Sociology. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. Social Work Department ( s m ) - - The Social Work mqjor program prepares graduates for entry-levelprofessional practice in the field of human services. The program is accredited by the Council on Social Work Education, and leads to a Bachelor of Sclence degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, and communities. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts, with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, analysis and synthesis, is an ideal foundation upon which social work education is based. As Sir Richard Livingston has said, "A technician is a person who knows everythingthere is to know about his/her job, except its ultimate purpose and social consequence." Augsburg social work graduates are professionals, not technicians. Social work mqjors at Augsburg College must be well-grounded in the liberal arts. Effective social workers cannot be technicians. "Education for Service" has long been a motto at Augsburg College and it exemplifies the philosophy of the Social Work Department. Unique leaming opportunities for field work placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services, and a highly-educated populace. Social work opportunities abound. Minnesota is known for the vitality and relevance of its social services. The Twin Cities, as the hub for these services, provides both a plethora of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand. a ~ ~ r e c i a tres~ect. e. and work with people different from themselves and fdbe enrichedby this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. ~ f ~ r o ~ r i a tsocial e l ~ ,work students have been involved in a wide variety of community service efforts including helping to develop a Big BrotherIBig Sister program on campus: mobilizing students to assist a social service agency in their annual Christmas giving program, and tutoring at a local neighborhood center. The Social Work minor and electives in the department allow students to support another mqjor with knowledge about human needs and growth, human services, and the methods of effective citizenship. Students taking these courses have the opportunity to become knowledgeable about pu6 lic issues and d e v e l o ~ and nurture a ~ e r s ~ e c t ithat v e sees the central irnportance of diversity 'to the social fabric df this country. But beyond knowledge, students also are encouraged to use their talents and skills to address the needs of society in the interest of the public good. Social Work Faculty: Mary Lou Williams (Chairperson), Maria Brown, Francine Chakolis, Rosalie Clark, Edwina Hertzberg, Douglas Peny, Charles Williams Major: 9 Core Program courses: 361,363,364,461,462,463,465, 466,467,469: and 9 Supporting Program courses: 257,260: 810 101; PSY 105; SOC 121,231,265,365,375. (The Sociology sequence constitutes a minor in that discipline.) A minimum grade of2.0 is required for each course in the Core Program and a 2.0 average is required in the Supporting Program. Concentration: Concentration in Aging, Chemical Dependency, Crime and Corrections, Social Ministries, and Youth are possible. Concentration consists of courses descriptive of functional, dysfunctional, and programmmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy: Social work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy a s a prerequisite. A written self-statement, reference letters, and the completion of all Core and Supporting Program courses below the 400 level is necessary for candidacy review (Exception: SOC 365 may be taken in the senior year if necessary.) Social Welfare Minor: 6 courses, including 257 (or approved alternative),361,463:260 or SOC 375:SOC 265:and one of 465,POL 121, 158,325. School Social Work Certification: State Department of Educationrequired Human Relations Certification for school social work is available through successful completion of EDS 388. Elective courses open to all students: 257 Exploring Human Services With lacully approval, student selects a placement for 80 hours per term as a volunteer in a social agency or institution. Opportunity to know human service professionals, minority professional clients and communities, social service delivery systems, and career aspects of the helping vocations, Independent study with a term paper report and regular class sessions. Especially recommended for freshmen and sophomores. 260 Humans Developing 1his coirrse provides the knowledge bask to an understanding OF human growth through Lhe life cycle, and or the Interplay of socIocullurat, blologthe growth 01 individuals ~cal,and psyclboluglcal factors whlch influe~~ce aucI larnllie? I n cnnle~nporaryAmet ican society, Ernpltasized Is tlie role or Ll~e"nurt~trlngenvtronrnenl" in rclatlnn to Iwman growth, the Impact or "sustalrilng euviroumenl" factors, and other special stresses relevant to growth. Circlwt h relaled to populations and groups which represent ethnic and/or Hfe-style rliverslty Is also a focus. Students will gain self-understandlng Ihrough use of their own experiences. 299 Directed Study An opportunity for students to do readings and study on topics of interest. Proposed study must be approved in advance of registration. (Prereq.: 257 and consent of instructor) 340 Pollcies, Program and Skills for the Aging This course will include the study of the impact of social policy on the older population, older population impact on social policy, services planned to address needs of older population and skills needed to work with this population. Class conducted in Senior Citizen Residence. (Prereq.: Sophomore or consent of instructor) 361 Social Responses to Human Needs This course describes the historical and contemporary systems of human service and the diversity of minority professionals and client groups. The major assumptions and social movements which have contributed to the charitable and governmental responses to human needs will be emphasized. Guest speakers and agency visits highlight the course. (Prereq.: Junior or consent of instructor. Fall) 399 Internship Provides Reld learning experience for the non-major and supplements the required field work of majors (Prereq.: consent of department chairperson) 463 Community Development and Organization Locality development and social change through community organizatlon, soclal plannl~~g, and social action. Emphasis on: 1)survey oihistorical forms olcornmunlty organization ancl social clwngc, 2) u~~derslandlng the Ll~eorics,basic Issttes, and strategies rclevanl to social protest ancl change, 3) examination of the role of staff, and of the functions and interrelationships of community organizations, and 4) knowledge of and actual practice in the local community in the essential principles and techniques of organizing. (Prereq.: senior or consent of instructor. Fall) 465 Gbetat Policy:Anatysls and Development Includes the sIudy or tlieorlcs of Soclal Policy formutation and methods of analysls associaled with needs ancl services, and analysis of the impact of poll~yon snclal work ~lracticc.Development and implementation will be virived flrst hand through werlr with an elected public policy maker. Readings, analytical paper Integralion of class concepts with practical experieuce. (Prereq.: 361,463, atid senior or consent of instructor. Spring) 468 Special Topics (112 to 1 course) Current issues in social work theory or practice. To be announced. (Prereq.: consent of instructor. Offered periodically in Interim) - 498 IndependentStudy Metropalltan Resorlrces An Independenlly dcslgned course a student (or group orstudents) develops, lnalrlng extensive, systematic and Integrated utllizatio~lof resources avallahle in the metropolitan comm~tnlty,e.g, lecttlres, symposia, periortnances, hearings. Thcse resources become the core of t h e course, supplemented I>y lradtlior~alcollege resources, and designed in consultation with and evaluated Ily a facutty rnernlrrer ~Fthedeparlrnent. (Prereq.: 257 and consent of inst~uctor) 499 Independent Study Student must present written proposal containing rationale, objectives and methodology of the proposed study according to department guidelines. (Prercq.: 257 and consent of instructor) Courses reserved for Social Work majors only: 363 Methods and Skllls of Social Work Rasic features or Lhe helping process: theoretical foundations, principles and techniques orsoclal work inlerventlve methods, and pnctica! expcrience necessary for social work practice with indivlduals and small groups with a rliversity orprofessl~nalsand client groups: devclopment of the s h dent's repcrloire of relationship building sl<itIs.tect~~re-disc~~ssion scsslons and/or taboratory exercises cacli wcek. [Prereq.: 361, Junior. Spring) 364 Field Work I Beginning supervised professional experience in a social work agency focusing on interviewing experience and relationship building. Ten hours per week, plus one small group supportive/discussion seminar per week. (Prereq.: 361, Junior, concurrent with 363. Spring) 461 Advanced Methods and Skills in Social Work Enlargement and rcnnemcnt 01 practice sldlls recognizing adaptations of the prnblern.solving mode! to dlverse populslllons through Iccturc, classmom excrclse ahid tegular class work. I-:nla!gement aC social groilp worls sltflls, emphasts on development of gencrallsl practicc sltills and eclectic approaches with a focus on cllversily of proCcsslonals arid clienl populations. Lectures aild/or laborato~yexercises each week. (I9rereq.: 2.0 in 365 and in 364,candidacy staLLls. Concurrent with 462. Fall) 462 Field Work 11: Progressively responsible supervised professional social work experience including work with individuals, families, groups and/or communities in a social service agency. Ten hours per week, plus one supportive/discussion seminar per week. (Prereq.: Candidacy status: concurrent with 461; Fall) 466 Field Work 111 (112 or 1 course) Continuation of 462 ('12 course option during Interim. Prereq.: Candidacy status, 2.0 in 461,462,463) 467 The Social Worker as Professional Eth tcal practice, bureaucratic survival, professtonalJob attainment,affirm. ative actlon and sexual harassment issues, personnel policles and practices, alganizalional theory. and resource devclopment will bc stlrrlicd in the course. T h e field work practice becomcs the laboratory For class exerclscs. (Prereq.:Candidacy statrls, 2.a in 461,463.) 469 Field Work IV Continuation of 466. (Prereq.: Candidacy status, 2.0 in 466, concurrent with 467) Sociology Department (soc) Sociology is a disciplined study of human social behavior. As a relatively young discipline, sociology provides yet another perspective on a theme which is common to many of the disciplines in a liberal arts curriculum, namely the theme that humans are "social animals." Sociology emphasizes the extent to which the human inclination to interact socially comes to exhibit regularized patterns over time. These patterns together form a society or a social structure. Sociology seeks to understand these societal patterns. Sociology also seeks to understand patterns within the great variety of institutions that exist in a society. The Sociology Department at Augsburg is designed to help students think sociologically in terms of obtaining an understanding of society and developing skills in evaluating social institutions and programs. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, interim courses, and the co-learningcourses offered through the Conservation of Human Resources (CHR)program. The Department urges students to use Augsburg's urban setting as a "laboratory" for learning. A mqjor in sociology can prepare one for a variety of careers or for advanced professional studies. Augsburg alumni who have majored in sociology are currently employed in the personnel departments of both government and private corporations, in industrial relations work, and in program evaluation. Others have used their mqjors as preparation for advanced study in areas such as law, the ministry, social work, and urban planning. The Department of Sociology welcomes students who, in their quest for a liberal education, are looking for new and different ways of understanding and appreciating the often taken-for-grantedaspects of our world. Sociology Faculty: Gordon Nelson (Chairperson),Jeny Gerasimo, Gany Hesser, Barbara Johnson, Diane Pike Mqjor: 1 0 courses including 121, 362, 363, 375, 485, Highly recommended: a Conservation of Human Resources (CHR) course, intemship, independent study or upper division interim course in sociology. This recommendation is made in the hope that the student will take advantage of the variety of learning models offered through the department. Consult department chairperson concerning areas of concentration. Honors Major: The student must have a minimum GPA of 3.5 in the major and 3.0 overall. Application for honors in sociology candidacy shall consist of submission of thesis proposal to Department Chairperson before April 1of the junior year. Candidacy is contingent upon departmental approval of proposal by April 30 ofjunior year. After acceptance as a candidate, the student will register for 499 to complete work on thesis. Honors in sociology will be granted to a candidate who successfully defends the thesis before March 31 of the senior year and maintains the GPA through graduation. Minor: 5 courses including 1 2 1 and two upper division courses (i.e., 300 and above.) Certificate in Program Evaluation: 5 courses including 362 (or PSY 264), 363,399, CSC 145, and approved elective. These courses are designed to provide the cognitive background and skill development to perform well a s a research assistant for agencies or firms which do program evaluations or self-assessment programs. Systematic and periodic assessments of programs for social improvement are increasingly expected by government and funding agencies. For further information contact Diane Pike. 111 Human Community and the Modem Metropolis The cultural and structural dynamics of the modern world viewed from the perspective of the metropolitan situation, with a focus on the possibilities of human community in the context of urban institutions and processes. 121 Principles of Sociology Sociology is a unique way of irnderstanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups, iti(erac1iot1, inequality, and social structure. An essential tool for discovering tile world and orie's place in it. 199 Internship Lower division internship. Consult Internship Supervisor in the department to determine project. (Fall, Interim, Spring, and Summer) 231 Sociology of the Family An examination of the family a s a social institution. The process of dating, mate selection, marital adjustment and divorce. The relationship of the family to its institutional and cultural context. 265 Racial and Minority Group Relations The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (PIN grading only) 299 Directed Study Independent study for lower division students (Prereq.: 1 2 1 and consent of instructor. Fall, Spring, Summer) 300,301,302,303,304 Special Topics in SocIoIogy h variety ot 10pIcs offcclrd periodically depending o n nmds and Interests which are not satisfied by regularrourscofFFTirigs. May be offcred on cam. pus in atldllIon to reqular course offerlnqs or on campus In conji~nctlon wllh A u ~ s l ~ i t r gConscrvatlon 's of Ilu~li;lnResources (CIIR) I'rograrn. ( P W - g . : consent of lnst~uclor) 336 Introductionto Cultural Anthropology The concept of culture examined in anthropology and in the way we s e e and live in the world. An analysis of basic assumptions underlying the ideas of "primitive," "civilized," and "progress." The person's relation to culture. An analysis ofselected aspects of Western culture. 360 Rellglon and Society All cxnn~lnallo~i or tlic Interaction of religion and 5dclely In terns oisociological arlalysls with particular emphasis on conlernporary sociological ttse;krch on r e l i g l o ~ movements ~s and instllultnns In Amerlcan soclely. 362 Statistical Analysis The first course in a two-course sequence introduces quantitative analysis. The fundamentals of descriptive and inferential statistics for the social sciences. Designed specifically for sociology and political science majors, but recommended for others neccling a I~ackg~'orlnd for social science. (Prereq.: working knowledge of h i g l ~ scllotll algebra arlcl consent or llle instructor. Fall) 363 Research Methods This second course exposes students to the skills involved in research design and measurement techniques. The practice of social research is learned through class activities and individual projects. Focus on learning usable skills. To be taken immediately after 362. (Prereq.: 362 or consent of instructor. Spring) 365 Quantitative Analysis and Program Evaluation l o ~ r s ~ r n iovcrvlew cr of melhods nforgazilzing, comparlng and interpreting quanlita tlve lnfonnatlo~l.Use of data-processing rquipment lor statisttcal analysis. Dvcrvlcw or commonly -user1 rcsearclr mctltods, especially expcxirncntrll designs arrd appllcat~onsl o proqranl evaluations. Desiqncd for social work majors. (Prereq.: high school algebra. Spring) 373 Crime and Corrections An examination of the criminal and juvenile justice systems and the various theoretical components of criminology and corrections. Major attention is focused on the causation and prevention of crime and delinquency, and the various modes of treatment. (Prereq.: 121) 375 Social Psychology An examination ol the Idea oT"gsoup." its relatlonshlp to tndlvldual behaviol' and society. A n analysis of the Ideas 01 "self" and "identity" and wtral part they play In underslantllng Interpersonal relations and human behavior. A sociological view of mental health, A look at the major assumplions and processes i~tiderlyinysilr everyclay lire - a Innlc at [he trivlal. (lie ordlna~yand the lake~vfor-granlecl,"Sytnbollc interaction," an 1111Ilortalll olienlallon In social psychology, wlll l x used as a way of deallng with the tnajor lssucs In [tie caursc. (I'rcreq,: 121 and PSY 105.juni01 or senior studcrlts only) 381 The City and Metro-UrbanPlanning The primary focus of the course is upon the major issues confronting the present and future metropolis. Particular emphasis will center on alternative theories and approaches to shaping the future metropolis. Current developments in the Twin Cities region will be compared and contrasted to urban and regional developments globally and nationally. Resources include extensive readings, simulations, films, and outside speakers in a seminar format. (Prereq.: 111or 1 2 1or consent of instructor. Spring) 399 Internship Consult the Department Chairperson or Internship Director for details. (Prereq.: consent of instructor. Fall, Interim, Spring) 485 Modem Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the nineteenth and twentieth centuries. (Prereq.: 2 courses in sociology including 1 2 1or consent of instructor. Fall) 498 Independent Study - Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g, lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department. (Prereq.: 1 1 1or 1 2 1and consent of instructor. Fall, Spring, Summer) 499 Independent Study Studcnt nil~stpresent written proposal cantalning rationale, objectives and methodorogy or the p~oposedstudy according to department guidelines. (l'rcrcq.: 121 and conscnl ol Instrur~or.Fall, Interim, Spring) Speech/Communication and Theatre Arts Department (SPC) Communication Communication technology vastly increases our ability to influence human thought and behavior. While these powers are often used to deceive and exploit, they can be used to liberate, enoble, and to enhance life. Speech, communication, and theatre arts at Augsburg are humane studies designed to promote sensitivityand wisdom in the use of communication, since true communication aims to foster informed, responsible choice and shared understanding. The primary aim of the department is to help students to communicate effectively through both speaking and writing. The courses are designed (1) to promote the intellectual disciplines required for research, exposition, and argument: (2)to develop writing and speaking skills: (3)to build confidence, creativity, and ethical sensitivity: and (4)to provide a wide variety of realistic communication experience. Communication careers call for a broad liberal education, so the communication mqjor at Augsburg stresses the studies of logic, psychology, sociology, literature, writing, and public speaking. For breadth we recommend double mqjors, and for practical experience we recommend participation in co-curricularcommunication activities throughout the college years, climaxing in internships under professional supervision. This mqjor is also used as preparation for other fields, such as religion, politics, and law. The speech mqjor is designed to prepare students for teaching in the secondary schools. Theatre Arts Theatre is not primarily an extra-curricular activity nor is it merely entertainment. As a laboratory that uses all of the liberal arts, theatre enhances a liberal education. By reliving how other people throughout history were thinking, feeling and struggling, actors have a greater understanding of their own humanitv. Theatre enables students to ex~eriencethe beauty, mystery, and ambi$uity of life. Minneapolis-St.Paul is an ideal place to study theatre, because it is one of the major theatre centers in the United States. Augsburg students expand their knowledge of theatre not only by attending, but also by working in the professional and community theatres of the Twin Cities. Our theatre faculty has professional experience which enables them to provide realistic guidance to students. The Augsburg program provides three possible emphases-acting, directing, and design-but encourages students to participate in all aspects of theatre production. While the program is primarily designed to prepare students for educational theatre, graduates go into many other fields, such as professional theatre, television, film, advertising, business, and religion. - - - - - Speech. Communication and Theatre Arts Faculty: Julie Bolton (Chairperson), Mark Arnbroz, Raymond Anderson, Judith Kirk, Gary Parker Honors Major: GPA of3.25in the major, 3.0overall, two independent study projects of honors quality, distinguished performance in a t least one of the communication arts, comprehensive examination in field of concentration. Application to be made early in the senior year. Communication Prospective mqjors should contact the department as early a s possible to work out a plan for the major and a personal career action plan. Freshmen should take 111,PSY 105,SOC 121 or 241. Communication Major: 10 courses, including 342,351 o r 352, 354,399and EMG 223 or 225 or 226 or 227,and satisfactory performance on competency tests in writing and typing. Supporting courses required but not counting toward the major: 111;PHI 130;PSY 105; SOC 121 or 336,375. Communication Minor: 5 courses approved by the department. Speech Major For Teaching Licensure: 10 courses, including 111, 354,360:Participation in forensics, and a 241 or 343,350,351,352, minor in English. Recommended: 366,courses in theater, participa- tion in drama. Speech Minor For Teaching Licensure: 111 and six of the followand participation in forensics. ing: 241 or 343,350,351,352,354,360 Note: Students preparing to teach speech in secondary schools may specialize in any of three majors: speech, theatre arts, and speechtheatre arts. Any of these must be combined with a t least an English minor, preferably a major. The communication major or minor does not qualify one for teaching speech. Consult with the Department of Education for requirements in Education. 116 is strongly recommended for students in elementary education. 111 Beginning Speech Basic problems of effective speaking and critical listening. 132 Photography (See under Department of Art) 199 Internship Internship for lower division cre it. 227 Advanced Writing: Journalism (See under Department of English) 225.330 Visual Communications I, 11 (See under Department of Art) 2 4 1 Introduction to Cinema Art (See under Department of English) 242 Film-Making (See under Department of Art) 299 Directed Study Independent study for lower division credit. 342 Mass Communications in Society (See under Department of Political Science) Junior and Senior students only. 343 Radio-TelevisionProduction An introduction to radio and television with an emphasis on the director's role; emphasis on producing, programming, writing, acting, casting, and lighting. (Laboratory fee: $10. Not offered 1986-87) 350 Voice and Diction A study of vocal skills including tone production, breathing, resonating, articulating, and listening: introduction to speech sounds and vocal mechanism. (Alternate years. Fall) 351 Argumentation Application of logic in public speaking, discussion, and debates. (Fall) 352 Persuasion Theory of persuasion and propaganda, practical work in speech and promotional projects. (Spring) 353 Advertising An introduction to print and broadcast advertlslng and promotlon a s important elements in modern marketing and communications. (Prereq.: Junior, Senior. Communication major or cnlisent of instrt~ctor.Spring) 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages: emphasis on factors that build relationships and help to overcome communication barriers. 373 Organizational Psychology (See under Department of Psychology) 399 Internship (Consult the Department Chairperson for details.) 495 lndependent Study In Communication Selected tooics in soeech and communication. with e m ~ h a s i on s the use of primary sources and methodology of research. 499 Independent Study lndependent study for upper division credit. Theatre Mqjors should take part in dramatic productions every year. Freshmen planning to mqjor in theatre arts should begin with courses 111,116,232 and 228.111 is not part of the mqjor. Theatre Arts Mqjor: 10 courses, plus 111. This major should be sup- ported by several courses in literature including Shakespeare and Modem Drama or Scandinavian Drama. A. Acting Emphasis: 116, 228, 232, 343, 350, 360, 361, 366, ad- vanced acting, and the children's theatre interim. Strongly recommended: courses in movement, dance, cinema art, and dramatic literature. Performance requirements for the acting emphasis include 6 units of acting, 4 of crew work, and 1 internship. 8. Directing Emphasis: 116, 228, 229,232,350, 360,361,366, 367, plus advanced acting and the children's theatre interim. Courses strongly recommended: courses in movement, cinema art, and dramatic literature. Performance requirements for the directing emphasis include 4 units of crew work, 3 units of acting, 2 of directing, 1 in stage management, and 1internship. C. Design Emphasis: 228,229,361,366,428,429,plus 2 courses in Art. Strongly recommended: courses in cinema art and dramatic literature. Performance requirements for the design emphasis include 5 units in crew work, 2 in technical supervision, 1 in acting, 1 in assistant design, 1in design, and 1 internship. Theatre Arts Minor: 5 courses including 228,232,360,361,366. Theatre Arts Mqjor For Teaching Licensure: 1 0 courses, including 111,116,228,229,232,241 or 343,350,360,361,366, the experience requirement specified for theater arts majors, and a minor in English. Theatre Arts Minor For Teaching Licensure: courses 111, 228, 232,361,366; one ofthe following: 241,343,350; and participation in dramatic productions. Speech-TheatreArts Major For Teaching Licensure: 12 courses, 111,228,229,232,241 or 343,350,351,352,354,360,361,366; participation in two activities (forensics, interpretation, theater, broadcasting); and a minor in English. 1 1 6 Creative Dramatics A study of creative improvisation using stories, poetry, nature, concepts, the self, human relations, etc. Uses of creative dramatics in theatre, school, church, recreation, therapy, and other settings. (Fall) 1 9 9 Internship Internship for lower division credit. 2 2 8 Technical Production I An introduction to the backstage world of the theatre: its organization, crafts, magic, and art. Practical craft projects, theatre tours, and production experience. Open to all students. Should be taken in freshman or sophomore years. (Lab fee. Alternate years, Fall) 229 Stage Design I Introduction to scenery and lighting design; basic tools of the designer (drafting,drawing, painting, theory); practical studio projects. (Open to all students. Should be taken in freshmen and sophomore years. Alternate years, Spring) 232 Acting An introduction to the art of acting. Practical work in pantomime and improvisation; participation in dramatic presentations. (Spring) 299 Directed Study Independent study for lower division credit. 360 Interpretative Reading Basic principles of oral interpretation of literature. Practice in reading prose, poetry, and drama. (Fall) 361 Theatre History and Criticism Overview of theatre history; examination of plays from various periods. Attendance at local theatre productions, Introduction to theories of drama, dramatic production, and dramatic criticism. (Spring) 366 Stage Direction I Basic directorial process: choice of plays, casting, organizing rehearsals and technical production; application of play analysis, blocking, and characterization to a specific play chosen by the class. Term project: direct a one-act play. Upper division students only. (Spring) 367 Stage Direction I1 In-depth analysis and practice in directing types of plays: serious, comic, experimental, mkrsical. Term project: direct a one-act or excerpt from a longer play. (Prereq.: 366 or consent of instructor. Spring) 399 Internship (Consult faculty in area of emphasis.) 4 2 8 Technical Production 11 Advanced construction and problem-solving techniques in costume, scenery, and/or lighting. (Prereq.: 228 or consent of instructor. Lab fee. Alternate years, Fall) 429 Stage Design 11 Advanced design projects based on Stage Design I course material. Introduction to costume design. (Prereq.: 229 or consent of instructor. Alternate years, Spring) 432 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene study. Emphasis is on a variety of roles from the classics, including Shakespeare, French Neoclassicism, Restoration Comedy, Realism and Ron-Realism, Epic and the Absurd. 499 Independent Study in Drama Individual projects in oral interpretation and theatre. Transdisciplinary Major Students wishing to develop their own mqjor by combining appropriate portions of two mqjors may consider the Transdisciplinary Mqjor. The Transdisciplinary Mqjor enables students to respond to a particular career interest. While such an individually developed mqjor may satisfy the particular interests of a student, broad mqjors may not be suitable for those wishing to pursue graduate study or preprofessional programs in some academic fields. Students wishing to develop a Transdisciplinary Mqjor are to observe the following: A. The mqjor program should include at least two-thirds of the courses re- quired in the normal mqjor programs of two mqjor fields offered at the college: 6. The student should design and sign a contract for such a mqjor prior to the end of his or her sophomore year (contract forms are available in the Office of the Registrar). C. The contract must be approved by the student's adviser and by the Faculty Committee on Student Standing. Women's and Minority Studies (INS) Faculty: Priscilla Buffalohead, Grace Dyrud, Ronald Libertus, Winston Minor, James Porter, Bonnie Wallace The Women's and Minority Studies Program consists of several interdisciplinary courses which fill the Urban Concerns, or Women's Studies, or Minority Studies requirement. There are courses in several other departments which also focus on women and which also fulfill that requirement. Although no mqjor or minor is offered, there is a certificate program in women's studies. Certificate in Women's Studies: Individually planned program with a minimum of 6 courses oriented towards women's perspectives: 3 courses from the social sciences (including history); 1-2 courses from humanities (literature, religion, art, music, philosophy); 1-2 other courses such a s biology, trans- or inter-disciplinary courses, independent study, directed study, etc. Courses may be taken from the ACTC colleges a s well a s Augsburg. See Winston Minor or Bonnie Wallace for further details. See also WWAS under Metro-Urban Studies No. IV. 226 Asian and Asian-American Women in Public Life in the 20th Century (See under Department of History) 231 Rellglon in Afrfcan-AmedcanHlstory An examination of selected topics 1 elated to the black experience, e.g. Afr i ~ a nbaclqrounds, religion utldcr slavery, evangelicalism. Meets one reliqlnn requirement or thc IJrhan Concerns, Women's and Minority Studies requirement. 232 Blacks in America: An Introduction to African-AmericanStudies An interdisciplinary course providing an overvtew of Lhe major Issues related to the Black experience in terms of Lhe Family, education, religion, art, economics and politics. It is designed lo heighlen the student's consciousness regarding the African rrtcntinns in Rlaclc culture, Lhe evolution of Black culture and the impact of K l d ~ l ccuILurc on Ainerican society. 233 Womtnr Across-Culturat Perspective 'I his course will examinc a varirty ot issues concemlng the biological. evolr~tinnaryand historical orlglns olwnmen's roles and status In human society, Emphasis will be placed on Lhe cornparalive roles o l women in difrerent cultures. This camllarison will inclllde such Morth Amerlcan models as 111~Nava-]~,OJiI>wc, and Iroquois. Arrican modcIs such as the Pygmies and other trlbal gmups, and the peasan1 soclelies oC eastem Europe, Mexico, and the 1nlclr2leEasl and rural China. Offered periodically through C1iR ancl the Ainerican Indian Program olflce. 260 ContemporaryAmerican Indians The situation of Indians in the United States since the Indian Reorganization Act (1934) with an emphasis upon current issues, e.g. tribal sovereignty, treaty rights, and erlucation. Examples of the persistence of religious/cultural traditions anlong selected lndlan Lrlbcs today. 265 Women in American Culture Through a discussion of works by women historians and selections from women's J o ~ ~ r n a lspeeches. s, articles, short stories. poems. pla s and ollwr aeslliclic rres tions, the class will collectively assess the pos8ion of black and white wornen In American culture From the founcling of Ll?e cob ortles t o Lhc present. Cnntribuiions b y Indlan women, Chicanasand other "i~wisibIc"women rninoritics will he inclr~cted. 'ma : Caley say iIn Augsburg College Board o f R e g e n t s The year in parentheses after each name is the expiration date of current term. Chair Donald R. Grangaard Secretary: Charles W. Amason Vice Chair: The Reverend Hams W. Lee Treasurer: Darrell J. Egertson The Hon. Pamela Q. Alexander (1990) Judge, Municipal Court, Minneapolis, MN Charles W. Amason. J.D. (1988) Attorney, Head and Truhn, Minneapolis, MN Paul B. Batalden, M.D. (1990) Vice President for Medical Care, Hospital Corp. of America, Nashville, TN w e l l Bergh (1990) President, Borton Volvo, Inc., Minneapolis, MN Nancy Bottemiller (1992) Homemaker, Wadena, MN 56482 Rodney P. Bunvell(1988) Chairman, Xerxes Corporation, Minneapolis, MN H. David Dalquist, I11 (1990) President, Northland Aluminum Products, Inc., St. Louis Park, MN Darrell J. Egertson (1988) Executive Vice President of Corporate Development, Apache Corp., Minneapolis, MN Julian P. Foss (1990) Retired Businessman, Mesa, AZ Donald R. Grangaard, J.D. (1990) First Bank System, Inc., Minneapolis, M N Richard R. Green (1992) Superintendent, Minneapolis Public Schools, Minneapolis, MN Raymond A. arinde (1990) Partner, Klohn Design, Inc., St. Paul, M N Carolyn T. Groves (1990) Administrator, S. J. Groves and Sons Company, Minneapolis, MN Elling B. Halvorson (1990) Chairman of the Board, Halvorson Osbome Construction Co., Kirkland, WA Lawrence 0. Hauge (1988) Chairman, Suburban National Bank, Eden Prairie, MN Catherine E. Johnson (1990) Homemaker, Minneapolis, MN George 0. Johnson. Ph.D. (1990) Associate Professor & Director, Hospital & Health Care Admin., Minneapolis, MN Harris W. Lee, D. Min. (1988) Senior Pastor, Lutheran Church of the Good Shepherd, Minneapolis, M N Mr. Gary H. Lohn (1988) Control Data Business Advisors, ~ a n k a t oMN , Mildred I. Mueller, Ph.D. (1990) Director of Education Statistics, MN Dept, of Education, St. Paul, MN Mr. Louls E. Navin (1990) Vice President & Chief Financial and Administrative Officer, Honeywell, Inc., Minneapolis, MN Rev. Maynard L. Nelson (1990) Senior Pastor, Calvary Lutheran Church, Minneapolis, MN Ms. Roselyn J. Nordaune, J.D. (1988) Partner, Nodland, Conn, Nordaune, & Perlman, St. Louis Park, MN Mr. Howard E. Olson (1990) Executive Director, Lyngblomsten Foundation, St. Paul, M N Mr. Donald a. Oren (1988) President, Dart Transit Company, St. Paul, M N Mr. Harvey M. Peterson (1990) President, Catco Company, St. Paul, MN Mrs. Inez M. Schwarzkopf (1988) Writer, Minneapolis, M N Gladys I. Strommen (1990) Homemaker, St. Paul, M N Merton P. Strommen (1996) Founder, Search Institute, Minneapolis, MN Leland N. Sundet (1990) Chairman 61 Chief Executive OWcer, Century Manufacturing Co., Bloomington, MN David L. Swanson (1990) Vice President, Grudem Brothers Co., St. Paul, MN Stanley W. Thiele (1992) Senior Vice President, Administrative Services, 3M, St. Paul, MN William A. Urseth (1992) Chief Executive Officer, U.S. Communications, Minneapolis, MN Board for College and University Services The ~merican Lutheran Church David L. A n d e r s o n , Minneapolis, Minnesota R o b e r t B o r g w a r d t . Madison, Wisconsin Sylvia B o s s e , Saginaw, Michigan Erwin H. G o l d e n s t e i n , Lincoln, Nebraska Marilyn H e m s t a d . Olympia, Washington D o r i s H o l m a n , Los Angeles, California G u s t a v K o p k a , Jr., East Lansing, Michigan H a m l e t P e t e r s o n , Rochester, Minnesota R u t h Vogel, Seguin, Texas Administration - OFRce of the President .......................................................................... Charles S. Anderson .......................... Carolyn S. Magnuson ..................... . . ................................................. David T. Wold ........................................... A n C. 0,Halvorson President Executive Secretary t o t h e President College Pastor Director of Church Relations Academic AfFairs .... ............................ Vice President for Academic Affairs a n d Dean of t h e College Ryan A. LaHurd Lois M. Nielsen Executive Secretary t o t h e Academic Dean Associate Dean of t h e College a n d Director of Special , cia A. Parker Programs Director, Weeltend Co!lege Richard J. Thoni Sharon A. Stein Operations Manager, Weekend College Registrar J o h n A. Hill Donna D. McLean Assistant Registrar R a l p h W, Balley Recorder Frlstitulional Research Analyst Robert W,Clyde Hcatl Llbrilrlan M a r g a r e t Anderson Brian P. Hackney Director, Aadio.VTgua1 Center W. Willston Minor Minority Cnarclinator (Black Student Affairs) Minority Coordinator (American Indian Support Program) Bonnie A. Wallace Donald R. Gustafson Interim Director Director, Internatkana1Programs Mary A Kingsley Bradley P. Holt Internatio~islStudent Adviser Norman C. Noonan Director, Faculty Development Director, Cooperative Education G a n y W. Hesser ...................... .........,......,.. ................................................... ........................ . ....... .............................................. ................................................................ .............,,.,,.............,.,,,......... .................................................. ..................................... ................................................. .......................... .... ................................................... ......................................... ..................... . . . ...................... ............................................ .............................................. Development and College Relations ...........J e a n n e L. Narum .......................... Curtis J. Tilleraas ...................................................... T h o m a s I. Benson ................... ...... ......................Jeroy C. Carlson ......................Victoria J, Hoshal .................................~+... . . . .Douglas J. A d a m ................... .............Jeffrey Swenson ............................................Mary A d a m s Forsberg ........................ .......................................... Kay 1. Cady ........................ Morgan K. Brooke ....................... . . . ........J o h n Bruemmer Vice President for Development a n d College Relations Executive Secretary t o t h e Vice President Director, Planned Giving Senior Development Officer Director, Corporate a n d Foundation Relations Development Officer ., Director, Alumni/Parent Relations Director, College Relations Director, Publications Publication Specialist Development Officer/Annual Fund Finance and Management ....................... ....................................................... ........ ............................................................. ................................................................ ............................................................................ ....................... ....................................................... .................................. .............................................. .............................................. ...................................... ........................................................... ................................................................. Vice President for Finance and Management Wayne D. Pederson Executive Secretary to the Vice President Assistant Vice President for Student Financial Services Herald A. Johnson Financial Aid Counselor Karen D. Plom Director, Personnel Sandra Jacobson Controller Laurie J. Johnson Director, Administrative Computer Center Daniel R. Cruikshank Manager, College Center Mildred A. Nelson Manager, central Services Charles E. Christopherson Director, PurchasindBook Store Robert P. Gores Director, SAGA ( ~ o g Services) d Robert Ollerman Director, Plant Services James Weninger Supervisor, Maintenance Robin A. Curtis Manager, Ice Arena J a m e s J. Carey Student Affairs and Admissions .......... .......................... ....................... . . ........................ ................. ............................................. .............. ....................... ........................... ....................................... ..................................................... ................... ....... ............ .......................................... ................. ...... .................... .............................................. ........................................ ................................................................... Vice President of Student AtTairs and Dean of Students William R. Rosser Executive Secretary to the Vice President Dorothy M. Gauger Associate Dean of Students James B. Grubs Co-directors, Counseling Nancy G. Medcraft, Joan W. Slater - Services Director, Academic Enrichment Donald M. Warren Director, Career Plannina and Placement Tina M. Waaner Coordinator, OfFcampu&tudent Employment .Lois A. Olson Director, Student Life and Housing Linda K. Schrempp-Alberg Director, Student Activities L i s a L. Woodruff Coordinator, Urness Tower Ava J. Young Coordinator, Mortensen Tower Sue J. Hohenstein Director, Admissions ..... C a r o l A. Stack Assistant Director, Admissions Eric L. Anderson Assistant Director, Admissions Scott C. Stensrud Assistant Director, Admissions Jeannette M. Wittmer Admissions Recruiter Sally Daniels - Emeriti Oscar A. Anderson President Emeritus. B.A., St. Olaf College: B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Courtland Agre Professor Emeritus of Chemistry. Ph.D., University of Minnesota. Ernest W. Anderson Professor Emeritus of Health and Physical Education. Valeria Baltina Assistant Professor Emerita of Foreign Languages. Magister d e r Philosophia, University of Latvia. Carl Chdslock Professor of History. B.A., Augsburg College: M.A., Ph.D., University of Minnesota. L. Gracia Christensen Assistant Professor Emerita of English. Ailene Cole Professor of Theatre Arts/Speech. B.A., G u s t a w s Adolphus College; M.A., Ph.D., University of Minnesota. K. Berner Dahlen Associate Professor Emeritus of English. M.S. University of Minnesota. Edgar E. Eklof Emeritus of Music. M.M. Manhattan Music School. Theodore J. Hanwlck Professor Emeritus of Physics. Ph.D., New York University. Katherine Hennig Artist in Residence Emerita. M.A., University of Minnesota. Einar 0. Johnson Professor Emeritus of Education. Ph.D., University of Washington. Bernhardt J. Kleven Professor Emeritus of History. Ph.D., University of Minnesota. Lorraine K. Livingston Associate Professor Emerita of English. M.A., University of Minnesota. Martha J. Mattson Associate Professor Emerita of Education. M.A., University of Minnesota. Fdor C. Nelson Associate Professor Emeritus of Physical Education. M.Ed., University of Minnesota. Anne Pederson Professor Emerita of English. M.A., University of Minnesota. LaVonne J. Peterson Associate Professor Emerita of Health and Physical Education. M.Ed., University of Minnesota. Martin Quanbeck Professor Emeritus of Education. Ph.D., University of Minnesota. Leland B. Sateren Professor Emeritus of Music. L.H.D., Gettysburg College: D. Mus., Lakeland College. Paul T. Steen Professor Emeritus of Sociology. Ph.D., University of Minnesota. Joel S. Torstenson Professor Emeritus of Sociology. Ph.D., University of Minnesota. Teaching Faculty ,. Correct as of April 30,1986. (beginning year of service on faculty in parenthesis) Charles S. Anderson (1976).President. B.A., St. Olaf College; M.A., University o f Wisconsin; B,Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ryan A. LaHurd (1985).Vice President for Academic Affairs and Dean o f the College. B.A., Mt. Carmel College: M.A., University o f Chicago; Ph.D., University o f WisconsinMadison. Ruth L. Aaskov (1960). Associate Professor of Foreign Languages. B.A., Augsburg College: M.A.. Middlebury College: Ph.D., University of Wisconsin. Lori J. Abrams (1985). Assistant Professor, part-time, Speech, Weekend College. B.A., University of California, Santa Barbara; M.A., Speech Communication, University of Minnesota. Robert W. Adney (1979). Studio Artist/Percussion, part-time. B.A., University of Minnesota. Roger E. Allerson (1981). Lecturer, part-time, Business Administration and Economics. B.S.B., University of Minnesota. b r l R. Alton (1960). Professor and Department Chairperson of Chemistry. B.A., St. Olaf College: M.S., Ph.D., University of Michigan. Mark T. Ambroz (1986). Lecturer, part-time, and Theater Arts. B.A., University o f Minnesota, Duluth. Lyla Mae Anderegg (1959). Associate Professor, part-time, Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara Andersen (1969). Associate Professor and Department Chairperson of English. B.A., Morthwestern College; M.A., Northwestern University. Kristin M. Anderson (1984). Instructor, part-time, Art. A.B., Oberlin College. Margaret J. Anderson (1967). Associate Professor, Head Librarian. B.S., M.A., University of Minnesota. Raymond E. Anderson (1949). Professor of Speech, Communication and Theatre. B.S., M.A., Ph.D., University of Minnesota. Lucie Arbuthnot (1986). Lecturer in Interdisciplinary Studies, part-time, Weekend College. B.A., Connecticut College For Women; M.A., University of Chicago; M.A., New York University. Marjorie Audette (1986). Lecturer, part-time, Nursing. 6,s.. Marquette University: M.A., University of Iowa. . Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Deborah Bart (1980). Instructor, part-time, Speech, Weekend College. B.A., M.A., University of Minnesota. Catherine Bakken (1985). Lecturer, part-time, Psychology. B.A., Concordia College; M.A., University of North Dakota; M.A., United Theological Seminary; M. Div., Luther-Northwestern Seminary. Joe Bash (1983). Lecturer, part-time, Religion, Weekend College. John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary: M.A., Ph.D., Columbia University. James E. Billings (1970). Lecturer, part-time, Business Administration and Economics, B.A., Michigan State University; M.A., University of Minnesota. Cynthia Blaha (1983). Instructor, part-time, Physics. B.S., University of Minnesota. Vern M. Bloom (1971). Director of CHR Program and College of the 3rd Age. B.A., M.S.W., University of Minnesota. Lynn Bollman (1983). Lecturer, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado: M.F.A., University of Minnesota. Julie H. Bolton (1975). Assistant Professor and Department Chairperson of Speech, Communication and Theater. B.S., M.F.A., University of Minnesota. David W. Boots (1982). Instructor in Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Richard Borstad (1977). Assistant Professor and Department Chairperson of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Michael Brand (1979). Studio Artistprumpet, part-time. B.S., M.F.A., University of Minnesota. James E. Brown (1985). ACTC part-time lnstructor in Russian. B.S.. University of Michigan; M.A., Ph.D., University of Wisconsin. Maria Brown (1980). Assistant Professor in Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. (Part-time internship, 1986-87) Laine Bryce (1978). Studio Artist/Bassoon, part-time. B.A., University of Minnesota. Priscilla K. Buffalohead (1983). Lecturer, part-time, CHR Program and Women's and Minority Studies. B.A., M.S., University of Wisconsin-Madison. Diane F. Busico (1986). Assistant Professor of Business Administration and Economics. B.S., Youngstown State University; M.B.A,, Kent State University. C. John Cerrito (1983). Assistant Professor in Business Administration and Economics. B.A., Rhode Island College; MS., University of Wisconsin-Stout. Francine Chakolis (1983). Visiting Lecturer, part-time, Social Work. B.S., Augsburg College: M.S.W., University of Minnesota. RosalieV. Clark (1979). Assistant Professor, part-time, Social Work. B.A.S., M.S.W., University of Minnesota. James Cleary (1986) Lecturer, part-time, Psychology, Weekend College. B.A., University of Wisconsin-Eau Claire: M.A., Ph.D., Western Michigan University. Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Lawrence E. Copes (1980). Assistant Professor and Department Chairperson of Mathematics/Computer Science. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. John Cosgrove (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., University of Minnesota. Larry Crockett (1985). Assistant Professor of Mathematics/Computer Science. B.A., M.A., Pacific Lutheran University: M. Div., Luther Theological Seminary. Wayne A. Dalton (1984). Studio Artistpoice, part-time. B.A., University of Redlands; M. Th., Ph.D., School of Theology at Claremont. Beverly C. Durkee (1965). Professor of Mathematics/Computer Science. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota: Ph.D., Arizona State University. Grace 6. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D. University of Minnesota. Mark J. Engebretson (1976). Associate Professor and Department Chairperson of Physics. B.A., Luther College: M. Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College: MS., Michigan State University: Ph.D., Colorado State University. - - - - - Sheldon P. Fardig (1962). Associate Professor of Education. B.A., Carleton College; M.M., Ph.D., Northwestern University. Norman B. Ferguson (1972). Associate Professor of Psychology. B.A., Franklin and Marshall College: M.S., Ph.D., University o f Wisconsin. Larry L. Fleming (1979). Associate Professor of Music. B.M., Concordia College: M.A., M.B.A., Ph.D., University of Minnesota. Marilyn Pearson Florian (1980), Instructor in Health and Physical Education. B.A., Augsburg College: M.A., St. Cloud State University. Henry G. Follingstad (1962). Associate Professor of Mathematics/Computer Science. B.E.E., M.S., University of Minnesota. Stephanie C. Franz (1984). Lecturer, part-time, Physics, Weekend College. LA,, Augsburg College: M.S., University of Minnesota. Robert Mederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College: M.A., Pennsylvania State University. Mark L. Fuehrer (1969). Associate Professor and Department Chairperson of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Stephen M. Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Jeny Gerasimo (1971). Professor of Sociology. B.A., Lake Forest College: M.A., Ph.D., University o f Chicago. Thomas G. Gilkey (1979). Assistant Professor of Music. B,M., DePauw University, Orloue N. Gisselquist (1956). Associate Professor, part-time, History. B.A., M.A., Ph.D., University of Minnesota. Gerald Glatzmaier (1986). Lecturer, part-time, Business Administration and Economics. B.A., St. Cloud State University; M.A., University of Minnesota: M.A., Northeastern University. Joseph R. Goldman (1986). Visiting Assistant Professor of Political Science. B,A., M.A., Ph.D., University of Minnesota: Ph.D. University of Kansas. Paul H. Grauer (1979). Assistant Professor, part-time, Health and Physical Education. B.S., Concordia College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota. Joan L. Griffin (1986). Assistant Professor of English. A.B., Washington University: M.A., Ph.D., Harvard University. Satya P. Gupta (1976). Associate Professor o f Business Administration and Economics, B.S., M.S,, Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History, Interim Director. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1974). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center. B.A., University of Wisconsin-Eau Claire: M.A., University of Wisconsin-Stout. C. Lea Ha11 (1986). Visiting Assistant Professor, part-time, Political Science. B.A.. Macalester College: M.M.T., Antioch-New England Graduate School: M.A., Ph.D., University of Pennsylvania. Paul P. Halvorson (1985). Lecturer, part-time, Business Administration and Economics. B.A., Augsburg College; M.A., The American University. Leif E, Hansen (1961). Associate Professor of Foreign Languages. B.A., Concordia College, Moor head; M.A., University of Minnesota. Jay Hanson (1986). Lecturer, part-time, Business Administration, Weekend College. BOA.,University of Minnesota; M. Div. Virginia Theological Seminary. Nilda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., Ph.D., University of Minnesota. (Part-time leave, 1986-87) Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College: M.S., Ph.D., University o f Nebraska. Edwina L. Hertzberg (1977). Associate Professor of Social Work. B.A., Cedar Crest College; M.S.W., University of Minnesota. Richard C. Herzog (1984). Assistant Professor of Business Administration and Economics. B.S., Washington University; M.B.A., St. Louis University. Garry W. Hesser (1977). ksodnte Prnressor of Sociology, Director of Metro-Urban Studies, Director of Cooperative Edl~catlonFmgram, R.A.. Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Fotre Dame. (On leave Interim and Spring, 1987) Paul T. Hirdman (1985). Assistant Professor and Department Chairperson of Psychology. A.A., WaldorfJunior College: B.A., Augsburg College; M. Div., Luther Theological Seminary; M.A., Ph.D., University of North Dakota. Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Bradley P. Holt (1981). Associate Professor of Religion and International Student Adviser. B.A., Augsburg College; B.D., Luther Theological Seminary; M. Phil., Ph.D., Yale University. John R. Holum (1957). Professor of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. (On leave 1986-87) Khin Khin Jensen (1955-56,1959). Professor of History, Director of East and Southeast Asian Studies. B.A.. Rangoon University, Burma: M.A., Bucknell University; Ph.D., University of Wisconsin. Barbara E. D. Johnson (1985). Lecturer, part-time, Sociology. B.S., Gustavus Adolphus College; M.S., University of Minnesota. Carla Johnson (1984). Lecturer, part-time, Philosophy. B.A., Bethel College. Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College; B.A., Huron College; B.A., University of Minnesota; M.E.,South Dakota State University; Ph.D., University of Minnesota. James D. Johnson (1969). Associate Professor of Music. B.A., University of Minnesota; MS., Juilliard School of Music. Mary E. Johnson (1962). Associate Professor, part-time, Foreign Languages. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Amin Kader (1974). Associate Professor and Department Chairperson of Business Administration and Economics. B.Comm., University of Cairo, Egypt: M.B.A., University of Michigan. Jane Kammerman (1986). Lecturer, part-time, Business Administration and Economics. B.A., University of California: J.D., University of Minnesota. Robert Karldn (1973). Professor and Department Chairperson of Music. B.M., New England Conservatoly: M.A., University of Minnesota. Mary A. Kingsley (1965). Associate Professor and Department Chairperson of Foreign Languages, and Director of International Programs. B,A., St. Olaf College: M.A., Middlebury College. Judith A. Kirk (1986). Lecturer, part-time, Speech, Communication, Theater. B.S., Indiana University. Merilee I. Klemp (1980). Studio ArtistIOboe, part-time. B.A., Augsburg College. Alvin L. IUoppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College: M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College: M.A., University of Minnesota. Angela Wyatt Kretschmar (1981). Studio Artist/Clarinet, part-time. B.A., St. Olaf College. Edith V. Kromer (1983). Librarian, part-time, Weekend College. B.A., Hamline University: M.A., University of Minnesota. Roy H. LaFayette (1972). Lecturer, part-time, Business Administration and Economics. B.S.B., University of Minnesota. R. McFall Lamm. Jr. (1985). Lecturer, part-time, Business Administration and Economics. B.A., M.A., North Carolina State University: Ph.D., Virginia Polytechnic Institute and State University. Roberta K. Lammers (1975). Associate Professor of Biology. B.S., lowa State University: MS.. Ph.D., University of Minnesota. Nicholas A. Lenz (1980). Studio Artistpoice, part-time. B.A., Southwest State University: M.F.A., University of Minnesota. Ronald 1. Libertus (1985). Lecturer, part-time, CHR Program and Women and Minority Studies. B.A., University of Minnesota: M.A., Windham College. Cynthia Dunbar Lohman (1985). Studio Artistpoice, part-time. B.A., M.M., University o f Minnesota. Paul W. Lohman (1981). Director o f Chorale, part-time. B.A., Augsburg College; M.F.A., University of Minnesota. Steven Lund (1983). Studio Artistprombone, part-time. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Lecturer, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies: Ph.D., University of Minnesota. M. Richard S. Marken (1974). Associate Professor of Psychology. B.A., University of California, Los Angeles: Ph.D., University of California, Santa Barbara. (On leave 1986-87) Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota: M.A., University of lowa. Jerie McArthur (1983), Instructor in Speech, Weekend College. B.A., Macalester College: M.A., Ph.D., University of Minnesota. Dan McNamara (1984). Lecturer, part-time, Business Administration, Weekend College. BSIE, University of Dayton: M.S., Ph.D., University of Wisconsin. Marie 0. McNeff (1968). Associate Professor of Education. B.S., M.Ed., Ed.D., University of Me. braska. Roberta Kagin Metzler (1974).Assistant Professor of Music. B.A., Park College; 8. Music Ed., M. Music Ed., University of Kansas. (On leave Fall 1986 and Interim 1987) Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College: M.A., University of Minnesota. Kathryn S. Mlckelson (1985). Visiting Lecturer, part-time, Music. B.S., Augsburg College; M.M.T., Southern Methodist University. Jan Miner (1984). Lecturer, part-time, Speech/Communication, Weekend College. B.A., Lycoming College; M.A., Bowling Green State University. Winston Minor (1983). Minority Coordinator (Black Student Affairs). B.A., M.A., University of Minnesota. John R. Mitchell (1968).Associate Professor of English. B.A., Malyville College: M.A., University o f Tennessee. Thomas Morgan (1983). Assistant Professor of Business Administration and Economics. BS., Juniata College; M.B.A,, University of Denver; MS., University of Oregon. Elizabeth Proctor Murphy (1984). Studio Artist/Cello, part-time. B.A., Cleveland Institute of Music. Gordon L. Nelson (1967). Professor and Department Chairperson of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968).Professor and Department Chairperson of History. B.A., University of Nebraska: M.A. Ph.D., University of Minnesota. Catherine Christie Nicholl(1973).Associate Professor, part-time, English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J, Nilsson (1977).Associate Professor and Department Chairperson of Nursing B.Sl., M.S., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science, Director of Faculty Development. B.A., University of Pennsylvania: M,A., Ph.D., Indiana University, Patricia Nortwen (1985). Studio Artistpiano, part-time. B.A., B.S., M.A., University of Minnesota. Mohammed Nouri (1982). Instructor, part-time, Business Administration and Economics, Weekend College. Diplome, Ecole Centrale de Paris: M.S., University of Minnesota. - Celeste M. O'Brien (1975). Studio Artistpiano, part-time. B.A., Hamline University. Sandra L. Olmsted (1979). Instructor in Chemistry. B.A., Augsburg College: MS., University of Wisconsin-Madison. Trudi A. Osnes (1984).Assistant Professor and Department Chairperson of Education. B.A., Anderson College; M.S., City University of New York; Ed.D., Ball State University. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; 8. Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Gary A. Parker (1983). Instructor in Speech, Communication and Theater. B.A., M.A., University of California-Davis. Marlene J. Pauley (1983). Studio Artist/Clarinet, part-time. B,A., St. Olaf College: M.M., Michigan State University. Lauretta E. Pelton (1970).Associate Professor, part-time, Education. B.A., Briar Cliff College: M.Ed., Marquette University. Paul render (1985). Lecturer, part-time, Business Administration, Weekend College. B.A., M.B.A,, University of Wisconsin. Douglas D. Perry (1976).Assistant Professor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Curtis Peter (1983). Lecturer, part-time, Religion. B.A., Wartburg College: M. Div., WartburgTheological Seminaty. Noel J. Petit (1984). Associate Professor of Mathematics/Computer Science. B.A., St. Olaf College: M.S., Ph.D., University of Minnesota. Joyce Pfaff (1966). Assistant Professor of Health and Physical Education and Director of Women's Athletics. B.A., Augsburg College; M.M., University o f Minnesota. Diane L. Pike (1981). Assistant Professor of Sociology. A.B., Connecticut College: Ph.D., Yale Universi ty. Stephen H. Pinsky (1983). Lecturer, part-time, Religion. B.A., Franklin and Marshall College: B.H.L., M.H.L., Hebrew Union College. Richard A. Ploetz (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., St. Olaf College; M.A., Colorado State University. Shirley Polejewski (1985). Lecturer, part-time, Business Administration, Weekend College. B.S., College of Great Falls: M.A.C., Utah State: Ph.D., University of Minnesota. Craig L. Polsfuss (1985). Lecturer, part-time, Psychology. B.A., Macalester College; M.A., U.S. International University: M.S.W., University of Minnesota. James Porter (1980). Visiting Lecturer in Religion. B.A., University of Missouri-Kansas City: M.A,T., Converse College: B.Th., B. Div., Teamer, Religious and Educational Enterprises, Inc.: Hon. L.L.D., Cuyahoga College. Philip A. Quanbeck (1957). Professor and Department Chairperson (Fall 1986) of Religion. B.A., Augsburg College: B.D., Augsburg Theological Seminaty: M.Th., Ph.D., Princeton Theological Seminary. (On leave Interim and Spring 1987) Larry C. Ragland (1985). Associate Professor of Mathematics/Computer Science. B.S., M.A., Central Missouri State College: Ph.D., University of Texas at Austin. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College: M.A., Ph.D., Northwestern University. Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella (1961). Professor of Business Administration and Economics. B.S., University of Rhode Island: Ph.D., University of Minnesota. Pauline Sateren (1974). Lecturer, part-time, Music Education. B.A., Northwestern College: M.M.M., University of Colorado. Edwin J. Saugestad (1959). Associate Professor o f Health and Physical Education and Director o f Men's Athletics. B.A., Augsburg College, M.A., University of Minnesota. Mark T. Schelske (1984). Lecturer, part-time, Education. B.A., Carleton University; M.A., College of St. Thomas; M.A., University of Minnesota. Milo A. Schield (1985). Assistant Professor of Business Administration and Economics. B.S., Iowa State University: M.S., University of Illinois; Ph.D., Rice University. Majorie H. Sibley (1961). Associate Professor, Librarian, part-time. B.A., M.A., University of Minnesota. Eugene M. Skibbe (1964). Professor and Department Chairperson (Interim and Spring 1987) of Religion. B.A., St. Olaf College: B.Th., Luther Theological Seminaty; Th.D., University of Heidelberg, Germany. Dana W. Skoglund (1978). Studio Artist/Piano, part-time. B.M., Augsburg College. Emma W. Small (1978). Studio ArtistJVoice, part-time. B.M., M.M., Eastman School of Music. Stanley H. Solnick (1984). Assistant Professor of Business Administration and Economics. B.A., M.B.A., University of Northern Colorado. Paul G. Sonnack (1954). Lecturer, part-time, Religion. B.A., Augsburg College; C.T., B.Th., Augsburg Seminary; M.A., University of Chicago. Donald 6.Steinmetz (1968).Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Myles Stenshoel(1965).Professor and Department Chairperson of Political Science. B.A., Concordia College, Moorhead: Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Stuart M. Stoller (1986). Lecturer, part-time, Business Administration and Economics, Weekend College. B.S., MS., Long Island University. Daniel Sturm (1979). Studio Artist/Classical Guitar. B.A., University of Minnesota. Grace 6. Sulerud (1966).Associate Professor, Librarian. B.A., Augsburg College: M.A., University of Minnesota. Ralph L. Sulerud (1964). Professor of Biology. B.A., Concordia College, Moorhead: MS., Ph.D., University of Nebraska. Kathryn Swanson (1985).Assistant Professor of English. B.A,, St. Olaf College: M.A,, University of Minnesota. Philip J. Thompson (1959). Professor and Department Chairperson of Art, B.A., Concordia College, Moorhead: M.F.A., University of Iowa. Neal 0. Thorpe (1967). Professor and Department Chairperson of Biology. B.A., Augsburg College: Ph.D., University of Wisconsin. David Tubergen (1980). Assistant Professor, part-time, Music. B.A., Hope College: M.M., Yale University: Ph.D., New York Universlty. Donald N. Warren (1978). Lecturer, part-time, lntro to Liberal Arts. B.A., M.A., University of Minnesota. Charles R. Williams (1984). Visiting Lecturer, part-time, Social Work. B.A., North Carolina Central University: M.S.W., University of Minnesota. Nary Louise Williams (1978: 1984). Instructor and Department Chairperson of Social Work. B.F.A., M.S.W., University of Pennsylvania. Dorothy J. Williamson (1970). Instructor, part-time, Art Education. B.A., Asbury College; M.A., University of Minnesota. Mary E. Wilson (1969). Studio Artist/Flute, part-time. B.A., B.M., Nacalester College. Helen A. Woelfel (1978).Assistant Professor of Nursing. B.S., St. Louis University: M.S., Marquette University. Academic Calendar FALL 1986 .................................................M. Sep 1 ................................................Sa. Sep 6 ........................................ S u Sep 7 ............................................................ M. Sep 8 Labor Day recess Upperclass validation Freshmen registration Classes begin Last day to register. add a class. drop a class without notation on record. or move upperflower division course to upper division Mid-term break Last day to designate grading option or move upperflower division course to lower division Interim registration Spring term pre-registration Last day to withdraw from a class Thanksgivingrecess begins Classes resume Classes end .................................F. Final examinations begin Final examinations end Flnal grades due and lncompletes due from spring and summer '86 ..................... ...................F. Sep 19 ................. ....... . . . ...................F. Oct 24 . ........................................... F.Oct 31 ...................................................M. Nov 3 .F. Nov 7 ...................................M. Nov 17 .F. Dec 5 ........................... .F.Nov 21 .......................................Th. Nov 27 .................... . ............................M. Dec 1 .................... . . . Dec 12 ..........................................M. Dec 15 .........................................Th. Dec 18 .................................................M. Dec 29 Interim 1987 ............................................................ Classes begin M. Jan 5 Last day to register. add a class. drop a class without notation on record. or move upperflower division course to .................Jan ... 6 upper division Last day to designate grading option or move upperflower division course to lower division M. Jan 19 Last day to withdraw from a class W. Jan 21 Classes end F. Jan 30 Interim grades due F. Feb 6 .................................... ..................................................... .............................. ............................................................... ................................................... Spring 1987 ....Tu.Feb 3 ....................... . . . . ........................................................... W. Feb 4 Validation of registration Classes begin Last day to register. add a class. drop a class without notation on record. or move upperllower division course to upper division Mid-term break begins Classes resume Last day to designate grading option car move upperllower division course to lower division Easter break begins Classes resume Last day to withdraw from a class Early registration for fall Classes end Final examinations begin Final examinations end Baccalaureate Commencement Final grades due and lncompletes due from fa11 '86and Interim '87 ................................................. ....Tu.Feb 17 ................. S a. Mar 21 .................................................... M. Mar 30 .................................................... F. Apr 3 ...................... .....................F. Apr 17 ........ .,....,........,.M Apr 20 ........................ . ..............................F. Apr 24 ..... .......M. Apr 2 7F. May .................... . . . - 8 ........................... ........... J. May 15 ................... . . .................M. May 18 ......................................... . T h May 21 ............................................... Su. May 24 ................... . . . . .. W. May 27 Summer School 1987 .......................................................................M. Jun IT.Jun 26 ........................... . ....................................M. Jun 29.F. Aug 7 Term 1 Term 11 Upperclass validation and Freshmen registration Classesbegin Labor Day recess Last day to register. add a class. drop a class without notation on record. or move upperllower division course to to upper division Mid-term break Last day to designate grading option or move u .~ ~. e.r l l o wdivision er course to lower division Interim registration Spring term pre-registration Last day to withdraw from a class Thanksgiving recess begins Classes resume Classes end Final examinations begin Final examinations end Final grades due and Incompletes due from spring and summer '87 .....................................Tu.Sep 1 .................... . ............................ ..W. Sep 2 .......................................................M. Sep 7 .................................................W.Sep 16 ................................... .............F. Oct 23 .....................................................F. Oct 30 .......................................... M. Nov 2 .F. Nov 6 ................................... .M.Nov 16 .F. Dec 4 ..............................W. Nov 25 ......................................Th. Nov 26 .........................................................M. Nov30 ...............................................................F. Dec 11 .......................................... M. Dec 1 4 .............................................Th. Dec 17 ........................................... M. Dec28
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Augsburg
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Augsburg
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Official Publication of Augsburg College Fall 1988
731 21st Avenue South Minneapolis, M N 55454 6121330-1000
This Catalog should answer most questions students have about Augsburg College and its
curriculum. Although information was current...
Show more Augsburg college Catalog Augsburg College Catalog Official Publication of Augsburg College Fall 1988 731 21st Avenue South Minneapolis, M N 55454 6121330-1000 This Catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current at the time of publication, it is subject to of each student to know the requirements and change without notice. Jt is the ~espORd?ibiIi$~ academic policies in thk publicafian.If yau. have questions about anything in this Catalog, consult a faculty ad~iser,the Derm of fhe College, or the Registrar. Key offices are listed at the back of the Catalogfor correspondence or telephone inquiries. 0 ---7 f.-sl. a . -. -- I*--' Tableof Contents ,, --. - >. ' e-?>.~r .qL .dC fl- - , . I .:, . 2;-, , - ,L 8 ................................. ,., ....... ................................ - W Course Descriptions w Majors and Minors College Information: ........................................200 .......201 W Regents W ELCA, Education Division w Directory...................................... ........................... w Faculty Emeriti ........................... w Academic Calendar ................... 4 ..........................................209 .............................................223 7 Faculty w Maps Index ..........................................219 ... ,' ....... - ... .> --- ---.? ->>. -- ' , d .: 1 :k. , 4. i,$,-B, !&bL "., ......................... Administration --. -- ' : ! U.-T~~*;!~: , ., -- b--\!::.,; -. . . . I I ".~ ./f: , Facts and Figures 4 Introducing Augsburg Admissions 15 Financing Your Education 21 Student Life 39 Academic Information..............47 Departments and Programs .....71 4 -,,\ -5 . + '1 , -9 , -, .-, - I ! Augsburg College Facts aszd Figures Location - Augsburg College moved to Minneapolis, Minnesota in1872. Foundedh1869hMarshall1 Wisconsin. Financial Aid - Approximately 85% of the students receive some form of financial aid from the c01lege and many other sources. Religious Affiliation -The Evangelical Lutheran Church in America. 51% of students are Lutheran, 15% other Protestant, 15% Roman Catholic. Library - Over 160,000 items, access to over 5,000,000 through the Twin Cities private college consortium and Minitex. Accreditation -North Central A s sociation of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, National League for Nursing. Member - Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Mimesota Private College Council, Registered with the Minnesota Higher Education Coordinating Board. Enrollment (1987-88) -2,161 from 30 states and 29 nations. Graduates - from 1870 through May 22,1988 -10,138. SchoolYear-SeptembertoMay,41-4 calendar, with January Interim. Two summer schooI sessions. Augsburg Weekend College - trimesters, September to June. Augsburg Graduate Program -trimesters, September to June. Majors-More than40in20 departments. Off Campus Programs -Program in Global Community, StudentProject for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), Study Abroad, and extensive cooperative education program. Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA),Division 111. Policy - Augsburg College does not discriminateon the basis of race, StudentIFaculty Ratio - 14.8 to 1. creed, national or ethnic origin, age, Class size averages 20-30. marital status, sex or handicap as Campus -15major buildings. Ma- required by Title IX of the 1972Edujor renovation 1979-80 with special cationalAmendmentsor Section504 emphasis on accessibility. 10 major of the Rehabilitation Act of 1973, as buildings are connected by a sky- amended, in its admission policies, ~ a y / t ~ m e l / e n c l ~ ~walkway €!d sys- educational programs, activities and employment practices. tem. Introducing Augsburg College Education in a Real World (C tt~dentscommonly speak of graduating from college as a L*'way of getting i n t ~"the real world!' In fact, Auphurg College provides students with an education in a real world. The diversity of the faculty, staff, and student body, the structure of the curriculum, and the academic environment minor the camplexity of Life in contemporary society. The College's location in and involvement with a metropolitan setting offer continuous access to cultural opportunities, career experiences, and social realities that enrich shtdents' educations. Augsburg's commitment to the liberal arts recognizes that the reality in which contemporary persons live and the persons themselves have been shaped by the tradition and history horn which they come. The real world was not made this morning, and it is not simple. Only a broad education can present our world as it is and give persons the ability to deal with it. Similar1y, Augsburg College's continuing dedication to its heritage as a college of the church affirms a belief that the world is the creation of a loving God and that human persons are inescapably spiritual beings. The College Mission Statement These qualities of an Augshrg education flow from its mission state ment which declares that the College exists to provide high quality educational opportunities which are based in the liberal arts and shaped by the faith arid vaIues of the Christian church and by the context of a great metropolitan center. Augsburgs location in the heart d the city represents the loom on which the multialored fabric of its idmtity has been woven. WhiIe students are pmpafed to take a place in and make a contibution to the worId in which they Iive, they are educated to be critical of the quality of life in their society and to be reflective of their own d u e s as they respond to it. "... based in the liberal arts" The academic program emphasizes the continuing vaZiditg of the liberal arts as a foundation for developing the Iife of the mind. Augsbmg CoIIege's faculty are dedicaid to chatlengvlg their students to achiwe the highest academic standards while supporting &em in that endeavor with excenent teaching and individual attention Students are expected to develop their abilities in critical thinking and communicationand to gain sensitivity to and appreciation for their own and other cultures. Each student is encouraged to contemplate the eternal philosophical and spiritual questions of human life and of personal values and ethics. At Augsburg the great scholars, thinkers, writers, and artists of the past and present are studied and valued. Augsbtrrg College considers art understandingof the content and method of sdcnce, a arecognition of the place of technology,and an understanding of ways to maintain a sound body as important elements of a complete education. This insistence on the breadth of a traditional liberal arts education reflects a firm belief that human beings are more than their ability to perfom a job. It reftwrs further a concerted attempt to direct students toward a full development of the many facets and capacities of the educated person. "...within the context of a great metropolitan center" Yet, bounded as it is by an interslate freeway and the center of a vital city, Augsburg CoLlege is no ivory tower escape from the real world. The College community continually interacts with the city by attending culhrral events and civic activities and by inviting dty residents and visitors to the campus as lecturers, performers, and mmfms.The city M ~ maslaboratory for experiential leaning through Internships, professional field experiences, and Cooperative Education. "...and shaped b y faith and values" This involvement with the real world is a reflection of Augsburg's spiritual heritage which values all that God has created. While its tradition supports intellectual freedom in the search for truth, the ColIege affirmsits belief that all students should reflect upon their ethical and spiritual values as part of becoming educated. Students are encouraged though religion courses and through opportunities on campus for the practice and examination of spirituality to consider their relationship to God, to others?to society, and to the world, Traditionally Augsburg College has insisted that an aspect of these relationships is contained in the motto: "Education for Service." In these words the College expresses a belief that, whatever career they pursue, graduates should consider the duty of citizens to contribute to the common good through service to others. w ithin the larger community of the city and the world, Augsburg College is its own community. It is a community of support and collegiality composed of persons of diverse talents; of varied ethnic, national, cultural, and religious backgrounds; and of complementary interests and orientations. Through a competent, committed faculty and a dedicated staff, Augsburg College builds with its students a real world in which the whole person can be educated and developed. About Augsburg A College of the Church Augsburg was the first seminary founded by N o r w e a n Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in MarshalI, Wisconsin, and moved to Minneapolis in 1872. The first college students were enrolled in 1874 and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway - Sven Oftedal and Georg Sverdrup. These three men dearly articulated the direction of Augsburg: toeducateNorwegianLutherans to minister lo immigrants;and to provide such "coI1eg-e" studies tha t would prepare studentsfor theoIogical study. In 1874they proposed a three part pram first -train ministerial candidates, second - prepare future theological students and third - educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, GeorgSverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s,Augsburg leadersformed the Friendsof Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregationalautonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. But the collegedivision was still important primarily as an attachment to the seminary. The Focus Changes This attitude began to change after World War I. In 1911Georg SverdrupJr. became President. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg' admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bemhard Christensen, an erudite and scholarly teacher, to be president (1938-1962).His involvementin ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11,Augsburg leadersmade vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary, and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offeringa modem college program based on general education requirements and elective majors. With cursimlum change came a long effort to become accredited. The College reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission now as serving the good society as a whole first, and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary)in St. Paul in 1963. A College in the City President Oscar A. Anderson (1963-1980)continued Augsburg's emphasis on involvement with the city. He wanted to reach out to non-traditional student populations, ensuring educational opportunity for all p p l e . During his years of leadership the College became a vita1 and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Umess Tower, the C o Z l e ~Center, Ice Arena and PsychoIogy Building. Since 1980 Augsbwg has been Ied by Charles S.Anderson We has continued Augsburg's commitment to the value of a libera1 arts education, emphasizingdiversityin enrollment efforts, spiritual growth and freedom and an academic program that draws on the Esources of the city as extensions of the campus and classroom. Serving the Non-traditional Student Aupburg's American M i a n Program is recognized as mc~essful.The program has had the highest retention rate of W a n studentsin Minnesota -=me 85 percent.The Black Student Support Program, initiated in 1969, has had a growing number ofstudents and supports a Black Student Union and a newspaper distributed by the office. The campus is accessible to the physimlly handicapped with a skywaytunnel-elevator system connecting ten major buildings. In only its second year, Augsburg's program for the learning disabled had 30 students enrolled. The program received a state award for excellence. Weekend College, started in 1982 with 69 students, had an enrollment of over SO0 in fa11 1988. Through Weekend College, adult students can work M l i m e and pursuea bachelor's degree that has a practicalfocus on a liberal arts base. In January of 1987 Augsburg initiated a Master of Arts in Leadership program. As in Weekend College, students can work full-time and take graduate courses leading to a master's degree. These programs bring working add& to the campus. They are comple mented by the College's Cooperative Education Progsam Cbegun in 19%) that places Augsburg students into paid work experiences. Tfte Co-op Education Program helps s tadents get career experience in additiun to their classroom studies. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: Augsburg education should be preparation for service in community and church; education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens; the city with all its excitement, challengesanddiversity,is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center.There arenow more than 11,000 Augsburg alumni. In a world that has c h g d much since those first days of the College, Augsburg still sendsout graduates who make a difference where they live and work. Campus Location Augsburg's campus is located in the heart of the Twin Cities, surrounding Muphy Square, the first of 155parksin the "City of Lake." The University of Minnesota West Bank campus and two of the .eitfs largest hospitals, Fairview and St. Mary's, are adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and east via Interstate 94 which forms the southern border of the campus, or on bus routes that also connect with the suburbs. (See map at back of book) Reaching the Twin Cities is easy. Most airlines provide daily service to Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. Policies It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, marital status, sex or handicap as required by Title IX of the 1972Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the Directory in the back of this Catalog, or to the Director of the Minnesota Department of Human Rights, Bremer Tower, 7thPlaceat Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Accreditation and Memberships Augsburg College is accredited by the North Central Association of Colleges and Schoolsand TheNational Councilfor the Accreditationof Teacher Education (Secondary and Elementary). Our Programs are approved by The American Chemical Society, The Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional metliber of the National Association of Schools of Music (NASM). We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connectsthe tower dormitories,the five buildings on the Quadrangle, plus the Music Hall, 2222 Murphy Square, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication. Admissions Office - Located at 628 21st Avenue South, provides offices for the admissions staff and reception area for prospective students and their parents. Augsburg College Center - Center of non-academic activity, with spaciousloungesand recreational areas, dining areas, bookstore, and offices for student govenunent and student publications. (1967) - Center for Global Education Located at 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. Foss, Lobeck, Miles Center for Worship, Drama and CommunicationThe newest building on campus, estabIishes a new "front door" for the ColIege on Riverside Avenue. The Foss Center is named in magnition of the gifts of Julianand June Foss and those from a great numkr of alumni and friends of the College. The Tjornhom-NeIsonTheater is also housed in this complex, which contains space for the campus ministry program, drama, and communication. (1988) Ice Arena - With two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community.(1974) Melby Hall -Named in honor of J. S. Melby, dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department, provides facilities for the health and physical education program, intercollegiateand intramural athletics, chapel services, and general auditorium purposes. (1961) Mortensen Tower -Named in honor of Gerda Mortensen, dean of women from 1923to 1964, has 104 one- and two-bedroom apartments that house 312 upperclass students, plus conferencerooms and spacious lounge areas. (1973) Music Hall -Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main -Home for the Foreign Language and Art Departments, with classroomsused by other departments. Extensivelyremodelledin 1980,Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) ScienceHall-Houses classrooms, well-equippedlaboratories,amediumsized auditorium, and faculty offices. (1949) In 1960 the Lisa Odland Observatory on the roof was completed. South Hall, Kueffner Apartments, and Annex Houses -All located in or near the campus area, provide additional housing accommodations for students, faculty and staff. George Sverdrup Library -Named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg Archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall -Named in honor of Augsburg's second and third presidents, provides space for administrative and faculty offices. (1938) 2222 Murphy Square -Houses offices forWeekend College, the Graduate Program, and Cooperative Education, as well as classroom space. (1964) Urness Tower - Named in honor of Mr. and Mrs. Andrew Umess, who have givenseveral generous gifts to the College, providesliving quarters for 324 students. Each floor is a "floor unit," providing36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) West Hall -Apartment housing for upperclass students. (1966) Admissions A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community -the College community, and the larger community. Freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor, because firsthand appraisal of programs, facilities, and academic atmosphere is valuable. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Just call any weekday between 8:00 a.m. and 4:30 p.m. -Admissions Office (612) 330-1001. We'll answer your questions and arrange a tour for any day (including Saturday mornings during the school year). Our office is on the Northwest comer of 7th Street and 21st Avenue South in Minneapolis (please call first). Augsburg selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. Application Procedures V For Freshmen Application for Admission -Applicants should complete the application for admission and essay, and return them to the Admissions Office together with the non-refundable $15.00 application fee. Transcripts - An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. Graduate Exarnination Degree scores (G.E.D.) may be presented instead of the high school transcript. Test Scores-Freshman applicants are required to submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT),or the American College Test (ACT). It will suffice if test scores are recorded on the official high school transcript. Additional Information -If there is personal information that may have affected the applicant's previousacademicperformance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendationsmay be required by the AdmissionsCornmittee before an admissions decision is made. Notification of Admissions Decision- Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission -Accepted students who are applying for financialaid are asked to make a$100non-refundabletuitiondeposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted studentswho are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in College housing must also submit a $100 housing deposit. Early Decision for Freshmen AugsburgoffersanEarlyDecisionProgramforstudentswho select Augsburg as a primary college choice. Early Decision candidates must apply by November 15 of their senior year and will receive the admission decision about December 1. The College bases its admissions decision on the academic record through the junior year, test scores, and recommendations. Students who are eligible for Early Decision will receive maximum consideration for financial assistance. Early Decision candidates applying for financial aid are required to complete the FFS or FAF after January 1. Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested by writing to the Director of Financial Aid. Accepted studentswho are not applying for financialaid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in College housing must also submit a $100 housing deposit. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendations from the high school faculty, and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. V For Transfer Students Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. A cumulative grade point average (GPA) of 2.0 (on a 4.0 scale) or better is required on previous college work. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental catalog section to see if admission to the major is necessary. Application for Admission -Applicants should complete an application for admission and return it to the Admissions Office together with the $15.00 non-refundable application fee. Transcript-An official transcript sent directly to the Admissions Office from the college(s)the student has attended is required. Transfer student applicants who have completed one year or less of college-level work must have an official transcript from their high school sent directly to the Admissions Office. Students who have completed a year or more of college work will be evaluated primarily on their college performance. Additional Information-If there is personal information that may have affected the applicant's previous college performance, it may be included with the applicationor discussed personally with an admissionscounselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. Notification of Admissions Decision- Augsburg Collegeuses a l'rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission-Accepted students who are applying for financialaid are asked to make a$100 non-refundable tuitiondepositwithin 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financialaid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those studentswho wish to live in College housing must also submit a $100 housing deposit. V For Former Students Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return, apply for readmission through the Registrar's Office. Studentswho have attended any other institution(s1during the absencefrom Augsburg must have an official transcript sent from each one to the Registrar's Office.Returning students do not pay the application fee. V For Special Students (Non-Degree) In some circumstances, people may be admitted as special students (nondegree)and granted the privilege of enrolling in courses for credit. Usually part-time students, they may subsequentlybecome candidatesfor a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree).A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree) status is available from the Admissions Office. V For International Students Internationalstudentsshould consult with the Coordinator of International Student Admissions regarding the procedures for applying as an international student. All international students transferring to Augsburg from another United States college or university must apply and be accepted for admission to Augsburg two months prior to the start of the semester: July 1for Fall, November 1 for Spring. To contact the Coordinator, call (612) 330-1001 or write to: Coordinator of International Student Admissions Augsburg College 731 21st Avenue South Minneapolis MN 55454 Your Education A 11 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts - from alumni, faculty, staff, parents, church, friends, foundations, a n d endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. College Costs 1988-89 The Board of Regents has approved the costslisted for the 1988-89academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. V Tuition, Fees, Room and Board .......................................................... Tuition (full-time enrollment) $8,020.00 This rate applies to all full-time students entering in September, 1988. Students are considered full-time when they take three or more courses during the semester terns with a total of seven or more courses in the school year. The charge includes tuition, general fees, facility fees, subscription to student publications, and admission to most College-supported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. ........................................ Tuition (part-time enrollment) per course $595.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. ................................ Audit Fee (for part-time students) per course. $298.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. ...................................................$1,610.00 Full Board (19 meals a week) ...........................................................$1,470.00 Room Rent (includes telephone). Other board plans are available as defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) is $1,430.00; the point plan is $1300.00. V Other Special Fees (Non-refundable) Fees Billed on Student Account ACTC Bus (full-time students only) ........................................$5.00 Late Registration (per day after classes begin) ................ $10.00 Registration Change after first 5 days (cancel/add/change/ grade option, or combination at one time) ............................$5.00 Introduction to Cinema Art .....$35.00 Life Drawing (See Interim Catalog for fee) Music Therapy Internship (one half course credit) ....$298.00 Fees Payable by ChecWCash Application (new and/or special students) ................$15.00 Nursing Credit Validation Tests .......................................$95.00 Nursing Comprehensive Exam ........................................$9.00 Locker Rental (commuters).......$5.00 Music Lessons Private, per semester (14 lessons) ...$175.00 Class, per semester ...............$50.00 Radio-Television Production ...$ 10.00 Theater Technical Production .$35.00 Student Teaching (per course for full-time students) ..........$15.00 Student Teaching (per course for part-time students) .......$150.00 Study Abroad (in approved nonAugsburg programs) ......... $125.00 Student Activity Fee .................. $85.00 Student Activity Fee (parttime students) .......................$42.50 Student Parking Lot Permit -car ...................................$45.00 -motorcycle .......................$20.00 Transcript Fee (per copy after first, which is free) ...............$2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registrar's Office) Books and Supplies These costs are estimated to range between $350 - 400 per year. V Deposits .............................................. Enrollment Deposit (Non-refundable) $100.00 Required of all new students after acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. .................................................................... $10.00 Housing Damage Deposit Required of all resident students at the time of signinga contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines)at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by notifying the Office of StudentLife in writing by the first day of registration. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification.If the new contract is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $50.00 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellation is after these dates. V Payments Semester Fees - Prior to the start of each semester a "Statement of Estimated Charges" showing basic charges and credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Options - (1)Annual payments, due August 20 as billed; (2) Semester Payments, due August 20 and January 20 as billed; (3) Payment Plan -upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) lcmonth Payment Plan -upon application, College approval, and payment of a $50 administrativefee, the annual chargesmaybe paid in 10 equal insta1Imuzb beginning June20 and ending March 20. No finance charge wdl be assessed on accounts which are current. An application will be sent upon request. Financial Policies A finance charge is applied at a simple rate of 1%per month on any account with an open balance of 30 days or more or on a 10-monthpayment plan in which payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (National Defense/Carl Perkins National Direct Student Loan and the Nursing Student Loan), are current according to established repayment schedules. V Refunds Students fill out Withdrawal from College forms available in the Center for Student Development. They must be filled out completely signed, and turned in to the Registrar's Office. Students who properly withdraw, change to part-time, are dismissed, or are released from a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrativecosts) according to the following schedule: 100% - through the first five days of classes (less $100.00 administrative fee) 90% - from the 6th though 10th day of classs 80% - from the 11th through 13th day of classes 70% - from the 16th through 20th day of classes 60% - from the 21st through 25th day of dasses 50% - from the 26th day of classes through the mid-point of the term No refund will be made afterthe middle classday of the term. Board refunds are made on a proportionate basis. If a student is forced to withdraw due to illness or accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submissionof a report from the attending doctor stating the inability or inadvisability of continued enrollment. Students who elect to omit an Interim or to graduate in December are not entitled to a refund of Interim tuition, room, and board charges. Students who participate in an approved off-campus Interim are eligible to apply for a board refund and room sub-lease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. Financial Aid Financing higher education could be the most significant investment a person or family makes in a lifetime. So, proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistance to protect access to a quality education in spite of increasing costs. Financial assistance awarded through Augsburg is a combinationof scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. For the academicyear 1986-87approximately 85%of all students at Augsburg received scholarships, grants, loans and part-time employment totalling over $7,200,000 from all aid sources. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Family Financial Statement (FFS) of the American College Testing Program (ACT)or the Financial Aid Form (FAF)of the College Scholarship Service (CSS)helps determine the amount of assistance for which a student is eligible. This analysis estimates the amount a student and family can be expected to provide for college expenses, taking into account such family financial factors as current income, assets, number of dependents, other educational expenses, debts, retirement needs, and special considerations. V How and When to Apply New Students - Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for admission. 2. Obtain the Family Financial Statement (FFS) or Financial Aid form (FAF)from a high school or college financial aid office. Complete the application and send it to the processing agency after January 1but before March 15for priority consideration.Minnesota residents must complete the FFS which includes the application for the Minnesota State Scholarship/Grant Program. Augsburg's code on the FFS is 2080. For non-Minnesota residentsusing the FAF, Augsburg's code is 6014. 3. Within four to six weeks, Augsburg will receive the analysis. If at that time you are accepted for admission, the Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid package. 4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will then be sent to you. 5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered. The financial aid transcript forms are available through the Admissions Office or Financial Aid. Returning Students Eligibility for assistance must be re-establishedeach academicyear by filing the application and Family Financial Statement (FFS).Renewal is based on financial eligibility, satisfactory academic progress, and fund availability. V Kinds of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarshipor grant (exceptas noted).The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, studentsare urged to investigate the possibility of scholarships, grants, and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children, and others. + Gift Assistance President's Scholarships - President's Scholarships are awarded annually to the most academically qualified full-time freshmen students. These scholarships are awarded without regard to need.The awards are renewable for three years based on academic performance at Augsburg. Special application is due February 1.Details from Admissions Office. Dean's Scholarships-Full tuition and half tuitionDean's Scholarshipsare awarded each fall to the most academicallyqualifiedfull-time studentswho are direct transfersto Augsburg College followingcompletionof anA.A. or A.S. degree, having maintained a 3.5 GPA on a 4.0 scale. These scholarships are awarded without regard to need and are renewable for an additional year. Because this is a unified program, full tuition is assured, since the Collegeguaranteesthe differencebetween non-Augsburggrants and scholarships (suchas state scholarships, Pell grants, etc.) and full tuition. Special application is due April 1. PairedResources inMinistryandEducation (PRIME)Awards- Augsburg College will match the first $300 a year of a student's scholarship or grant from a Lutheran congregation.Announcement from the congregationmust be made by October 1. Augsburg Tuition Grants -Available to students who have shown academic potential and have financial need. A grant may pay up to full tuition and fees. A student's academic performance, financial need, and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants - Awarded by the state to Minnesota residents who have financial need. For 1988-89, they range from $100 to $4509. All applicants from Minnesota are expected to apply. Supplemental Educational Opportunity Grants - A federal program administered by the College. To be eligible, a person must: (1)be a U.S. citizenor permanentresident; (2)have exceptional financialneed as defined by the program and demonstrated by the FFS (or FAF); (3) be capable of maintaining satisfactory academic standing at the College; and (4) be accepted for admission. Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1988-89 is $2200 minus the amount the student and family can be expected to contribute.Application ismadeby filingthe FFS (or FAF)and requesting on the applicationform that the necessary informationbe sent to the Pell Grant Program. Bureau of Indian AffairsITribaland State Indian Scholarships-American Indian students who meet federal and state requirements may apply for Bureau of Indian Affairs, Tribal and/or State Indian Scholarship monies. Students must be 1/4 degree Indian ancestry and be enrolled with a federally recognized tribe. Indian grants supplement all other sources of financial aid. For assistance in application contact Augsburg's American Indian Program Director or your tribal agency. + Loan Assistance Perkins Student Loan - Joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. Loans are interest free during your education. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time. Simple interest of 5% and repayment of the principal (at the minimum of $30 a month) begin six months after you leave school (nine months for new borrowers after 7-1-87). Repayment may extend up to 10years. The loan carries a teacher cancellation clause. The maximum which may be borrowed for undergraduate study is $9000. Guaranteed Student Loans and Minnesota State Student Loans -Loan funds are obtained directly from a local lender or state agency in states which provide such programs. While the student is attending at least halftime, there is no interest charge. Simple annual interest of 8%on the loan balance and repayment of the principal begin six months after you leave school. Repayment may extend up to 10years. The maximum loan is $2625 for the first two years and $4000 for the remaining years of undergraduate study with the cumulative undergraduate maximum of $17,250. Applications are available at the College, some banks, and the Minnesota State Student Loan Office. Nursing Student Loan -Federal program with provisions similar to the National Direct Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipientsmust have financial need and be registered at least half time. The maximum loan is $2500 per year. Parent Loan Program (PLUS) -PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to $4,000 per student per year with an aggregatemaximum of $20,000. Repayment begins within 60 days of check disbursementat a variable interest rate not to exceed 12%and a minimum payment of $50 per month. Application forms are available at Augsburg College or the lending institutions. Applicationsarenormallyfiled with thebankor thrift institution with which your family has an account. + Student Employment Augsburg College provides work opportunitiesfor students with proven financial need who are at least one-half time students. Assignment is made on the basis of need and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships,loans, and grants. A maximum of 15hours of oncampus employment per week is recommended. All on-campus work is governed by policies stipulatedin the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. College Work Study Program and Minnesota State Work Study Program -Under these programs the federal or state government supplies funds on a matching basis with the College to provide some part-time work opportunities. + Sponsored Scholarships Scholarship winners are selected by the Student Affairs Committee of the Faculty unless otherwise specified.For departmentalscholarships,winners are recommended by faculty of the department involved. Descriptions of awards are from statements of the donors' wishes. *Indicates endowed scholarships General Scholarships Charles and Ellora Alliss Educational Foundation Scholarships -A number of awards of varying amounts (minimum $500) are made each year on the basis of financial need and ability. Established in 1973by the foundation. Alma Jensen Dickerson Memorial Scholarship*-Awarded annually to deservingjunior/ senior students. Established in1961 to perpetuate her memory. Oliver M. and Alma Jensen Dickerson Memorial Scholarship*-Awarded annuallyto two deservingjunior or senior students. Establishedin 1969by Alma Jensen Dickerson to honor her late husband and perpetuate their memory. Elias B.Eliason Sr. Memorial Scholarship*-Awarded annually to one or more needy and deserving u m d a s s students. Establishedin 1979in memorv of their husband and father bv and Mrs. Cla& ~osie ~er:e & o n , Conrad Eljason, E. Bernie Eliason, Mrs. Ekabeth~auseth Hoelck. M. J. Estrem Scholarship*-Awarded annually to a worthy student. Established in 1965by Maybelle and Malwlm Estrem. First Bank Systems-Awarded each year without regard to a specificmajor,but to students with demonstrated leadership ability and an interest in entrepreneurialdevelopment. The Julian P. Foss Scholarship*-Awarded to a student of any class who has financialneed, shows promise, and demonstrates faith and dedication to overcoming difficult circumstances. Established by Julian P. Foss ('30), Mesa, Arizona. The Edwin C. Johnson Scholarship*- Awarded annually to one or more students who demonstratepotential and financial need. Established in 1985by Edwin C. Johnson, Powers Lake, ND. Memorial Scholarship Foundation Scholarships* - Awarded annually to an able and deserving upperclass student. Established in 1964 by undesignated memorial gifts. Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - Given annually to needy students who are U.S. citizens. Established in 1972. Northern States Power Company Scholarship* -Awarded class year on the basis of financial need and ability. to deserving students in each John G. Quanbeck Scholarship Fund - Awarded annually to freshman students who without assistance would be unable to pursue higher education. Established in 1963 by a bequest of John G. Quanbeck Readers Digest Endowed Scholarship* -Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964. The Lea A. and Elsie L. Wildung Endowment Fund* -Awarded annually to one or more students of any class who have potential and financial need. Establishedin 1986 through the gift of Elsie L. Wildung, St. Paul, MN. Edward Yokie Memorial Scholarship* -Awarded to an able and deserving junior or senior student. Established in 1962 to honor the memory of their beloved father by his daughters, E. Lorraine Yokie and Doris E. Yokie. Special Scholarships Aid Association for Lutherans - Awarded annually to able and deserving upperclass students who are certificate (policy) holders with Aid Association for Lutherans Insurance Company. Established in 1966. The Crown Prince Harald Scholarship - Established by authorization of the Augsburg College Board of Regents in 1965 on the occasion of the visit by Crown Prince Harald, this annual scholarship provides full tuition for a freshman student from Norway. The winner is selected from competition held in Norway by the NorgeAmerika Foreningen. Grace Jewel Jensen Buster Memorial Scholarship* - One or more scholarships are awarded annually to sophomore, junior, or senior Chinese students who have outstanding academicrecords and are preparing to work among the Chinese people. Established in 1983 by family and friends to honor the memory of Grace Jewel Jensen Buster, a 1922 alumna. The Mildred Ryan Cleveland MemuM SchoIafslp* - Awarded annually -to able and deserving student(s) who have p h ~ i c adisabilities l and have demonstrated financial need. Established in 1972 by her husband, Floyd Cleveland, ko honor the memory of Mrs. Q e v e land, Augsburg alumna, conseaated Christian leader and devoted wiEe. The Laura Ann Erickson Memorial Scholarship* - Awarded annually to one or more female freshmen students of any major who belong to the Lutheran Church (ELCA) and show evidence of academic achievement and financial need. Established in 1986 by Raymond D. Erickson, in memory of his daughter, Laura Ann E r i b n . The Laura Ann and Raymond D. Erickson Courage Scholarship*-Awarded annually, as funds are available, to one or more freshman students who belong to the Lutheran Church (ELCA) and show evidence of academic achievement, financial need, and personal courage. Establishedin 1986byRaymondD. Erickson ('50) in tribute to thecourage of hislate daughter, Laura Ann rickso on: David J. Formo Memorial Scholarship*-One or more scholarships are awarded annually to a iunior or senior student who has successfullvovercome adversity and achievedexcellence in aiademic and extracurricularperformance. kstablished in 1979 iymembers of his family to honor the memory of Commander David J. Formo, 1964 alumnus. The FhnwickThanksgivingScholarship*-Awarded annually ta a studentat or above the sophomorelevd who demonstrateshigh academic achievementand is preparingfura career in %me form of therapy, e.g, physical, occupational s p e d , music, psychological. Established at Thanksgiving, 1986, by Dr. Thcodare J, and Fern S I-Eanwick, in gratitude to the therapist who aided in the r e c o v q of their son,Theodore T.Hanwick 0 , from a sevae accident. TheRw.John H j e l m h d Sfholiuships-Awarded annually to second or third generation eeshman or uppadass students of any major who have attained a 3.0 grade point average, a better. Establishedin 19%by Sigvald ('41) andHden Hjelmdand, and John ('70) and Lynn Hjelmeland Gmce h e Tohnson Memmial Molarshig - One or more dmlarshim are awarded annually t.0 u&rdass international stud& who have overcome ad&$ and achieved excellence in mdcmic and extraamicdar performance.E s t a b h h d in 1981 by her parents, Dr.and M m mar Johnson,and other f d y m e m b e r s and Men& in memory of ~ r a k ~ n n e (Gay) J o h n , a student at Aupburg 1971-1973. Catha Jones Memorial Scholarship* -Awarded annually to upperdrtss women of high moral character, with preferencegiwn to female or malestudents transferring from Waldorf College who are in music and/or demwtary education. Esfablished in W E in memory of Catha Jones, 1197 d m a , by her parents, Mr. and Mrs. Kenncth Jones, o f h a family and fiends, and the Augsburg College Senior Challenge kogram. Lutheran Brotherhood Lutheran Senior College Scholarship -Awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $500.00. The scholarship is renewable. The Rev. Horace E. Nyhus Memorial Scholarship* - Awarded annually to a senior student(s) who has successfully overcome adversity and has achievedexcellence in academic in 1977 to honor thememory of the Rev. Nyhus, and ex~acurricular~ormance.Established a 1929 graduate of Augsburg Seminary who uvercame the adversity of early years to earn his own education and he w e d others with humanity and wisdom, The Ole K. and Evelyn L. O h n Scholarship* - Awarded annuaIly to students with financial need. Preference given to students f r o m Canada or transfmdngfrom a public college or university who indicate an interest in religion, music, or Scandinavian studies. Established in 1988 by Mrs. Evelyn Olson and Mr. Gordon Olson ('631, in memory of Rev. Ole K. Olson ('32) and in honor of Mrs. Olson's 80th birthday. Minority Student Scholarships/Grants - The Hearst Ame*imn Indian Scholarship* One or mom scholarships are awarded annually to an American Indian upperclass student(5) who has a cumulative grade point average of 3.0 or betta at Augsburg College. Established in1984by The Hearst Foundation. The Otto Bremer Foundation American Indian Scholarshipr - Awarded to American Indian Students. Recipients will be involved in a community serviceproject during the year. Car@ Foundation American Indian Scholarship* - Awarded to American Indian Students who either: 1) have been denied or lost tribal funds or, 2) have experienced other unusual circumstances as determined by the American Indian Program Director and the Financial Aid Director. Marilyn Petersen Memorial Scholarship* - One or more scholarships are awarded annually to upperclass Oriental international students. Established in 1978by her parents, family and friends to honor thememory of Marilyn's devotion to sharing and loving people, especially her service to students. Marlys Johnson Simengaard Memorial Scholarship* -Awarded periodically to a Black American student. Established in 1964 in memory of Marlys Johnson Simengaard and her Christian concern for the problems of social injustice. Religion and Christian Service Scholarships The Norman and Louise Bockbrader Scholarship*-Awarded annuallyto students preparing for full-time service careers in the church. Established in 1981by Rolland H. Bockbrader to honor the lifelong devotion that his parents have given to the family, congregation, Augsburg College, and the community. Andrew and Constance Burgess Scholarship*- Available to both North American and international students to encourage men and women to enter full-time Christian service. Awards are based on demonstrated academic ability, moral character, and potential for Christian service. Established in 1983by the Rev. and Mrs. Andrew S. Burgess. Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* - Awarded annually to a student(s) in the senior class who is preparing for the ministry. Established in 1960 by family and a churchwide offering to honor the memory of Dr. T. 0.Burntvedt, president of the Lutheran Free Church, 1930-1958. Henningand Sellstine Dahlberg Memorial Scholarship*-Awarded annuallyto an upperclass student preparingfor a Christian vocation. Established in 1982to honor the memory of Henning and Sellstine Dahlberg. Iver and Marie Iverson Scholarship*- Awarded on the basis of need, character and interest in Christian service. Established in 1957by Iver Iverson. The Rev. Amold j. Melorn M e m d Schollwhip -Awarded annually to one or more students of any dass who demms!mtepotential and Rnanual need, with preferencefor those who are pparing for a religious service vocltion. Established In 1985by Kenneth and Vera Ndsan in memory of thdr pastor, The Rev. Amdd J. Mefom, a 1947graduate of Augsburg College. Gerda Mortensen Memorial Scholarship*- One or more scholarships are awarded annuallv on the basis of scholarship, service, and devotion to the Christian faith. Established in 19?5 by the family and ~ u ~ s College b & ~ in memory of Gerda Mortensen for five decades of service to Christian higher education at Augsburg College. Onesimus Scholarship* - Awarded periodically to students preparing for the Christian ministry. Established in 1962by Mr. and Mrs. James Hdeckson. Johan H.0. Rodvik Mernmial ScholarshipC - One or mere scholarships are awarded annually to A u g s b g students preparing far a prof-ional career in Chrklian service. Established in 1 9 6 by Mr. and Mrs.Luther H.Kodvik in memory of Johan J. 0.Rodvlk and his deep perxlnal dedimlian to hk cralling as aminister, as well as his schdarly research and pioneering tl~oughtconcerning the Apostle Paul's traditionally misunderstoad at tihrde toward the question of equal rights and equal status for women. The Rev. Olaf Rogne Memorial Scholarship* -Awarded on the basis of need, scholarship and interest in Christian service. Established in 1958 to honor the Rev. Old Rogne, business administrator of the college, 1940-1952. The Rev. Lawrence and Gertrude Sateren Scholarship*- One or more scholarships are awarded annually to a junior or senior preparing for a full-time vocation in the church. Established in 1980by their children,families and friends to honor thelifelong devotion that the Rev. and Mrs. Lawrence Sateren gave to the church, Augsburg College, and Augsburg Seminary over a period of 60 years. Moms G. C. & Hanna Vaagenes Missionary Scholarship Fund* -Awarded m d y to a junior/senior student preparing for service as a aisianary through the World MissIon Department of The Evangelical L uthwan Churchin Amcrim. btablishedin 1969by the Rev. and Mrs. Morris G. C. Vaagenes. Departmental Scholarships Art The Crown Princess Art Scholarship - Established by authorization of the Augsburg College Board of Regents in 1978 to honor the Gown Princess of Norway. Awarded annually to a talented art student with finanaal need. August Molder Memorial Art Scholarship* - One or more scholarships are awarded annually to upperclass students majoring in art. Established in 1982 by his wife, family and friendsin memory of August Molder, accomplished artist and teacher for more than 20 years at Augsburg College. Athletic The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s) participating in the Augsburg College hockey program. Established in 1983 by friends in memory of Carl Bloomberg, a talented young hockey player. Paul Dahlen Memorial Scholarship*-Awarded annually to an able and deserving student on the basis of Christianpurpose, athletic and academic achievement Established in 1966 by his parents, the Rev. and Mrs. Lester Dahlen, in memory of their son, a senior student at Augsburg College. Paul DahlenJGerald Pryd Memorial Scholarship* - Awarded annually to an able and deserving male student on the b s i s of personality, character, athletic and academic achievement. Established in 1966 by friends to honor the memory of these two Augsburg College students. David Gronner Memorial Scholarship* - Awarded annually to two or more students, participatingin athletics or music, who have demonstrated financialneed and high Christian character. The athletic scholarship is for a male candidate only, with a preference in basketball. Establishedin 1975 by Mrs.David Gronner andchildren Richard, Carol, and Paul, and Mrs. Ethel Gronner to honor the memory of David Gronner, an Augsburg College alumnus. Keith Hoffman Memorial Scholarship* -Awarded annually based on academic achieve ment, personal character, and abilityin athletics. Establishedin 1945 by Mr. andMrs. Charles S. Hoffman to honor their son who gave his life in the conquest of Okinawa. - R o y Jordan Memorial Scholarship' One ormore scholar*ps are award& amraalIy to u p p d a s s students partic+alingin infermllegiatesports,with preference for students in the m t l i n g program. Established in 1980by the M P i Jordan and Charles Schulz familiesin memory of Rory Jordan, an Augsburg graduate and n a t i o d y rxognizd wrestler. Magnus and Kristofa Kleven Scholarship8-Awarded annually to students on the basis of achievement, personal character, and promise in the field of physical education. Established in 1958 by their children in memory of their parents. The Hoyt Messerer Athletic Scholarship8- Awarded annually to amaleathlete of any class or major, upon the recommendation of the Athletic Department. Establishedin 1987by Hoyt C. Messerer, Cedar Falls, Iowa. The Sian Person Memorial Sckolamh1p*-Awarded annua7ly to one ormore male students of any class or academicmajor who p&i+tes in the College%salhleticprogramand shows widenceof aclademicachiwernent a n d h a d n d . Establishedin1986bvGIenandGerdd Person, in memory and in honor af their brother, Stan Person. Biology Biology Scholarships - Established in 1972 by the faculty of the Biology Deparhnent to honor outstanding students who intend to major in biology, natural science or medical technology. The Dr. Kennekh D.amd Mrs. Linda mailey) Holmen Biology SehaIarship* - A merit scholarship awarded annually to an -4s student majoring or minoring in biology. Established in 1985by Dr.Kenneth D. and Mrs.Linda mailey) Holmen. Business Administration/Economics Augsburg Business Alumni ScholarshipFund* -Awarded annually to sophomore,junior or senior students majoring in any of the areas encompassed within the Department of Business Administration and Economics and based on academic excellence and financial need. Established in 1984by Augsburg business alumni and other alumni and friends within the business community. The Forss-Herr Scholarship*- Awardedannuallyto a junior or senior business student who has shown academic achievement, has been involved in extracurricular activities and has financialneed. Preference will be given to students from families where two or more children are in college at the same time. Established in 1987 by Mrs. Grace F. (Forss, '57) and Mr. Douglas P. Herr, Danville, IL. Gamble-Skogmo Foundation Scholarship*-Awarded annually to one or more upperclass students interested in the field of business. Established in 1965 by The Gamble-Skogmo Foundation. Gertrude S. Lund Memorial Scholarship* - One or more awards are made annually to a junior or senior student(s) majoring in business administration. Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College. The Joan L. Volz Business Scholarship* - Awarded annually to an upperdass student of any major who intends to pursue a graduate degree in business management. The award is based upon academic performance and financial need. Established in 1987 by Joan L. Volz, a 1968 graduate. Chemistry Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major, preferably one going into graduate studies to earn the doctorate in chernishy. Established in 1980 by Dr. and Mrs. Courtland Agre. Chemistry Scholarships* - Awarded annually to junior and senior students whose academic recordindicates promise of achievement in the field of chemistry. Establishedin 1968 by family, friends, and the Augsburg College Chemistry Department to honor: Manivald Aldre Frederick C. and Laura E. Mortensen Dr. W.M. Sandstrom Walter Gordon Schnell Walter E. Thwaite, Jr Covey Hen drickson Carl Fosse Chemistry Scholarship - Awarded annually to a junior or senior whose academic record indicates promise of achievement in the field of chemistry. Established in 1986 by Burton and Peggy Fosse, Burnsville, MN. The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* -A merit scholarship awarded annually to an upperclass student majoring or minoring in chemistry. Established in 1985 by Dr. Kenneth D. And Mrs. Linda (Bailey) Holmen. Minnesota Mining and Manufacturing Chemistry Scholarship - Awarded to chemistry majors who are citizens of the U.S.Established in 1979. Conrad S m d e Memorial Chemistry Scholarships*- A d d annually to juniw/senior studentsmajoring in rhemishy who have a GPA of 3.0 or above and, preferably, graduateor professional school gods. EsQbIished in 19M thrwgh the Conrad Sunde estate m memory of a 1915 d m n u s who was the k t Augsburg ColIegegraduate toeam aPh.D. inchemistry. Fh pmfffisionalcareer as ducator, researcher and consultmtincluded many inventions,of which the development of lanolin oil was his outstanding work. Education David Mathre Scholarship* -Awarded annually to qualified full-time student(s) in need of financial assistance during the term in which they are student teaching. The Barbara (Tjornhom) and Richard K. Nelson Scholarship* -Awarded annually to a student of any class; based upon financialneed, with preference given to a person preparing for a career in elementary education. Established in 1986 in honor of an alumna, Barbara (Tprnhom) Nelson and her husband, Richard K. Nelson. English Anne Pedersan English Sthohhipv- Awarded annually to jlmfm/senior students who aremajoringin English, wikh preference given to those who plan ta teach English as a career. Eskablished In 1971 by f a d t y members of the ERglish w e n t to honor the 37 years of &a of Anne Pedersm as English teacher at hugburg College. Pmf. P. A. Sveegen MemcdaI Scholarship* - Awarded annually to an outstanding sl-udent in the EeId of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Svezggen, p r o f w r of English at Augsburg, 19151952. Foreign Language Mimi Baez Kingsley Modern Language Scholarship*-Awardedannually to junior/senior students who are majoring in modem language, with preference given to those who plan to teach language. Established in 1969 by Mr. and Mrs. James Kingsley. Health-Related Ellen and Courtland Agre Re-Medicine Award -Given annually to a student of any major who is planning on entering medical school to earn a doctorate in medicine. Established in 1980by Dr. and Mrs. Courtland Age. Augsburg Nurses Alumni Association Scholarship*-Awarded annually to a registered nurse seeking a baccalaureate degreeinnursing. Establishedin 1983by The Augsburg Nurses Alumni Association. Ehanor Christcnsen Edwards M~rnorialScholarshipc-Awarded d y to upperclass sludent(s) preparing for a career in mediche or heal &. Established in I978 in memory of Beanor Christensen Edwards* devotion and beein health cmeby members of her family, Bemhard Christensen, Elsie Christensen Schroeder, Jessie Christensen, Nadia Christensen and Theodore Christensen. History Dr. Carl H. Chrislock History Scholarship - Awarded annually to a history major. Established in 1980by Gregory M. Fitzloff to honor Carl H. Chrislock The Rev. and Mrs. 0.J. Haukeness History Award -Awarded annually to a senior student for excellence in history. Established in 1980by Helen Ranck to honor her parents, the Rev. and Mrs. 0.J. Haukeness. EL N. Henfitkson History StItohhip* - Awarded timually to studmts majoring in history wlth prderence given to those who plan a c a r e in the fidd Established in 1969 by Dr. and Mrs. Carl K Orislck and augmented by other contributions to honor the memory of H. N. H e n d r i h n , professor of history at Augsburg College, 1900-1952. The Nydahl Histmy Schohship* -Awarded annualIy to juniors or seniors who have potenhd and financial need, with preference given to history majors. Established in 1986 thmugh a twqust in the will of Dr. Theodore L. Nydahl. Mathematics Mathematics Scholarship-Awarded annually to an able and deserving student in the field of mathematics. Established in 1980by the Mathematics Department. MinnegascoScholarship-Awarded annually to able and deserving junior/senior students maiorinrr in mathematics or the scienceson the basis of need and academicabilihr. Established in i969 Minnegasco. cy Metro-Urban Studies Joel and FrancesTorstenson Scholarshipin Urban Affairs*-One or more scholarships are awarded annually to upperdass students who actively contribute toward the fulfillment of Augsburg's Mission Statement relating to the College's urban involvement. Established in 1982 by colleagues, former students, and friends to honor the service and leadership of the Torstensons in community development and urban affairs. Music Peggy Christensen Benson Memorial Scholarship*- Awarded annually to a student of choral music. Established in 1965 by Thomas I. Benson in memory of Peggy Christensen Benson, an Augsburg College alumna. Sam Coltvet Memorial Choral Music Scholarship*-Awarded annually to a student of any academic class who is a choir member not majoring in music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen, in memory of Mr. Sam Coltvet, who believed in the value of Christian higher education and choral music. Freshman Performance Studies Scholarships -Entering freshman music majors who evidence marked abilityin their major instrumentor voice will receive free lessons in that major medium during the first two semesters of performance studies. The Rev. Clement A. Gisselquist Church Music Scholarship* - Awarded annually to a rnwically-gifted student, with preference &en M a student of organ and/or choral music who desires to serve, prof&onaIIy or otherwise, in the ministry of music of the Lutheran Church. EeabIished in 1955 by the family. David Gronaer Mwwrial Schohship* - A m d e d m u d y to Two or more students partiapating in athletics or music,wha have demonstrated financialneed and are af hihigh Christian character. &tablistid in 1975by MS. David Gronner and children Richard, Carol and Peu&and Mrs. Ethel G r m e s i n memory of David Gronner, Augsbmg College alumnus. - 0.I. H e r t s m S c h ~ k h . i g * Awa~dedarmudy to j u n i o r / d a r students who show promise of a m d d mccm and have hinimdal need Preference given ta those who have demonstrated profidency in choral and/or instrumental music and interest or potmfial in conducting. Establishedin 1966 by 0.I. Hertsgaard - Leonard and Sylvia Kaschel Scholarship* Awarded to u p p g h students seeking to acquire m u s I d and performance sljlL4 in inshumenlalmusic with preferwe given to those who have shown proficiency in keyboard instruments.Established in 1975 by Leonard and Sylvia Kuschel to honor the beautiful mesage of music The Lucille H. Messerer Music Scholarship*-Awarded annually to amusic student of any class or major, upon the recommendation of the Music Department. Established in 1987 by Lucille H. Messerer, Cedar Falls, Iowa. Xenne& 0.Lower- N o d kap Male C h m s Music Scholarship+-Awarded annually to an upperclass studmt ma!orhg in music, based upon academic pdormance wd 5nandal need, with preference given to a person studying choral music Established in 1956 in memory of Kenneth 0. Lower ('28) and in recognition of the heritage of the Nordkap male Chorus. Edwin W. and Edith B. Norberg Scholarship* - One or more scholarships are awarded annually to upperclass student(s) preparing for careers in church music. Established in 1980 by Edwin W. Norberg to honor his wife's lifelong career in the teaching and conducting of piano, organ and choral music. St Joh's Lnthwan Chrrrch-John N d Memorial Scholmhip*-- Awarded a n n d y in honor of St.]oh's Lutheran Church's faithful =ton for 335 ymrs,Mr. JohnNorris. Applicants must& U.S.citizens majmkg in music who are sophomoresor above. The awards are based upon financial need and satisfacto~yacademic progress, with preference given to racial minority students. Henry P. Opseth Music SchalasshipV- Awarded a n n d y to a sophomm/junior student of outstanding promise in the field of music. EstabIlshedin 1953by his family to honor Henry P. Opseth, chairman of the Augsbtsrg Music Department, 1922-1951. Leland B. Sateren Choral Music Scholarship*-Awarded to outstanding students who are participants in the Augsburg Choral Music program. Senior Performance Scholarships - Senior music majors who have attained a cumulative GPA of 3.0 in their major instrument or voice will be awarded a Senior Performance Scholarshipwhich provides for free lessons in that major medium during the two semesters preceding graduation. Rev.Mark Ronning Memorial hstmmenhl Mndc Scholarship* -Awarded annually to a student of any dass who is a member of a College instrumental group but is not studying music Established h 1985 by Dr. Kenneth D.and Mrs.Linda (Bailey) Holmar, in memory of Rev, Mark Ronnhg; who dedicated his life to helping young people. Mayo Savold Memorial Scholarship* -Awarded band, based on talent and academic record. annually to a partiapant in the concert Marilyn Solberg Voice Scholarshi$ -Awarded mnually to an Augsburgstudent who has music as a major/minor and who shews outstandingpromise for achievement in the art of singing. Established in 1955 by her parents, Mr. and Mrs. Iver Solberg, and her brother Dowan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-53. String Scholarships - Awarded to entering students who demonstrate ability on violin, viola, cello, or bass and who intend to pursue their study through performancestudies, string ensemble, and orchestra. - John and Vera Tfiut SchoIarahip* One or more scholarships sue awatded m d y to upperdass shrdmb who have achieved e x d e n e in performance in v o i e or pima. Established in 1980by Johnand Vera Rut, their family and friends.The 'lhuts cherished Iifelong careerr in the teaching of music, three demdes of which were at A u ~ b w g . Stuart West Memorial Scholarship*-Awarded annuallyto a student on the basis of skilled performance or aptitude in instrumentalmusic. Established in 1983 by Mrs. Joan West and children, Kristine, Dale, David, and James. Philosophy Kenneth C. Bailey Philoslrphy Scholarship*-A merit d-ip awarded annually to an upperclassstudent majoring or minoring in philmphy. Estabbhedin 1985by Dr. Kenneth D. andMrs. Linda (Bailey)Holmen, in honor of Dr. Bdejfs twentielh anniversary asmember of the Augsbwg College faculty. Physics Theodore J. Hanwick Physics Scholarship*-Awarded annually to an upperclass student majoring in physics. Established in 1976 by the Augsburg College Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty. Political Science Political Science Scholarship*-One or more scholarshipsare awarded annually to upperclass students pursuing careers in political science. Established in 1980by Professors Norma Noonan and Myles Stenshoel. Scandinavian Studies Iver and Myrtle O l m Scholarship*- Awarded annually to an u p M a s s student(s) with amdernic ability, in b e pursuit of a degree with m e e n bation in Scandinavian languages, literature, history and/or culture. Established in 1983 by their children and their families and friends to honor I v a and Myrtle Olson on the omsfon of their golden wedding anniva-sary. Social Work Steen Family ScholarshipFund for Minority SocialWork Students* -Awarded annually to one or more minority social work students, based upon the student's potential and financial need, with preference given to those who are preparing for professional careers in social work Established in 1985by Dr. Paul and Mrs. Lorene Steen, as representatives of the Steen Family. Sociology Adolph Paalson M ~ m o r i dPrize)-- Awarded annudy to a student m h e p e r a l field of Christian d o l o g y . BtabIlshed in 1956 by members of hh family to honor the memary of Professor Adolph P&n, who bught sodaI sdenm at Augsburg from 1930-35. SpeecWCommunication/TheatreArts Ailene Cole Theatre Arts Scholarship - Awarded to a senior student based on talent, scholarship, and theatre participation. Student Life E xperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Sinceour campusis comprised of individualsfrom many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, fellowship groups, outreach teams, planning committees, retreats, peace and justice forums, hunger conferences, concerts, plays and movies are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. As a college of the church, we encourage students to form their own values which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The College Pastor has an office in the Worship Center and is available for counseling, consultation, support or information. Student Government Through studentgovernment studentssecureacloser relationship with and better understanding of the administrationand faculty, and provide input into the decision-making process at Augsburg. Student govenunent also sponsors and directs student activities, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is organized into the executive branch, the legislative branch, and the judicial branch. Electionsare held in the spring for the next year. Freshmenelect their representatives in the fall of their first year. Many kinds of involvement are possible -program planning, writing, editing or service opportunities. If you want to get involved, contact the President or Vice President of the Student Body in their offices in the College Center. Social, Cultural, Recreational Throughout the year, a variety of socialand culturalactivitiestakes place on campusas well as in the TwinCities.These activitiesinclude dances, special dinners, name entertainment, and visiting personalities in various fields. The College Center is the focus of lesiure-time activity on campus. Offices for the College newspaper, the Augsburg Echo, and the yearbook, the Augsburgian, are on the lower level. Many of the clubs that unite classroom or non-classroom related interests meet in the Center. KCMR, a studentoperated non-profit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Mortensen Tower. V Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Department. V Intercollegiate Athletics Augsburg is affiliated with Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, track, and golf. Women annually compete in volleyball, cross country, soccer, basketball, track and field, and softball. V Intramurals Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Student Affairs The Student AffairsDivisionis comprised of a variety of programs, services, and activitiesdedicated to complementingand enhancing students' educational experience and the academic programs of Augsburg College. These programs, s h e s , and activities provide students with an enriched cone @ate experience which celebrates our rich diversity of student needs and interests; attendsto the social, cultural, andcareer developmentof students; and enhances students' academicperformance through direct intervention and environmental management. The following information provides a brief introduction to the major efforts of the Student Affairs Division. V Academic Skills Enrichment When students are concerned about the amount of work facing them, they benefit fromthe programs of the LearningCenter. The Center offers services that cover the basic skills in reading, writing, vocabulary, spelling, test preparation, and math, as well as techniquesto improve and enrich even the best of study habits. If students need help with test anxiety, procrastination, or time management, the Center has programs that help. V American Indian Support Program R This office, located in Memorial Hall, was created in 1978 to recruit and retain American Indian students. Indian students receive help in admissions, financial aid, registration, tutoring, and academic and career planning. Personal counseling and advocacy regarding student status are also available through the program. Periodically, campus activities and exhibitions are coordinated by this office. V Black Student Support Program Personal help with financial aid, registration, educational planning, and career decisions is available for all black students at Augsburg. The Black Student Support Program provides valuable assistance in getting the most out of the resourcesbothoncampus and citywide. Communityand campus education and cultural events are also organized. V Career Services Career Services assists studentsin many ways. The staff can help students explore interestsfor majors, find Internshipsand locate part-time jobs to try out career possibilities. The staffprovides seminars on career development, i n t e ~ e w i n gskills and resume writing. Placement files are developed for each student and sent out to prospective employers and graduate progr-- V Counseling Services All students have moments of anxiety, difficulty making decisions, and confusionabout themselves, their values, or their relationships. Sometimes it is important to talk to someone with skills in counseling. Whenever studentsneed to talk things out or get suggestionsabout the many excellent helping services in the Twin Cities, they find valuable assistance through the Counseling Department. V Disabled Student Programs Learning disabled studentshave average or above average intelligencebut have difficulty achieving to their full potential. Services available to such students include: diagnostic evaluation, educational planning, learning aids and remedial instruction. If studentsare concerned that difficulties in school are more than just temporary problems, they can discuss their learning style with the Coordinator of Disabled Students or the Learning Disabilities Specialists,and arrangeassessmentand structured assistanceto increase their potential for academic success. Physically challenged studentsare served through this office too. Individualized attention and servicesare provided for and/or coordinated in order to meet the mobility needs of students. V Orientation The entire College is involved in orienting new students to Augsburg. The Coordinator of Orientation works closely with the faculty and staff in developing a cohesive program for students and their families which introduces them to this unique academic communityand the programs and people which serve them. Augsburg College has an exemplary program, called the First Year Experience, which is a collaborative effort between Academic and Student Affairs. This program begins prior to enrollment and continues through the Interim term of the freshman year. V Residence Life The College houses approximately 800 students in a traditional residence hall, apartment buildings, 22 houses and a family housing complex. The housing staff manages these facilities and creates a wide array of educational and social programming which balances and compliments the educational experience of students.The staff is comprised of three professional staff members and 18paraprofessionalswho live and work closelywith the resident students to provide a safe environment for living and learning. V Student Activities The Student Activities program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations which serve the student community. Hundreds of major programming efforts and targeted activitiesfor specific student interests are generated through these efforts and make Augsburg an enjoyable interactive environment which encourages student involvement. International Programs The Coordinator of International Programs focuses on the special needs of students from countries other than the United States and on students interested in studying in other countries. International Students - Augsburg enjoys the academic and cultural participation of international students. The Coordinator of International Programs helps to orient and advise on visa, exchangeprogram and permanent resident statusissues. The Coordinator handles information on immigration, work permits and temporary status. Arrangements for American hosts of international students are made. Foreign Study - There are also many opportunities for foreign study which are coordinated and facilitated by this office. Health Service The staff of Smiley's Point Clinic located on Riverside Avenue across the street from the campus will take care of students' health needs. Visits are free except for special testing or service, and prescriptions are available through the Fairview Pharmacy at cost. Students must check family health coverage to determineif they are included;if not, a studenthealth insurance plan is available. Food Service The Commons -Situated on the top floor of the College Center, this is the main food service facility for students, faculty and staff. This pleasant room features small table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. The Chin Wag -Located on the ground floor of the Center, the Chin Wag features short orders and is open through the noon hour and in the evenings. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. Living on Campus Because ~ i ~ s b recognizes u r ~ that a student's ability to respond to the learning environment depends, in part, upon his or her living conditions, a variety of housing alternatives is provided. The residence hall program promotes student growth by asking students to actively participate in group decision-making.Each residence unit has one or more Resident Staff who facilitate the process of group living and discuss personal concerns with individua1,students. Augsburg requires all freshmen and sophomores not living at home to live in College-operatedhousing. Married student housing is available in annex housing and South Hall. Students rent a room at the beginning of the fall term for the entire school year. New students receive room assignments the summer before they arrive at Augsburg. Upperclass students make housing arrangements in the spring. All resident students must sign housing contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. All students living on campus must pay an advance payment when they sign the housing contract. The feeis credited to the students' accounts when they move into the residence. Urness Tower -All new freshmen and some upperclass students live in Urness Tower. This eleven story high-rise houses 324. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. Mortensen Tower - This is the newest residence hall, an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students. South Hall -Contains 12 apartments housing 34 upperclass students. West Hall -Contains 12 one-bedroom apartments housing 24 upperclass students. Annex Housing - This provides an alternative opportunity for group living. Groups of upperclass men or women share living space, house responsibilities, and cooking. Houses are located in the campus area. One way to maximize the living and learning of your housing situation is to bid for a Special Interest House. Groups of students have created exciting projects by writing and implementing educational impact proposals on such topics as Environmental Concerns, Men's and Women's Awareness, International Living, Honors Program, and Scandinavian Studies. Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is otherwise unfurnished. In other residence halls or houses, rooms are furnished except for bed linens, towels, blankets, bedspreads, and lamps. Laundry facilities are available in each residence. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in matters of disciplinary action, grievances, and grade appeal. The Judicial Council is elected by students and faculty and serves to conduct hearings and review matters of concern. Any student who wishes to identify appropriate procedures for complaint should contact the Vice President for Student Affairs. The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the Placement Office and to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential letters and statements placed in the record before January 1,1975, or placed under conditions where students have signed a waiver of right of access. Students have the right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, creed, marital status or age. Persons seeking additional information on these topics should contact the Office of the Dean of Students or the appropriate coordinator as listed in the Directory at the end of the Catalog. Academic Information A ugsburg College constructs its curriculum upon the premise that students must be educated as full human persons: intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cumculum introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students the opportunity to develop skills for participation in exercise and sporting activities. Students choose from over forty major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. General Information + Degrees Offered Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science degrees. The B.S. degree is awarded to graduates with majors in Chemistry (ACS),Music Therapy, Nursing and Social Work. The B.M. degree is awarded to graduates with majors in Music Education and Music Performance. Graduates with majors in other fields receive the Bachelor of Arts degree. Augsburg also offersaMaster of ArtsinLeadership degree. + Academic Calendar Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a 4-week January Interim. Students normally take four courses each semester and one course during Interim. A maximum of three courses can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take courses on another campus during the regular term. (See Registration.) January Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office.In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad. Independent or directed study and Internships are among the many Interim options. Augsburg Weekend College follows a trimester calendar (see Augsburg Weekend College). Augsburg's Graduate Program follows a trimester calendar. + Faculty The heart of any educational institutionis its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider their teaching to be the focus of their activity. Faculty are involved in research, including such varied studies as space physics, the history of medieval spirituality, women in the Soviet Union, and homelessness in American cities. Music faculty perform professionally on the local and national level, and studio artists' works can be seen in buildings, galleries, and shows around the country. Augsburg faculty see their research as supportingtheir teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fields but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and counselors and participate regularly in campus activities. Every student is assigned a freshman adviser and chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. + Library and Audio-Visual Services A relaxed atmosphere, a helpful staff and friendly studentlibrary assistants make the library a favorite place to study. The main library houses over 160,000books, periodicals, records, tapes and films.Music, Chemistry, and Art History slide libraries are located within the departmental areas. A service-dedicatedstaff provides students with assistance to meet diverse information needs including instruction in the use of the library, standard reference service, guidance in pursuing term paper topics, and directions to other local sources of information. Special arrangements are made for access by students with physical handicaps. Students have access to over 5,000,000 volumes via daily interloan and courier service among seven private liberal arts colleges, the Hill Reference Library, and Minitex, the statewide network. The Library Audio-Visual Center houses audio-visual materials and equipment and provides access to materials for rent or loan. Assistance with production of slides, transparencies, filmstrips and audio/video tape recordings is availablefor faculty and students. Equipment suchas movie and slide projectors and tape recorders may be borrowed for limited periods. Film bibliographies and other advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. + Computer Resources Approximately 60 microcomputers, including Apple IIe's and Macintoshes, IBM XT's, laboratory computers, and graphics microcomputers are arranged in networks with larger machines, to satisfy standard educational needs. Students and faculty members needing even more computingpower also have access to computers at the University of Minnesota and the Minnesota Supercomputer Center. Academic Organization and Programs + Divisions and Departments The College curriculum is offered by 20 departments which are grouped into four divisions for administrative and instructional purposes. Humanities -Raymond Anderson (Chairperson) Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and Theatre Arts Natural Science and Mathematics -Neal Thorpe (Chairperson) Biology, Chemistry, Mathematics and Computer Science, Physics Social and Behavioral Sciences -Norma Noonan (Chairperson) Business Administration and Economics, History, Political Science, Psychology, Sociology Professional Studies -Edwina Hertzberg (Chairperson) Education, Health and Physical Education, Music, Nursing, SocialWork + Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or cross academic disciplines. Some students decide on a major or majors before they enter college. Otherstest a variety of disciplines before deciding.Normally a major shouldbe elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the B.A. degree. Students may contact the Registrar about creating a unique major. Majors Applied Economics Art History Biology Business Administration (Accounting, Finance, International Business, Management, Management Information Systems, Marketing) Chemistry @.A. or B.S.) Communication Computer Science East Asian Studies1 Economics Economics-Business Administration Engineering2 English Foreign Languages: French, German, Norwegian, Spanish Health Education History Humanities International Relations Kindergarten-Elementary Education Mathematics Metro-Urban Studies Music Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nursing (B.S.) Occupational Therapy Philosophy Physical Education Physics (B.A. or B.S.) Political Science Psychology Religion Russian Area Studies1 ScandinavianArea Studies Social Science Social Work (B.S.) Sociology Speech Studio Art Theatre Arts Transdisciplinary Minors Art History Biology Business Administration Chemistry Communication Computer Science East Asian Studies East and Southeast Asian Studies Economics English Foreign Languages: French, German, Norwegian, Spanish Health Education History International Business Management Information Systems Mathematics Music Philosophy Physical Education Physics Political Sdence Psychology Religion Russian Area Studies' ScandinavianArea Studies Social Welfare Sociology Speech Studio Art Theatre Arts Women's Studies It is possiblefor students to complete other majors through the Associated Colleges of the Twin Cities (ACTC).Students who wish to compleiea majorofferedat one of the other ACTC colleges must apply through the Augsburg Registrar's Ofice. 1 -Cooperative Program of the Associated Colleges of the Twin Citiesandagreementswith the University of Minnesota. It is possiblefor students to fake beginning and intermediate courses in Chinese, Japaneseand Russian. 2 - Dual degree programs with the University of Minnesota Institute of Technology, WashingtonUniversity School of Engineering and Applied Science, and Michigan Technological University. 3 -Dual degree program with Washington Uniwsity School of Medicine. + Teaching Licensure Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education: English-Language Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), S e n c e (Grades 5-91, Social Studies, Spanish, Speech, Theatre Arts, and in the specialareas of Art (K-121, Band (IS-12) and Classroom Music (Grades 5-12), Orchestra (K-12) and Classroom Music (Grades 5-12), Vocal and Classroom Music (K-9), Vocal and Classroom Music (Grades 5-12), and Physical Education (K-12). Students planning to teach on the secondary level have advisers both in the Education Department and the area of their academic major(s). + Certification Programs Special programs certifying skills and knowledge have been established at Augsburg to increase vocational possibilities and/or enhance personal growth: Certificate in Art -Requires eight courses, one of which must be in art history. Special professional or avocational concerns of those wanting to teach art in less formal circumstances than a college are addressed. For further information, contact the Art Department Chairperson. Church Staff Work Certification -Designed to prepare for full-time specialized lay work in the Lutheran Church. It consists of nine courses for a Church Staff Worker major in Religion plus additional specialized courses in psychology, sociology, speech and physical education. The program is designed to meet or exceed criteriaused in The Evangelical Lutheran Church in Americacertification program. Interested students should contact the Religion Department Chairperson. Program Evaluation Certification - Provides the background for performing systematic assessments of programs for social improvements. Students are required to complete a group of five psychology and sociology courses, including an Internship. For further information, contact the Psychology or Sociology Department Chairperson. + Pre-Professional Programs Students who plan to enter the fields of law, medicine, occupational therapy, dentistry, the ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly.A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the AssociateAcademic Dean early in their freshmanyear to arrange for help from the appropriate faculty adviser. Pre-Dentistry -These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota:ENG, 2 courses; BIO 111,112; PHY 121,122; CHM 115,116 (or 105,106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering -This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and the liberal arts necessary for engineering.Some students in the program choose to transfer after two years to an institution granting degrees in engineering, while others elect to participate in a dual degree program. Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineeringdegree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. The dual degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering. Pre-Law - Students considering a career in law should examine the handbook published by The Association of American Law Schoolsand consult the Augsburg pre-law adviser, Dr. Myles Stenshoel.Students may wish to take the course POL 170 (Law in the United States) to help determine their interest in law. Pre-Law students should major in a discipline of their own choosing, and will satisfy most law-school entrance requirements with a record of solid achievement in the liberal arts. Pre-Medicine -Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the Biology and Chemistry Departments have majors which can fulfill the academic requirements for premedical students. Both require CHM 115,116 (or 105,106), MAT 124,125; and PHY 121, 122. The chemistry major also requires CHM 353,361, one advanced course, seminar, and two or more biology courses. The biology major also requires BIO 111,112,201,491 and at least one from each of five groups (367,386,4711, (355, 474), (351,353,473), (361,440), (476,481), with 353 and 355 especially recommended for medical school. Designed to meet the University of Minnesota (Minneapolis) requirements, both programs also encourage courses in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis) requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with the faculty adviser early in the freshman year. Pre-Occupational Therapy - Augsburg College has a cooperative arrangement with Washington University in St. Louis, Missouri, to allow students to earn a Bachelor of Arts degree from Augsburg and a Bachelor of Science or Master of Science degreein OccupationalTherapyfrom Washingtonuniversity. Prerequisite courses for the Occupational Therapy Program include ENG 111, BIO 111, 112 and 473 or 353; CHM 105 or 115; PHY 103; PSY 105,351,362; SOC 121,336, SOC 362 or MAT 373. Pre-Pharmacy - Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 111,112; CHM 115,116,351,352; EC0 112or 113;ENG 111and a second course; MAT 124, 125; PHY 121,122; electives from humanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary -A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. Pre-Veterinary Medicine - To meet minimum requirements of the College of ~ e t e r i n a i ~ e d i c iat n ethe University of ~innesota,these courses are r i o m mended: ENG, 2courses; MAT 124; public speaking, 1course; CHM 115,116 (or 105,106), 351,352,353; BIO 111,112;PHY121,122; economics, 1course;2courses in art, literature, music, humanities, theatre, or Upper Division foreign languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the distribution require ments. Requirements at other universities may vary. V Inter-Institutional Programs Augsburg cooperates with other colleges a n d institutions in the Twin Cities area on several programs. Library and Media Center - Through CLIC, the Twin-Cities private colleges library consortium, and MINITEX, the statewide library network, the Augsburg community has access to over 5,000,000 volumes. Associated Colleges of the Twin Cities (ACTC) -Full-time students at Augsburg and the St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses.No additional fee is required for such an exchange, except for private instruction in music and some independent studies. See Independent Study for further details. Students may elect to participate in the cooperativeprogram to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus.The colleges have coordinated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperateswith other colleges in planning study opportunities for the January Interim Higher Education Consortium for Urban Affairs (HECUA) - Augsburg, in cooperation with fifteen other colleges and universities in Minnesota, Wisconsin, Iowa, and South Dakota, develops and offers off-campus study semesters in Scandinavia, South and Central America, San Francisco, and the Twin Cities. All HECUA programs are interdisciplinary and address the critical issues associated with social change and the human community. The consortium also facilitates innovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education, and conferences on planning and metro-urban studies. Chemical Dependency Program -A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishmentof a four-year program in social work, sociologyor psychology with a chemical dependency specialty. The program is designed to train specialists to help professional people in dealing with chemical dependency problems. Courses are taken on both campuses. Conservation of Human Resources (CHR) - These co-learning classes bring together Augsburg students, prison inmates, mental hospital patients, guards, and students at rehabilitation centers. Classes are held at such places as the ShakopeeInstitution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center for the severely physically handicapped), or on the Augsburg campus. The classes offered through several departments give students first-hand views of the prisons, hospitals and rehabilitation centers. The response of students involved in the courses, both from Augsburg and the institutions, has been extremely favorable. Air Force ROTC - Augsburg students may participate in the Air Force ROTC program at The College of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for 2- and 3-year AFROTC scholarships. For more information, contact the Dean of the College. Naval ROTC -Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Dean of the College. V Opportunities for Study Abroad Several types of intemational experience are available to Augsburg students. Some of them are briefly described below. For application procedures and further information, see the Director of International Programs. Since there is a limit on the number of studentswho may study abroad each year it is wise to apply in the fall prior to the year one wishes to participate in an intemational program. The deadline is December 1of the preceding year. Associated Colleges of the Twin Cities Programs -Students may participate in the ACTC program in Germany and Vienna, spendingJanuary and Februarpin intensive language study in Germany, and March through May in a regular semester program in Vienna, where a variety of course offerings is available. HECUA (Higher Education Consortium for Urban Affairs) -Augsburg students join students from other colleges and universities in five Werent full semester programs in Scandinavia, South and Central heria,San Francism and the Twin Cities. All programs are interdisciplinary and emphasize the impact of social change and crosscultural factors on the human community. HECUA programs emphasize intense language experience, Internships, and field trips. Interim -Study abroad during the Interim is planned for each year. See listings in the Augsburg Interim Catalogand in the brochure on Interims Abroad issued in spring for the followingJanuary. Augsburg is affiliated with the Upper Midwest Association for Intercultural Education (UMAIE). International Business Program -Augsburg College International Business Program offers studentsthe opportunity to spend a year of study in London, Paris (AmericanCollege), Cairo (American University), or Heidelberg. A major concentration in international business provides the option of taking Business Administration courses at Augsburg and international Core courses at one or two of the campuses abroad. See Business Administration-InternationalBusiness. in Global Community - Augsburg's 3 1/2 month living/learning program based in Cuemavaca, Mexico, focuseson the study of issues related to global justie and human liberation in the light of Christian proclamation. I ndudes intensive Spanish instmclion,group tsips, home stay with a family, and Pro- cultural activities. The cost, including travel, is equivalent to full room, board, and tuition for one term at Augsburg. Application and interview required, enrollment limited. See Global Education Programs. Human Services in a Latin American Context - 3 1/2 month study program designed to introduce participants to the central issues currently facing the third world, and to focus on Latin American models of education and service and their contribution to the process of social change. These models have grown out of the sense that the achievement of basic human rights goes hand in hand with the empowermentof individuals and groups to control their own lives. Application and interview required, enrollment limited. See Global Education Programs. Student Project for Amity Among Nations -Augsburg participates in the SPAN program. This is a joint venture of the University of Minnesota and several colleges in the state. Each year three or four countriesare selected, and qualified students are granted partial scholarshipsto enable them to spend a summer in informal study in one of the countries chosen. Applications to the program are made in the spring of the freshman or sophomore year. The SPAN program consists of three stages: language study and group meetings during the school year before departure, Independent Study abroad on a topic of one's choice during the following summer, and the writing of a paper upon return. Semester oryear Abroad -Arrangements havebeen made under which Augsburg students may spend their sophomore or junior year in study at a number of foreign educational institutions. Among them are the University of Oslo, Norway; the University of York, England; the University of Dundee, Scotland;the Institute for American Universities in Avignon, France; The American College in Paris; and the Fundacion Ortega y Gasset, Toledo, Spain. Student TeachingAbroad -Selected EducationDepartmentstudentsmay participate in the InternationalStudentTeachingAbroad program coordinated through Moorhead State University. Students have options for student teaching in dozens of countries through the International Independent School network. Those interested in further information should contact the Education Department. Students who student teach abroad also will do part of their student teaching under direct Augsburg faculty supervision. Summer School -There is a wide variety of possibilities for those who wish to spend a summer studyingabroad.RecentlyAugsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those interested in further information should contact the Director of International Programs. V Honors Program The HonorsProgramis a set of opportunitiesdesigned to challengethe most academically distinguished students at Augsburg. Honors combines academic and cultural components with social and intellectual activities. The main components of the program include a one-per-term sequence of honors courses during the freshman and sophomore year, special topics seminars, a senior honors Interim course, and a bi-monthly program of speakers and events in the city. Students gain an enriched academic experience with the support and camaraderie of other honors students. Through the program, the College can identify and meet the needs of our v m y best students. Members normally enter as freshmen, with opportunities for transfersandothers.Requirementscenter on full participation in the program components and a GPA of approximately 3.5. Please send inquiries to Professor Diane Pike, Director of Honors. V Cooperative Education and Internships Through Cooperative Education and Academic Internships, Augsburg College students integrate their liberal arts education with the world of work. Each placement is closely related to a student's major or career interest. An underlying assumption is that a liberal arts education is an effective form of career preparation. Augsburg's Cooperative Education and Academic Internship Programs link employers and faculty in a way that enriches and expands a student's educational experience. This on-the-jobexperience adds breadth and depth to the liberalarts curriculumand helps students make more informed career decisions. Augsburg'sliberal arts education is enhanced by the College'smetropolitan location and the broad range of opportunities in the Twin Cities. Co-op Ed and Internships expand these mutually beneficial relationships and the resulting partnerships among employers, educators and students. Augsburg has been a leading proponent and provider of experiential education for many years. Both Co-op Education and Internships are voluntary and available throughout the curriculum. Eachacademic department determines the extent of its involvement in either program and the amount of credit it will allow. The Associate Academic Dean coordinates the Internship Program with assistance from Cooperative Education and Career Services. Co-op Education and Internships are separate and distinct from programs which require clinical experience, practicums, residencies and/or student teaching in order to fulfill the professional training associated with accredited programs. However, many students participate in Co-op Education and Internships prior to and following these required assignments. Cooperative Education students are expected to complete one Internhip per year in conjunction with their placement. A nonaedi t Cooperative Education transcript entry is available during the academic termswhen the student is not registered for an Internship. Upper Division Internships are numbered 399 and Lower Division Internships are numbered 199. Registration for Internshipsconsists of the following steps. A learning agreement (forms are available from the Associate Academic Dean's office) must be negotiated with the faculty member responsible for grading the experience. The grading system, activities, and appropriatelevel must be agreed upon. The completed learning agreement is returned to the Associate Dean's office. An Internship card (withthe description/location) signed by the faculty member and Associate I3ean must be turned in to the Registrar's Officeat registration time. Students are not encouraged to register/add until an actual experience has been arranged, but they must make arrangements by the end of the registration period. For extension of study beyond one term, see the section of the catalogunder grading.Amaximum of four coursesof Internshipmay count toward the 35 courses required for the degree. V IndependentIDirected Study Many departments offer opportunities for conscientious students who demonstrate sufficientbackground and preparation in a given field to carry out upper division level work on an independent basis. Courses are numbered 499. (Some departments have been given faculty approval to offer 1/2 course credit under498. The Speech, Communicationand Theatre k t s Department uses 495 for Independent Study in Communication.) Many departments also offer an opportunity for Directed Study on a Lower Division level. These courses are numbered 299. Arrangements between students and instructors should be made in advance of the period of initial registration. The grading system and appropriate level must be agreed upon. Independent and Directed Study course numbers are used only for study different in content from courses already listed in this Catalog. An agreed-upon titlemustbe reported on the appropriateform to theRegistrafs Office at registration time. The faculty member giving the grade must sign the form. Studentsare not encouraged to register/add until an actual study has been arranged, but they must make arrangementsby the end of the registration period. For extension of study beyond one term, see the section of the Catalog under grading. A maximum of two courses in Independent Study and/or Directed Study may count toward the 35 courses required for the degree. Students may cross-registerfor Independent Studies at another ACTC school only when the major field in which the Independent Study is proposed is not available on their home campus, and will be charged by the host campus for any special costs attached.Requests for exception to this policy should be made directly to their own academic dean. V Weekend College Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second major, or pursue a personal interest or skill. Weekend College classes meet on alternate weekends and there are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. While Augsburg Weekend College program involves the same courses as the day school program, the curriculum is limited to selected liberal arts courses and the following majors: Business Administration (specializations in accounting, finance, management, and marketing), Communication (concentrations in human relations, marketing communications, public relations/advertising, and supervisory management), Management Information Systems, Elementary and Secondary Education, English, Nursing, and Social Work. V Graduate Program In January of 1987Augsburg College initiated a Master of Arts program in Leadership. Based on the subject matter and approaches of the traditional liberal arts, this cross-disciplinaryprogramdirects its academic content and pedagogical approaches at situations, issues and problems relevant to organizational leaders. Augsburg's program recognizes that todafs leaders need broad-spectrum abilitiesto provide them with a more comprehensive understanding of their world. Designed for working adults who have demonstrated leadership potential in the workplace, the Augsburg Graduate Program operates on alternate Saturdays and alternate Thursday evenings. Students may take either one or two courses per trimester. V Continuing Education Program Augsburg College offers selected courses through Continuing Education. Inquiries shouldbe addressedto the Officeof the Associate Academic Dean. V Center for Global Education The Center for Global Education was founded at Augsburg in 1982 with a commitmentto educationwhichbothexpandsour world view and deepens our understanding of issues related to global peace and justice. Studentscan participate in a number of forums, seminars and conferences that focus on global issues. In addition, a spring semester program in Mexico, "The Program in Global Community," a fall semester in Mexico, "Human Services in a Latin American Context," and occasional Interims allow more indepth exposure to these topics. Academic Policies and Procedures V Registration A student must be registered for a course to receive credit for it. Students normally register for four coursesa semester and one course in the Interim. Students registered for three or more courses in a semester are classified as full-time students. To register for more than 4.5 courses, students must contact the Registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to two weeks afterthe semesterbegins, registration is encouraged at the regularly scheduled time. Special feesare charged for late registration. Special fees also are charged for cancelling or adding courses or changing grading option after the first five days of a semester. A joint class schedule is published each Springby the Associated Colleges of the Twin Cities, listing courses and their location at the five colleges for the following semesters. Separate catalogs of courses are published by the Interim Office, Summer School Office, Weekend College Officeand Graduate Program Office for those sessions at Augsburg, listing registration times and procedures. Specific information on registration and help with registration on another campus are available from these offices: Office of the Registrar -Science 114, for Fall and Spring Terms Interim Office -Memorial 230 Summer School Office -Memorial 230 Weekend College Office -2222 Murphy Square, for Fall, Winter and Spring Trimesters Graduate Program Office -2222 Murphy Square, for Fall, Winter and Spring Trimesters V Pre-Registration Freshmen and transfer studentsmaypre-register during summerfor courses in the fall.All currently enrolled studentsmay pre-register during the fall for the springand during the springforthe fall.All studentsmust confirm their registration at the beginning of each semester and complete financial arrangements. V Withdrawal from College Students are urged not to abandon courses for which they are registered, since this results in a failing grade on the official record. Cancellation of courses or withdrawal from College must be done in the Registrar's Office. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Student Standing Committee. Withdrawal from College and resulting adjustments in accounts are effective as of the date the completed Withdrawal from College form is returned to the Registrar's Office. V Leave of Absence StudentsmayrequeslaLeave of Absence for academic or personalreasons. Arequest formmust bepickedup fromthe Office of theDeanof the CoLlege. It must be signed by the Dean of Sbdmts, or au khorized representative,and by the Dean of the College, or authorized representative. The cornpIeted form must be turned in to the Registrar's Office. A Leave of Absence may be granted for one term or one academic year. If an extension of a Leave of Absence is needed, it should be requested in the same manner as the original Leave of Absence, and the completed form must be turned in to the Registrar's Office before the expiration of the previous Leave of Absence, or readmission will be required. Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing must be observed by returning students. A Leave of Absence does not defer repayment of loans or extend incomplete deadlines. V Graduation Requirements The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic advisers, department chairpersons, the Academic Dean and the Registrar are available for counsel and assistance in program planning. Former Augsburg students, readmitted to complete a degree, have a choice between using the catalog in effect when they first enrolled, or using the catalog in effect at the point of readmission. Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrais office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). See the separate section on Graduation with Distinction to learn about requirements for these honors. 1.Completion of 35 courses -At least 11coursesmust be Upper Division, numbered in the 300s and 400s. Not more than 13may be in one department, except in certain approved majors - 17 (Music Education) or 20 (Music Performance)for the Bachelor of Music degree, and 18 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing) degree. The course total must include three Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must includeone less Interim course than the number of years at Augsburg. This is calculated on each transfer student's evaluation of transfer credits. No more than these maximums may be applied toward the 35 total courses required: 4 Conservationof Human Resources (CHR)courses; 2 courses by independent/directed study; 4 courses of Internship; and 8 courses with a grade of Pass (PI. Non-traditional grading (P)also has these limits: 2 in the major except Elementary Education and Nursing; 1in the minor if approved by the department chairperson. Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Officeabout specific requirementsfor a second baccalaureate degree or for the equivalent of a major. 2. Completion of a Major -Requirements for each major are listed under the departmental headings. A minor or double-major is not required, but is encouraged. 3. First Year Experience (FYE) - All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientation and Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors -A grade point average of 2.0 is required over all courses taken and over all courses which apply toward the major. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. 5. Residence -The last year of full-time study or equivalent (minimum of 7 courses for part-time students) must be at Augsburg. Contact the Registrar if an official interpretation is needed. 6. Distribution Requirements -Next page. V Distribution Requirements Writing - A course in writing (English 111) or certification of demonstrated proficiency by the Department of English. Exemption tests are given during the summer and fall orientation periods. Liberal Arts - An approved course from each of these seven areas: .Mathematics-Physics Psychology-Sociology Economics-Political Science Chemistry-Biology English-Speech, Communication History-Philosophy Art-Music and Theatre Arts (devoted to the study of literature) A list of approved coursesis available from advisersand the RegisWs Office. Foreign Languages -Two courses (111 and 112)of one foreign language at Augsburg. Studentswho test abovethe 111level of a foreignlanguage will take one additional course at placement level in that language or two courses (111 and 112) of another foreign language. International students should consult with the Registrar. Religion -Three approved courses in religion, of which not more than one may be an Interim course. For transfer students, the number required is one Augsburg religion class for each year of study or equivalent at Augsburg. This is calculated on each transfer student's evaluation of transfer credits. Urban Concerns, or Women's Studies, or Minority Studies-One course. Courses approved to meet this requirement are published each term. Information is available at the Registrar's Office. Lifetime Sports -Two different Lifetime Sports or demonstrated proficiency in two different Lifetime Sports. V English as a Second Language (ESL) Program Students who declare a language other than English to be their primary language, or who are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation.Students' placement in ESL, Developmental Writing, or Effective Writing will be determined by their scores on the Michigan test (80-90 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the classwill determine whether additional ESL course work is required. Usually a score of 80 to 90 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. If studentsdo not meet the ESL requirement, they will remain in ENG 217/ 218 until they meet the criteria stated above. Academic credit will normally be granted for no more than two courses. Students who fulfill the ESL requirement, by examination or by course completion, have completed the foreign language requirement for graduation. V Evaluation and Grading Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports, and other types of evaluation also are used. Most courses are offered with grading options -traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of lessthan 2.0. Studentsare cautioned to use the P/N grade option with care since some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C." Transfer students are cautioned that Pgraded coursesdo not countin therequirementthat 14 traditionally graded courses be earned at Augsburg in order to be considered for graduation with distinction. See PJ N Iimi tations under Graduation Rquirments. Certain corn are offered on one grading system only. Sociology 265 and several Iaterim coursesare graded only on the P/N grading system. Some education courses are graded only on the P/N system or only on the traditional system. English I11 is graded P or N, or 2.0-4.0/N. Some other courses are graded only P, 1.0, N. Chemistry Seminar and Lifetime Sports are graded P/O.O. In courses where there is a choice, studentswill be graded on the traditional systemunlessthey indicateon their registration that they wish to use theP/ N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. ' IExplanation of Grades Number grades are used with these definitions 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. A grade of P representswork at or above the 2.0 level; N represents work at the 1.5 or below level. An incomplete grade may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission of the instructor of the course; must file a form stating the reasons for the request, the work required to complete the course, the plan and date for completing the work, and commentsfrom the instructor; and must gain the approval of the Registrar.If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by theinstructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the coursebecomes a 0.0. Internships, Indqendent Studies, and TXected Studies may sometimes last longer than one term. When this is the case, they must be completedby the grading deadlines within one year from the beginning of the first term of registration. A grade of X is given by the instruckor to indicate that the study is extended. It is expected that students givm X extensions will continue to communicate with their instructors and demonstrate that satisfactoryprogress is being maintained. The Registrafs Office will automatically continue theregistration in response to an X grade. A finalgrade will be issued at t h e end of the term in which the work is completed and evaluated (butnot longer than one year). An instructor reserves the discretion of not giving an X whew satisfactory progress is not demonstrated. Withdrawal from college or dropping these continued courses will terminate their registration. Under this circumstance, a re-registration as 1X by the student would be necessary if done during registration periods within one year of initial registration; if done after one year, a new registration would be necessary. A course inwhich a grade of 0,0.5,1 .O,15,N, I, or X has been received may be repeated for credit. C o m e s in which higher grades have been earned may riot be repeated for credit and a grade, but may be audited. AIl courses takenand grad- earned each termremain on theacademicrecord. Only the aeditsand gradesearned the second,be,for legitimatelyrepeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W when it is dropped after the deadline for dropping classes without a notation on the record. V Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V).Full-time students may audit a murse without charge. The charge for part-time students is listed under College Costs. Students who audit a course shouId confer with the insmctor within two weeks of the beginning of the term to determine expecfations, attendance and any 0 ther requirement If expedations have been met, the course will be listed on the hammipt as having k e n audited. If expectations have not been met, the course will be listed with a grade of W (Withdrawn). V Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges.Coursestakenon the P/N gradingoptionare recorded, but not computed in the GPA. V Classification Students are classified in August and at the end of the Fall and Interim terms. - Sophomores 7 courses completd with at least 14 grade points. Juniors -16 courses compIeted with at least 32 grade points. Seniors -25 courses completed with at least 50 grade points. V Advanced Placement Program Advanced placement in courses beyond the beginning level is granted to students with scores of 3, 4, and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. V International Baccalaureate Program Courses earned from the International Baccalaureate Program will be consideredby the CoIIege for advanced placement and appropriatecredit Departmental guidelines are available from the Office of the Registrar. V Assessment of Previous Learning (APL Program) Augsburg Collegerecognizes that learningcan and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essentiaI criteria: 1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectivelydemonstrated either by comprehensive examination or committee evaluation. The APL program at Aupburgprovides sever& meansby which students may have their previous learning assessed for credit recopition. The following is a brief description of each of these means of assessment: T h e College LevelEmmination Program (CLIP)-Thkis a seriesof standardized tests which have been dewlo+ by The College Board and are offered to studentsfora small f ~ e at e regionaltesting centers.(Theregional testingcenter for this area is the University of Minnesota.)Studentswho scoreat or above the 65th percenkileon a subject examination may d v e academic credit for that subject at Augsburg College. Additional information about CLEPtestsis availablefrom the Office of the Registrar. Departmental Comprehensive Exams -These are available for students to use in obtaining credit for previous learning if the following conditions are met: A. There is a departmental instrument available for subject area in question. B. There is a faculty member designated by the department to administer the exam. C. The Student Standing Committee approves the student's request to take the exam. Credit for departmental exams is availableon a pass/no credit basis only, and there is a charge per exam. TheCredit AssessmentProgxam(CAT)-This isa credit assessmentalternativein which a faculky committee completesa credit evaluation of a learning portfolio submitted by the student. The factdty committee is composd of the Rqktsar and two faculty members from fields 05 study directly related to the student's previous learning. Lnformational meetings and consdtation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP Committee. In campleting the evaluation of a student's psevious Iearning, the CAP Cornmitree applies the following criteria: A. There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed and/or systematic study of content material found within liberal arts coursework. B. The learning has been objectively verified by individuals in addition to the presenting student. C. The learning lends itself to both qualitative and quantitative measurement. D. The learning relates well to the student's educational goals. E. The learning and skillsinvolved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four coursesof academicworkat Augsburg Collegewith acumulativeAugsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is an application deposit (applicableto transcript charge) to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of courses applied'to graduation. These credits will be recorded with the course number of CAP 2xx.Application of this credit toward distribution requirements and academicmajors and minors may be subsequentlyaddressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning - While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learningmust be placed in the contextof formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of nine courses (one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the nine courses of credit for previous experiential learning, the student may use any combination of the three assessment processes available in the APL program: CLEP exams, departmentalexams, and credit granted through CAP Committee assessment. V Academic Progress, Probation and Dismissal The Collegerequires that studentsmaintain the followingcumulative grade point averages (GPA): Freshman a student having taken fewer than 7 courses cumulative GPA of 1.6 or higher Sophomore - a student having taken fewer than 16 courses mmulative GPA of 1.7 or higher Junior a student having taken fewer than 25 courses cumulative GPA of 1.9 or higher a student having taken 25 or more courses cumulative Senior GPA of 2.0 or higher. It should be noted that a minimum GPA of 2.0 is required for graduation with certain majors requiring a higher minimum GPA. Students whose academic achievement falls below these guidelines will either be placed on scholastic probation at the end of the term, or will be continued on probation, or will be dismissed from the College. In addition, a freshman who receives 2 zero grades or a sophomore who receives 3 zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic rmrd may be strongly advised to withdraw before the end of a tern. Those on probation who voluntarilywithdrawfromthe College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reachesthe minirmm leveIs stated above. Studentsplaced on probation as freshmen far having earned 2 zero grades may be removed h m probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Studentsplaced on probation as sophomores for having earned 3 zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. The Collegereserves the right to dismissany student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. V Dean's List The Dean's List is compiled after each semester, listing students whose grade p i n t average for a semester is 3.5 or better, based on a minimum of three full courses, or equivalent, foraweekday schedule student or two full courses, or equivalent, for a weekend college student, graded on the traditional grading system, with no incompletes in courses offered for credit. L€ permission is given, an announcement is sent to the hometown newspaper of each student on the Dean's List. V Graduation with Distinction Graduation with distinction is determined as follows: Summa cum laude -3.8 to 4.0 cumulative GPA Magna cum laude -3.6 up to but not including 3.8 cumulative GPA Cum laude -3.3 up to but not including 3.6 cumulative GPA To qualify for graduation with distinction, transfer students must have completed two years (14 traditionallygradedcourses)of workat Augsburg. 7 Veterans of Military Service Augsburg is approved by the StateApprovingAgency for Veterans Education. Veterans should tonsult with the Office of the Registrar about completion of the enrollment certificate and the forwardingof other information to the Veterans Administration. Augsburgs standardsd academic progress are giveninthisCatalog.When a veteran or eligible perstln fads to maintain these prescribed standards of progress, the College will so inform the Veterans Adminisfration. It is the responsibiIity of each veteran to report any change in registration and/or academic load to the Office of the Registrar, as i t is for all studmts. If less than full-time, veterans will be referred to the State Approving Agency after any period of two consecutive terms if they did not earn the equivalent of what they had been certified for. A non-punitive grade which brings a veteran's academic load for the term below three courses will be reported to the Veterans Administration. Veteranswill need to meet the requirements of theveterans Administration regarding repayment of educational assistance funds received. Departments and Programs Course Descriptions Major and Minor Requirements A s a liberal arts institution, Augsburg College operates with a belief that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses which make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Descriptions of caurszs are arranged by departments and programs. T h e descriptions offer a brief summary of the subject matter covered in individual courses to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, and requirements for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its pals, and its place in the College's program. A Listing of requirements for individual majors follows the narrative. Courses and t e r n listed are subject to change. In general, classes are offered Fa31 and/or Spring terms, unless another frqumcyis specified. The Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Descriptions and schedules for courses of f e d in JanuaryInterim, Summer Scl~ml,Augsburg Weekend College and the Master of Arts in Leadership program are published in separate catalogs. + Credits A full course is offered for one credit. A few fractional courses, for one-half or one-quarter credit, are offered in the Division of Professional Studies.A full course has the approximate value of 4 semester credits or 6 quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods a week, in addition to laboratories. + Numbering Courses numbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, coursesin the lOOsareprimarily for freshmen, 200s sophomores, 300sjuniors, and400s seniors. + Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description. A skdent may enroll in a course when a prerequisite has not been fyzfiIIed if there is prior approval by a professor teaching the course and of the academic adpiw. V Art Department (ART) Art is important as a field of study for our modem age. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities.Realizing this, we have made design and msitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Aupburg draw ideas and inspiration from all disciplines. Art as a human activity docs involve manual skill, although to become broadly signifimnt i t should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberd arts college, such as Augsburg College, 5 an idea1 setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Cooperative Education and Internships in studio art and art history provide on-the-job, supervised, evaluated experiences which contribute to the student's overall education and development. Primary goals include improvement of art and museum skills, production and creative strategies. Hundreds of specific careers exist in the general area of art. Augsburg graduates have established careers in such fields as teaching in public schools and colleges, anthropology, pottery making, antique restoration and sales, film and video work, portrait painting, and gallery and museum work. The future holds a great deal of promise for artists who can combine skills with a breadth of understanding. Art Faculty: Philip Thompson (Chairperson), Kristin Anderson, Robert Friederichsen, Norman Holen, Patrick Redmond, Dorothy Williamson. Studio Art Major: 9-13 studio courses with Foundations 102,107,225; 3 art history courses including 240. One course must be in 2-dimensional art (118,223,360) and 1in 3-dimensional art (150, 221,250). Majors are required to begin their programs with the Foundations, although advanced placement is possible with approval of a portfolio by the Art faculty. Teaching Licensure Major: 7 studio disciplines among foundations 102,107,225; Studio 118,132,150,221,223 and 250 plus a second course in 2 areas; 240 and 2 other art history courses. Consult with Education Department for requirements in education for teacher licensure. Art History Major: 8 art history courses including 240 and 388; 2 studio courses including 1from 102,107 or 225 and 118 or 221. Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and development and/or special projects such as senior exhibition and research. Application should be made to the Department Chairpersonbefore the last term of the senior year. Studio Art Minor: 4 studio courses including 107; 240. Art History Minor: 5 art history courses including 240. Certificate in Art: 8art courses, including 1in art history. Up to 4 courses may be taken in one studio area or in art history. + Foundations in Studio Art Environmental Aesthetics 102 107 225 Fine arts in the urban and world setting. Concern for the visual content of experience in the environment leading toward appreciation and criticism. Individual and group projects exploring design problems in representation, symbolism and abstraction. Drawing Drawing in graphite pencils, pen, and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors, and experimental work. Visual Communications I The theory and practice of visual perception and communication using elements such as color, line, shape, type, and pictorial images. An emphasis will also be placed on the creative thought process. + Studio Art 100,300 Special Topics Occasional courses dealing with subjects not usually offered by the Department. 118 Painting I Introduction to painting media and technique in acrylic and oil. 132 Photography The camera used as a tool for visual creativityand expressionwith attention to blackand white photographic process. Need access to 35 mm. single lense reflex camera. Materials will cost approximately $125-150. (Fall) Jewelry An introduction to the casting of jewelry in pewter and silver. Internship Lower Division Internship. Sculpture I An introductionto sculpture.Choiceof media: clay, welded steel and bronze, plaster, stone, and plexiglass. Learn to model, carve, cast, weld and assemble the respective media. Print Making I Principles and methods of print making in a variety of media including etching, silk-screen and woodcut. Life Drawing See Interim Catalog. Ceramics I An introduction to the making of pottery with an emphasison handbuilding and glazing. Directed Study Independent Study for Lower Division credit. Visual Communications I1 A study of visual communicationsinmagazines, television, film, advertising symbols, and other mass media. Praaice in areas of photography, typography, and illustration. mreq.:22j, Springl Ceramics LI Advanced work in ceramics with an emphasison throwing or handbuilding and a continuation of glazing. (Prereq.: 250) Painting I1 Advanced study of painting. (Prereq.: 118) Watercolor Painting Design concepts using descriptiveand experimental techniquesin transparent watercolor. (Alternateyears) Print Making I1 Advanced work with color and compositionin various media, includingsilkscreen, etching, and woodcut, including Japanese woodcut technique. (Prereq.: 223) Internship Consult Chairperson or Internship Director to determine project. Sculphue I1 Advanced workin sculpture.Choice of media: clay, welded steelandbronze, plaster, stone, and plexiglass. (Prereq.: 221) Independent Study Advanced study in area of the student's choice, intended for senior art majors. + Art History 240 Art History Survey A survey of art from prehistoric to modern times. Includesreading, research, viewing of slides, visits to museums. Note: The following courses are offered intermittently, usually one or two sections a year. 352 Women's Art History A study of the place of women in the history of the visual arts-as artists, as subjects, and as patrons. 382 Scandinavian Arts Survey of the visual arts in Scandinavia from pre-history to modem times. 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th century A.D. 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. 388 19th and 20th Century Art European painting, sculpture, and architecturefrom Neoclassicism through the present. 389 American Art A study of early colonial art through contemporary American art, with specific emphasis on 19th and 20th century art and its relationship to European art as well as indigenous movements. V Biology Department (BIO) Biology is the study of MeI and it is natural that we,as contemplative living creatures, seek a deeper understandingof the living world that envelops us. This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms, as well as those features which are unique to humans, is essential to attain self-understandingand to provide a basis for wise decisions. Another significant insight that has emerged from the study of life is that even the simpIest organisms are incredibly complex, and a complete understanding of wen one of these has, as of yet, eluded the grasp of biologists. This is true even though some organisms have been subjected to years of intensive scrutiny.Biology will thus c o n t h e to be a fertile field for research for many years to come. Still, an enormous amount of knowledge regarding living organisms has accumulated over the years. In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular and molecular levels. Biological research has also provided some extremely important benefits to humans. Most advances in medicine, veterinary medicine, agriculture and food science have depended on the findings of basic biological research. Since the biological world reveals such variety, complexity, and knowledge, an undergraduate major in biology needs to be broadly based. Since a complete understanding of biological systems depends on applications of the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists. For many, an undergraduate major in biology serves primarily as a basis for further study. In past years Augsburg graduates have gone on to further studies in professionalschools such as medicine, veterinary medicine, and dentistry. Others have entered graduate programs in the life sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health. Other graduates have embarked directly after graduation on a variety of careers, including high school teaching and laboratory technology. BiologyFaculty: NealThorpe (Chairperson),Robert Herforth,Erwin Mickelberg, Ralph Sulerud Major: 9 courses, including 111,112, and 201 plus 9 othercourses, at least 1from each of the following 5 groups: Molecular and Cellular: 367,386, 471; Cellular to Organismal: 355,474; Organismic/Animals: 351,353,473; Organismic/Plants: 361,440; Environmental: 476,481. One of the 6 courses may be BIO 203 or any Upper Division Interim biology course. BIO 491, a noncredit seminar, is required of all juniors and seniors. Also required: CHM 105(115),106(116),and 223; PHY 103;Math Placement Group 111. Students intending to enter graduate, medical, or other professional schools should consult with the Department since these schools vary in their scienceadmission requirements.Thesemay include CHM 351,352instead of 223, PHY 121, 122 instead of 103, and MAT 124,125. Licensure for teaching in Minnesota also requires 3 courses in earth and life sciences. For secondaryteaching we recommend the broadest possible program in biology. Students planning to teach are advised to consult with the Education Department early in their academic program. The Department works with the Cooperative Education Office in identifying and defining Co-op Ed experiencesin laboratoriesand other settingsin the Twin Cities. This experience is open to juniors and seniors. Students interested should consult with the Biology Department Co-op Ed Coordinator. Honors Major: GPA of 3.5in biologyand 3.0 overall, activeparticipationin seminar, 1 course of approved Independent Study with an oral defense of the research report. Application should be made no later than the first term of the senior year. Minor: 5 courses, including 111,112 and 3 Upper Division courses; CHM 115,116 (or 105,106). Human Biology Basic biological mnfrom an anthropocenhic p i n t of vim,An attenrpt to answer such questions as: What makes man just another meabw of khe biotic fold? Does man have a niche in the ecosystem? What influence does man have on the environment? What influence does the environment, especially the urban environment, have on man? (3 hours lecture. A student may not receivecredit for both 101and 103.Does not apply to the major or minor) 103 Human Anatomy and Physiology A professional course in the structure and function of the human body. 3 hours lecture, 3 hours laboratory. (A student may not receive credit for both 101 and 103. Does not apply to the major or minor) 105 Biology and Society What are some of the biologically-based problems with which our society must deal? A survey of the environmental and health implicationsof pollution, non-renewable resource depletion, waste disposal, war, occupational safety and health. An historical survey of American agriculture, world food supply and biological determinism. A critical evaluation of the social application of biological concepts. (3 hour lecture. Does not apply to the major or minor) 108 Microbiology Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. (3 hours lecture, 3 hours laboratory. For student nurses, health majors, or consent of instructor. Prereq.: CHM 110or consent of instructor.Weekend College. Does not apply to the major or minor) 109 Special Topics in Biology Offered periodicallythrough Augsburg's Conservationof Human Resources (CHR) program. Generally conducted off campus with community people taking the course together with college students in a co-learning model. Topics will vary depending upon needs and interest. (Does not apply to the major or minor) 111,112 General Biology A comprehensive introduction to biological science for biology and other science majors. The courseincludesanintroductionto molecular biology, cellular biology, genetics, developmental biology, evolutionary mechanisms, anatomy, physiology, ecology, and phylogenetic relationships of organisms. Must be taken in sequence except by permission of instructor. (3 hours lecture; 4 hours laboratory. 111,Fall; 112, Spring) 199 Internship Lower Division Internship. (Prereq.: 112) 201 Methods in Biological Research An examination of methods commonly employed in biological research, which may include electrophoesis, column separations, ultracentrifugation, microscopy, cell culture, radioisotopic techniques, gas chromatography, and physiological recording. The theoretical basis of each method is discussed and experimentsare conducted to demonstrate the utility of each method. (3 hours lecture, 3 hours laboratory. Prereq: 112. Spring) 203 Principles of Nutrition A study of the six classes of nutrients and their digestion, absorption, transport, metabolism, interaction, storage, and excretion. A special effort will be made to differentiate "fact from fiction" in this controversialbiological field. (3 hours lecture. Prereq.: 112 or consent of instructor. Fall) 101 Directed Study Independent Study for Lower Division credit. (Prereq.: 112) Invertebrate Zoology A study of the invertebrate groups stressing classification, morphology, behavior, life history, and evolutionary relationships. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Altemate years, Spring) Comparative Vertebrate Zoology A comparative study dealing with the classification, morphology, distribution, evolution, behavior and population dynamics of the vertebrates. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Fall) Genetics The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosophila genetics. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Spring) Plant Biology A survey of the major divisions of the plant kingdom including the study of anatomy, physiology, life histories, taxonomy, and ecology. (3hours lecture, 4 hours laboratory. Prereq.: 112. Fall) Biochemistry An introductory consideration of the chemistry of proteins, carbohydrates, lipidsand nucleic acidsincludingintermediarymetabolism.(3hours lecture. Prereq.: 112, CHM 223 or 352 or consent of instructor. Fall) Immunology A study of the structure and function of the immune system at molecular, cellular, and tissue levels. Both basic immunology and fundamental principles relating to clinical immunology will be considered. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Alternate years, Spring) Internship Upper Division Internship.Studentsmust be juniors or seniors. Prereq.: 112) Plant Physiology A consideration of the chemical and physical mechanisms involved in photosynthesis, respiration, growth, and development, and water relations in vascular and nonvascular plants. The relationships of these processes to plant structures. (3 hours class, 4 hours laboratory. Prereq.: 112. Altemate years, Spring) Cellular Biology A study correlating function with ultrastructure in both prokaryotic and eukaryotic cells. (3hours class,4 hourslaboratory.Prereq.: 112367orconsent of instructor. Alternate years, Spring) Animal Physiology A study of animal function with emphasis on the vertebrates. Wherever possible, functions are explained on the basis of physical and chemical principles. (3 hours class, 4 hours laboratory. Prereq.: 112; CHM 106 or 116; PHY 103or 122or consent of instructor. Fall) Developmental Biology A consideration of the physiological and morphologicalchanges which occur during the development of organisms with emphasis on the vertebrate animals. Experimental as well as descriptive studies are included in the laboratorywork. In addition to embryonicdevelopment, the topics of malignancy, aging, and regeneration are discussed. (3 hours class, 4 hours lab. Prereq.: 112. Spring) Microbiology An introduction to the study of microorganisms with emphasis on bacteria and viruses. Microbial taxonomy, morphology, physiology, genetics, and pathogenicity are considered as well as certain methods. (3 hours class, 4 hours laboratory. Prereq.: 112.Fall) 481 Ecology A m e y of reprewntative biological communities; the study of reciprocal relationships between organisms and their environments. (3 hours class. 4 hours laboratory, some Saturday field trips.P m q . : 112,361 or consent of instructor. Spring) 491 Seminar A weekly meeting of biology majors under the direction of Beta Beta Beta Biological Honor Society. Active participation by juniors and seniors is required. Guest speakersare often invited. A noncredit requirement for the major. 499 'Independent Study Individual laboratory, field, or library research under the direction of an instructor. Intended for biology majors who are juniors or seniors. (Prereq.: 112,and previous arrangement with instructor) 476 V Business Administration and Economics Department The Department of Business Administration and Economics is committed to developing both the theorelid and practical tools necessary for entry into and advancement in business and other organizationsas well as preparation for graduate study. To this end, the Deparhent offers s p d i z a t i o n in a varieg. of areas including:Accounting Applied Economics, Economics, Finance, hternational Business, Management, Management Information Systems (MIS), Marketing, as well as a Combined Business and Economics concentration. Each of these areas is dependent upon a strong foundation in the liberal arts with an emphasis on solid communication and analytical skills. R ~ ~ ~ g n i zthe i n goccupational realities of the business and economic disciplines, the Departmenk is equally committed to maintaining an application-oriented balance. This balance is achieved in part by fostering close ties with the corporate community which in turn provides a wealth of practical expertise and a wide variety of Internship opportunities, as well as future job prospects. Departmental faculty believe they can best serve both the student and the community by contributingto an education which is ethically based, technically competent and socially aware. Business Administration and Economics Faculty: Amin Kader (Chairperson), Diane Busico, Thomas Busico, John Cemto, Peter Gillen, John Cosgrove, Gerald Glatzmaier, Satya Gupta, Paul Halvorson, Mark Hassenstab, Richard Herzog, Marilyn Horowitz, Mary Jo Johnson, Jane Kammerman, Robert Kramarczuk, Roy LaFayette, Dan McNamara, Fekri Meziou, Thomas Morgan, Paul Pender, David Riley, Edward Sabella, Hamed Sallam, Milo Schield, Stanley Solnick, Stuart Stoller + Business Business Administration Major (BUS) Core courses for the Accounting, Finance, Management and Marketing specializations: BUS 175,221,222,242,252,279,331,391, ECO 112,113,313,311 or 312 or 315. Specialization in Accounting: 12Core courses,322, 323,324, either326or 423 or 425. Specialization in Finance: 12 Core courses, 322,433,438, either 479 or ECO 318 or 415. Speaalization in Management: 12Corecourses, 340,440, ECO318, PSY 373 or SOC 301. Specialization in Marketing: 12 Core courses, 352,357,450, ECO 415 Specialization in International Business: 175,221,222,242,252,279,331,391, ECO 112113,313. Also the following emphasis: 3 InternationalBusiness Courses and an International Economics Course. BUS 399 or 499 is required, as well as 3 semestersof a foreignlanguage (or tested equivalent). Specialization in Management Information Systems: 175,221,222,242,252,279, 331,370 (or CSC 3521,375,475,476,479; ECO 112,113,313,318; MAT 174and 175 or MAT 124 and CSC 170. Honors Majo~:GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Business Administration: 6 courses, including 221,242,252, 331, ECO 112 and 113. Other configurations may be permitted on consultation with the Department. Minor in International Business: 6 courses, including 221,242 or 252, ECO 113, and 3 International Business courses. Other configurations may be permitted on consultation with the Department. Minor in Management Information Systems (MIS): 6 courses, including 221,242 or 252,370,375,475, and ECO 113.175 is the recommended prerequisite for 370 and 375. Other configurations may be permitted on consultation with the Department. C.P.A. Certification: Students who wish to take the Certified Public Accountants (CPA) examination prior to fulfilling the experience requirement must have completed the major in Business Administration-Accounting and taken all accountingand businesslawoffered. Studentsmajoringin BusinessAdministration-Accounting arequalified underthe rules of theMinnesotastate Board of Accountancy to sit for the examination during their last semester. C.M.A. Certification: Students who have taken a prescribed course of study in accounting may take the certified management accountant (CMA) examination prior to fulfilling the experience requirement. This certificate indicates proficiency in the area of managerial accounting. Notes: Students who plan to major in the Business Administration department are strongly encouraged to select a department adviser as soon as possible, in order to carefully plan their program of study. In addition to the courses listed under the title "Topics in Business Administration" (BUS 295,4951, the Department has also offered: Research Methods for Economics and Business, Computer Simulation for Business, Income Taxes for Individuals, Computer Applications, Discrete Event Simulation, Entrepreneurship, Micro Computer Accounting, Ethics in Business, International Management, International Marketing and Risk Management and Insurance. Business Courses (BUS) 175 199 221 222 242 252 279 Computers for Economics and Business An introduction to computerized data processing. Learn a higher-level language (BASIC). Learn about computerized spread-sheets (LOTUS)and data bases (DBASD. Learn about word processing and computerized business graphics. (Prereq.: Math Placement Group I1 or high school algebra) Internship Lower Division Internship. Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. Principles of Accounting I1 A continuation of 221. Introduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controllingprocesses, decision-makingand behavioral considerations. (Prereq.: BUS 221) Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability and responsibility, analysis of the role of the professional manage Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel and pricing decisions. Quantitative Methods for Economics and Business An introduction to quantitative reasoning, descriptive measures, probability, sampling distributions,inference, and estimation with emphasis on their use in applied problems in business and economics. (Prereq.: Math Placement Group I11 or a grade of at least 2.0 in MAT 104) Topics Lectures, discussions, meeting with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: Consent of instructor) Directed Study Independent Study for Lower Division credit. Accounting Theory and Practice I An analysis of accounting theory pertaining to financial statements, income concepts, current and non-current assets. (Prereq.: BUS 221, ECO 113, Fall) Accounting Theory and Practice I1 A continuation of 322. An analysis of accounting theory pertaining to liabilities, stockholders' equities and other accounting issues. Additional emphasis on incomedetermination consideringprice level changes. (Prereq.: BUS 322. Spring) Managerial Cost Accounting Accounting tools for planning and control of economic activities. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: BUS 222,242,252,279, or consent of instructor) Tax Accounting The more common and important provisions of federal income taxes for individuals and various formsof business enterprises.(Prereq.: BUS 221,331, ECO 112,113, or consent of instructor) Financial Management Theory of acquisition, allocation, and management of funds within the firm. Sources and uses of long and short term funds, cost of capital, capital budgeting, leverage, dividend policy, and related topics. (Prereq.: BUS 222, ECO 113) Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) Marketing Research and Analysis Research process as an aid to decision making in marketing management; research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.: BUS252,279, ECO 113, or consent of instructor) Marketing Communications This course looks at the communications aspects of marketingby integrating advertising, public relations, sales promotion, and personal selling into a coherent promotion mix. Emphasis will be placed on the design and evaluation of marketing communications programs, particularly advertising; selection of media; copy-creative effort; advertiser-agency relationship; management of the personal selling function including salesforce selection, compensation, territorial design, and performance appraisal. (Prereq.: Bus 252) Note: 355 and 357 cannot both be taken for credit) Advertising An introduction to print and broadcast advertising and promotion as importan t elements in modem marketing and communications. (Note: 355 and 357 cannot both be taken for credit) International Business Introduction to the problems and possibilities of doing business in an internationalcontext. Appreciation of the prospectiverequired for successful planning and managementof any enterprise operating abroad is emphasized by foreseeing both the opportunities and the difficulties inherent in international business. (Prereq.: Two business and economics courses or consent of instructor) Advanced Computing for Business and Economics Current topics involving programmable spreadsheets (LOTUS), programmable data bases (D-BASE), graphics, information retrieval using telecommunications, and other packages (statistical analysis, project management, expert systems, etc.). Solve common problems in economics, finance and markkting. (Prereq.: One computer course such as BUS 175 or CSC 145,170 or 174. Recommended BUS 279) Information Systems in the Organization Use of systems approach in analyzing the use of information systems in the organization. Analyze business needs and information requirements, identify relevant solutions and communicate recommendations. Emphasis on management consulting skills including written and verbal communications. (Prereq.: Two computer courses such as BUS 175 and 370) Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. Internship Program A student may receive course credits through an Internship program which is applicableto graduation, but not to the major. This program will afford the student the opportunity to spend one full term working with some organization. In addition, the student will write a report on his/her activities. (Prereq.: Consent of instructor) Auditing Internal and external auditing procedures. Emphasis on internal checks and controls for accounting systems. (Prereq.: BUS 323, Fall) Advanced Accounting Accounting for business combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: BUS 323. Spring) Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasison decision making, presentation through literature, readings, lectures, and case material. (Prereq.: BUS 331) Investment Theory Appraisal of the riik/return relationships of various types of securitiesfrom the viewpoint of both individual and institutional investor. Extensive coverage of capital markets and portfolio management. (Prereq.:All Core courses or consent of instructor) Operations Management Concepts and principles related to the management of operating functions. Examplesfrom serviceindustries, non-profit organizationsand manufacturing. Taught from a managerial point df view. Topics include: an overview of operations, planning operation processes, productivity measurement, standards, forecasting, concepts of quality, inventory management, prin- 450 475 476 479 495 499 ciples of scheduling, and operational control information systems. (Prereq.: BUS 242 or Consent of instructor) Marketing Management Integration of marketing with other business functions; marketing management and decision making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.: BUS 352) Information Systems Analysis and Design Analyze information requirements and design systems specifications. Utilize relational data base software to quickly several system de- implement signs. Utilize project management software to manage the life cycie process including documentation and implementation. (Prereq.: all lower level core courses, BUS 375. Recommended: BUS 370 or CSC 352) Information Systems Projects Using skills developed in BUS 375 and 475, completean information analysis and systems design for several business situations. Utilize both case studies and actual businesses. (Prereq.: BUS 375,475. Recommended: BUS 479) Intermediate Quantitative Methods for Economics and Business Utilizing computer packages relevant to statistical analysis. Programming tools include spreadsheets, Minitab, SPSS and other statistical packages. Areas of interest include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations. (Prereq.: BUS 175,279, Math Placement Group IV or a grade of at least 2.0 in MAT 114,121, or 122. Recommended: BUS 370) Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: Consent of instructor) Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: Consent of instructor) + Economics Major in Economics: 8Economicscourses (112,113,312,313,414, and 3 other Upper Division); BUS 221,222,279, and MAT 114. The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. In addition, courses in the use of computers are also strongly recommended. Major in Applied Economics: 8 Economics courses (112,113,215,312,313, and 3 other Upper Division); BUS 175,221,222,279,479, MAT 121 and PHI 130. Combined major in Economics-Business Administration: 6 Economics courses (112, 113, 312, 313, and 2 other Upper Division); 8 Business Administration courses (221,222,242,252,279,331, and 2 other Upper Division). Honors Major: GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics: 112, 113,312,313, and 1additional Upper Division course. Other configurations may be permitted on consultation with the Department. Notes: Students who plan to major in the Department are strongly encouraged to select a Department adviser as soon as possible in order to carefully plan their program of study. In addition to the courses listed below, these topics have been offered under ECO 295, 495 Topics: Consumer Economics, History of Economic Thought, Research Methods for Economics and Business, Advanced Economic Theory, DecisionMaking with Finite Markov Chains, and Comparative Economic Systems. ECO 110,112, and 113 will satisfy general education requirements. ECO 110 will satisfy the urban concerns requirement. Economics Courses (ECO) 110 112 113 175 199 215 279 295 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are: Population "Crisis," CrimePrevention, Ecology and IncomeDistribution; DistributingFree Bread; Mass Transit Systems, etc. Fundamental microeconomic tools introduced to facilitate discussion of the above mentioned topics. (This is a basic course designed for those students who do not plan to major in Economics or Business Administration. It does not apply toward an Economics major or minor. Students who plan to major in Business Administration and/or Economics should enroll in ECO 112 and 113 which are also open to nonmajors.) Principles of Macroeconomics An introduction to macroeconomics; national income analysis, monetary and fiscal policy, international trade, economic growth. Application of elementary economic theory to current economic problems. May be taken independently of 113or 110.112and 113may be takenin either order, ormay be taken in the same term for the student to progress rapidly to the other courses. Principles of Microeconomics An introduction to microeconomics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theoryto market policy. Maybe taken independently of 112or 110.112 and 113may be taken in either order, or maybe takenin the sameterm for the student to progress more rapidly to other courses. Computers for Economics and Business (See under Business) Internship Lower Division Internship. Elements of Mathematical Economics Economic concepts explained using mathematics as a tool. Examples from finance, management, and marketing are also examined. (Prereq.: ECO 113) Quantitative Methods for Economics and Business (See under Business) Topics Lectures, discussions, meeting with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. (Prereq.: consent of instructor) Directed Study Independent Study for Lower Division credit. Public Finance Analysis of the principles of taxation and public expenditures;the impact of fiscalpolicy on economic activity; debt policy and its economicimplications. (Prereq.: ECO 112,113. Fall) Intermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle. (Prereq.: ECO 112, Fall) Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113) Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112,113) Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasisis onapplications, whichare taken from the areas of transportation, marketing, portfolio selection, environmental protection, the shortest route, inventorymodels, informationsystems, etc. (Prereq.: ECO 313. Spring) International Trade and Finance A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade; balance of payments; exchange rate systemsand commercialpolicy. (Prereq.: ECO 112,113 or consent of instructor) Internship Program A student may receive course credits through an Internship program which is applicableto graduation, but not to the major. This program will afford the student the opportunity to spend one full term working with some organization. In addition, the student will writeareport onhis/her activities. (Prereq.: Consent of instructor) Labor Economics Analysis of labor markets; labor as a factor of production; determination of wage collective bargaining; labor legislation and effects upon society. (Prereq.: ECO 313 or consent of instructor. On demand) Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313 or consent of instructor) Managerial Economics Integrates economic theory and correspondingpractices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, price and non-price competition, production and cost considerations, and an analysis of economic problems of relevance to management. (Prereq.: BUS 279, ECO 313. Spring) 416 479 495 499 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macro economictheory. (Prereq.: EC0312,313 and at least MAT 122or equivalent or consent of instructor. On demand) Intermediate Quantitative Methods for Economics and Business (See under Business) Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. (Prereq.: Consent of instructor) Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: Consent of instructor) V Chemistry Department (CHM) Chemistry is the science of the changes in matter, examining those changes and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science, since matter includes the entire physical world such as the things we use, the food we eat and even ourselves. Chemists as scientists must be well versed in the science of chemistry, knowledgeable in fact and theory for solving scientific problems, capable of providing a public understanding of their work including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts core of religion, humanities, the arts and the social sciences is imperative if a chemist is to be truly human and therefore truly scientific. The Department is on the List of Approved Schools of the American Chemical Society, and offers a chemistry major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the followingobjectives to help its students develop into mature scientists. To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to complete successfully with their peers of similar ability in graduate school or research positions. To provide programs of study for professional goals in addition to the traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners thereby remaining competent in their field however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to seriously study areas outside of the sciences; and To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty: Earl R. Alton (Chairperson), Arlin E. Gyberg, John R. Holum, Joan C. Kunz Graduation Major (Bachelor of Arts) in Chemistry: 115,116, (or 105,106) 351,352, 353, 361, 363 and 1 additional course from 364 and 365, 464, 481, 483, or Biochemistry.Participationin seminar; PHY 121,122;MAT 124,125.SinceUpper Division courses have mathematics and physics prerequisites, students should plan to take MAT 124, 125 in the freshman year and PHY 121, 122 in the sophomore year. Teaching Major: Chemistry Major (for licensure in Physical Science): Recommendation for licensure in Physical Science requires General Chemistry (115,116 or 105,106); CHM 351,352,353,361,363,491; 1advanced course. PHY 121,122 and 2 additional physicscourses;ModernPhysics and Electronics arerecommended. Students are advised to consult with the Education Department early in their planning. Pre-Medical Chemistry Major: The same as the graduation major. In addition, medical schools expect at least 2 courses (and usually more) in biology. Students should consult members of the ChemistryDepartmentfor assistancein planning a course program early in their college career. Bachelor of Science: Persons completing the ACS major and meeting the graduation requirements of the College shall be awarded the degree Bachelor of Sdence. American Chemical Society Approved Major (Bachelor of Science): 12 courses including 115,116 (or 105,106) and a31 chemistry courses above 350 (excepr 399, 497,4991, Chemistry Seminar participation; MAT 124,125,224; PHY 321,122 (which should be taken during khe sophomoreyear). Reading abilityinGerman equivalent to 2 semesters and computer proficiency are also required. Modern Physics, additional mathematics and research experience are recommended. Honors Major: Full ACS mapr; average of 3.5 in chemistry, mathematics, and physics, 3.0 overall; 1summer or course of approved research; participation in seminar. Minor: 5 courseswhich must include 115,116 (or 105,106),353and 2 other chemistry courses from 351,352,361 or BIO 367. Note: Credit willnot be granted for both 105and 115, or for both 106and 116.Other restrictions are in course descriptions. Most courses in this Department have prerequisites, coursesthat must be completed before enrolling in the given course. A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a two-term course in registering for the second term. Placement in 105 or 115is determined by the score on the Mathematics Placement Examination: 105 requires Group I1 placement; 115 requires Group 111placement. High school chemistry is a prerequisite for 115. 105,106 Principles of Chemistry Sornwhat less rigomus than 115,1116;designed e s p d y for students who will not major in chemistry, although students may go from 106 to 352,353. Conceptsand laws underlying chemistry illustrated by a variety of examples including organic and environmental systems, (3 one-hour lectures,3 hours of laboratory. Prereq.: Math Placement Group II. 105, Fall;106, Spring) 109,110 General, Organic and Biological Chemistry Designed for students who need a survey of the fundamental principles of general, organic and biolopcal chemistry for careers in allied health areas such as nursing(includingAugsburg'sUpper Division Progmm), inhalation therapy, histotechnology, physical education, and others. Open also to students in the humanities and social scisciences. Erst term,general chemistry principles and an introduction to organic chemistry. Second term, organic and biological chemistry with special applications to human physiological chemistry. (3 onehour lectures, 2 hours of laboratory. This course does not apply toward the major or minor in chemistry. Credit cannot be earned for both 109and 105or 115, nor can credit be earned for both 110and 351. Prereq.: High school chemistry within the last 3 years. Weekend College) 115,116 General Chemistry An intensive course for premedical students and future chemists. First semester includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. The second emphasizes equilibrium and solution chemistry including kinetics and electrochemistry. (3 one-hour lectures, 3 hours of laboratory. Prereq.: High school chemistry, Math Placement Group 111.115, Fall; 116, Spring) 199 Internship Lower Division Internship. 223 Elementary Organic Chemistry This onesemester course is designed for students whose professional goals require some background in organic chemistry but not the rigor of the yearlong organic course. As a survey course, topics covered will include synthesis, properties, and reactionsof selected aliphatic and aromatic compounds. This course will not count to ward a Chemistry Major, nor will credit be given for this courseif Chemistry351-352is taken, nor does it fulfillthe prerequisite requirement forChemistry352.Credit cannotbe given forchemistry110 and Chemistry 223, nor does Chemistry223 meet Biochemistryrequirements for other programs. (Prereq.: 106or 116.Three lectures and one three-hour laboratory per week. Offered Term 11) 299 Directed Study Independent Study for Lower Division credit. 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energyrelations, and reaction mechanism; many applications of organic chemistry to biological, environmental and industrial fields. (3 one-hour lectures, 1four-hour laboratory. Prereq.: 106 or 116; 351, Fall; 352, Spring) 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemicaland spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (3 hours of lecture, 1fourhour laboratory. Prereq.: 106 or 116. Fall) 361,364 Physical Chemistry Thebasictheoretical concepts of chemistry:thermodynamics,kinetics, quantum theory, and states of matter are studied in the first semester. Applications of these conceptsto areas of molecular structure, equilibriaand electrochemistry in the second semester. (3 one-hour lectures. Prereq.: 106 or 116; PHY 121,122; MAT 124,125.361, Fall; 364, Spring) 363,365 Physical Chemistry Laboratory (112course each) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in Physical Chemistry lecture. 363 is to be taken the first half of the Spring semester and involves experiments related to 361.365 is to be taken the second half of the semester by all persons taking 364, except that special students may ask the Department for exemption. Internship Opportunity for off-campus experiences as a chemist. Cooperative Education is also an option for majors. Junior standing. Advanced Organic Chemistry Organized around the problems of identifying organic compounds in the laboratory. Lecture topics include structure-spectracorrelationsfor IR, UV, NMR, and mass spectroscopy;use of the literature (includingBeilstein); and further study of organic reactions. Infrared, nuclear magneticresonance, and ultraviolet spectra routinely used. (3hours of lecture, 6 hours of laboratory. Prereq.: 352,353,361 or consent of instructor; some reading knowledge of German. Fall) Advanced Analytical Chemistry Emphasis upon advanced equilibrium theory and principles of atomic and molecular spectroscopy as applied to analytical methods as well as chromatographicand electroanalyticaltechniques of analysis. (3hourslecture, 1four and one-half-hour laboratory. Prereq.: 353, 361, or consent of instructor. Spring) Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic, valence bond, and molecular orbital models. Coordination chemistry is discussed in terms of ligand field theory. The laboratory involves preparations of inorganic compounds using a variety of techniques. (3 one-hour lectures, 1 three-hour laboratory. Prereq.: 352,361, or consent of instructor. Fall) Quantum Chemistry Presents quantum theory in terms of Schrodinger's wave equation and uses the equation to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate solutions are introduced and used to develop molecular orbitaltheory for molecules. Includes commutators,electron spin, angular momentum and group theory. (3 one-hour lectures. Prereq.: 361 or consent of instructor. Spring) Chemistry Seminar This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Introduction to Chemistry Research Chemistry majors pla~ingresearch careersneed research experiencebefore graduation. Such experience may be obtained by working on a summer research project in the Department (not counted as a course) or by research participation during the academicyear (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial research projects. (Junior standing) Independent Study Chemistry majors who are interested in non-laboratory research such as theoretical or historical chemistry may pursue their interest via Independent Study. (Junior standing) V East and Southeast Asian Studies Khin Khin Jensen, Director + Program Options Major or minor in East Asian Studies through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an intercollege, interdepartmental program which provides a foundation for careers in international business, government, teaching, global ministries, work with social and recreational agencies, or graduate study. Two years of Japanese are taught on one of the five ACTC campuses, or Augsburg students may take Chinese courses at Hamline University. There also is a contractual arrangement with the University of Minnesota East Asian Studies Department for Chinese and Japanese language courses. Opportunities for language study abroad are available in Japan, China, Taiwan, Korea, Hong Kong and Singapore. Summer institutes are available in the People's Republic of China and in the U.S. See the Director for information and procedure to register for any of these courses or travel. Non-majors in the program are eligible to take the Chinese or Japanese language courses, which may be taken for distribution requirement. Major in East Asian Studies: 10 courses, including 4 courses (2 years) of basic college Chinese or Japanese, or equivalent competencies;2 muss in History,-2 courses in culturaI specializationor comparative studies; and 2 courses from a list of appmved electives.Major coursesmust have the written approval of the Director of the program. Minor in East Asian Studies: 5courses, including 2 courses (1year) of basic college Chinese orJapan- or equivalent competenaes;l courseinhistoryofEastAsia;and 2 Upper Division coursesin cultural specialization from a list of approved electives. Minor courses must have the written approval of the Diseaor of the p r o p . Minor in East and Southeast Asian Area Studies is an area concentration at Augsburg College that does not include a language component. It is designed to be useful for a variety of careers when combined with other majors. Minor in East and Southeast Asian Studies: 5 courses, 2 from HIS 322,323,324; 1 from PHI 355, REL 356, SOC 336; 1from HIS 474, POL 351,363,382; and 1from HIS 226,399,495,499. HIS 104 is strongly recommended. Note: Interim courses related to the East and Southeast Asian Studies program may be substituted when appropriate, with the consent of the Director. Asian and Asian-American Women in Public Life in the 20th Century (See under History Department) Directed Study (See Director of pmgram) Modern Southeast Asia (See under History Department) Modern China (See under History Department) Modem Japan (See under Histoj Department) Communist Political Systems (See under PoliticalScienceDepartment,ComparativePoliticsand Analysis) Communist Foreign Policies (See under Political Science Department, International Politics) Marxist Visions: Past, Present, and Future (See under Political Science Department, Political Theory and Analysis) Internships (See Director of program for guidelines to apply for an Internship) The World and The West (See under History Department) Seminar (See Director of program) Independent Study (See Director of program for guidelines) Economics (ECO) See Business Administration and Economics V Education Department I M- ~ Students interested in attaining teacher licensure or developing a background in education as a base for advanced study in other careers will find opportunities in the Department of Education. Professional Education combines the study of theory with practice, and field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in the Twin Cities. The career that first comes to mind for graduates of teacher education programs is classroom teaching. Augsburg graduates are found in many classrooms within the Twin Cities area. In addition, they provide educational services in classrooms across the nation and in some foreign countries. The teacher education program coupled with the liberal arts program serves as a solid base for graduate education. Some teaching fields require graduate work beyond the initial license in either elementary or secondary education. Not all graduates choose to teach in school settings. Teacher education graduates are also found in business, working in managerial, sales, production, and service areas. As of April 1,1988, all persons are required to have taken basic competency tests (prescribed by the Minnesota Board of Teaching) in reading, writing skills and mathematics prior to beginning Upper Division courses. Licensure in Elementary Education is available both through day school and Weekend College. Selected secondary education programs are also available in Weekend College. Fl Education Faculty: Mary Endorf (Chairperson), Sheldon Fardig, Ann Fleener, Rich Germundsen, Kathy Heikkila, Lynn Lindow, Marie McNeff, Karen Morgan, Vicki Olson, Lauretta Pelton, Mary Jo Stump + Elementary Education (EDE) Mary Endorf, Coordinator Kindergarten-Elementary Major and Licensure Requirements: 255,341,351,352, 381,382,383,384,386,387,481,482,483; HPE 114,115; S W K 260; a college level mathematics course; academicminor (major recommended). For persons taking their first Education courses in the Fall of 1989 or later, 1additional 1/2 course will be required: EDE 388 Human Relations. If those persons also desire kindergarten licensure, EDE 375: Discovery Learning in the World of Kindergarten will alsobe required. GPA of 2.5 overall and 2.5 in major and academicminor and grades of P in student teaching courses required h r licensure as well as mhimum grades of 25 in d Education courses; fulfill quiremen ts of M i m e sota Board of Teaching 5 MCAR 3,041 in Ruman Relations. The prafessional semester for juniors for 198849wdlincluds 341,352,381,382,384,386, and 387 (341,381,382,383,384,386,387 are1/2 courses.) Beginningin the fall of 1989,professional semester for juniors will include: 352, 375,381,382,384,386, and 387. Acceptance into the AugsbuxgEducationhprtment Limsurel7mgmnis a n+ quired prerequisiteto the professional semester.The criteria for accepmce into the Department Licensure Program are available in the Education Department. 199 Internship Lower Division Internship. 255 Orientation to Education in an Urban Setting and Field Experience Investigation of various aspects of the teaching profession and opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizations is required. (Prereq.: sophomore standing or above) 282 Introduction to Special Education (See Special Education) 295,495 Topics in Education Study of selected topics in educationthat are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Lower Division Independent Study. 341 Media Technology (11 2' course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teaching/learning situations. Computer training will be included in this course. (Fall, Spring 198889, Interim 1989-90 and after) 351 Techniques of Teaching Reading The study and utilization of a variety of techniques and resources in the reading and the diagnosisand correctionof reading difficulties. (Fall, Spring) Creating Learning Environments: Kindergarten-Elementaryand Field Experience The study of strategies and methods of teaching and Ieaming in the contexts of educational, psychologiml and sociological theories. Membership in one of the professional teacher organizationsis required. (Pmq.:255orED5265 or consent of instructor. FA,Spring) Discovery Learning In the World of Kindergarten (112 course) Study and utilbtion of a variety of techniques and murces far teaching kindergarten. (Required for all persons d n g kindergarten licensurewho take their first Education course in the Fall of 1989 or later. Concurrent registration with 352. Fall, Spring) Kindergarten-Elementary Curriculum: Art, Music (112 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Kindergarten-Elementary Curriculum: Mathematics (112 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Kindergarten-Elementary Curriculum: Physical Education, Health (112 course) Eminatianand prepmition of materials and resourcesfor physical educatian and health at the kindergarten and elementary levels. Laboratory experiences. (Pmq.: 255 or IDS 265. Fall, Spring) Kindergarten-ElementaryCurriculum: Social Studies, Science (112 course) Examination and preparation of materials and resources for social studies and science at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Kindergarten-Elementary Curriculum: Children's Literature, (112 course) Examination and preparation of materials and resources for children's literature at the kindergarten and elementarylevels.Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Kindergarten-Elementary Curriculum: Language Arts (112 course) Examination and preparation of materials and mourcesfor language arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Human Relations (112 course) Emphasis on the study of values, of commmicationW q u w , and of the major minority gmups in Minnesota for the dwloprnent of interpersonal relations skills appLicabIetoteaching and other pmfessiod vocations.Open to all. Internship The student may select from a variety of situations for professional work experience.A learningcontract must bedeveloped and must have Education faculty approval. School and Society (See Secondary Education) ,482,483,484 Student Teaching Kd and Seminar Observingand facilitatinglearningat the kindergartenand elementarylevels under the supervisionof collegeand elementaryschoolpersonnel. Member- 491 498 499 ship in one of the professional teacher organizations is required. Students must apply to Student Teach at least 3 months prior to enrolling for the courses. Four courses in student teaching (481, 482, 483 and 484) are recommended unless otherwise advised by the Education Department. (Fmeq.:All K-Elementary coursework satisfactorily completed or permission of the Department for an exception. Admission into the Education Department Limnsure kagmm and admission for Student Teaching) Practicum and Seminar in Special Education (See Special Education) Independent Shrdy (1/2 come) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). Independent Stady Opportunity for advanced and specialized research prows not otherwise provided for in the Departmental curriculum.A projected promust be o u t l i d and approved by the kindagartenetementaryeducation faculty. + Secondary Education (EDS) Mary Endorf, Coordinator Itistherespnsibilityof eachshldenttomeetaZ1speaficrquitmentsof~e Education Department. Secondary Education students are advised ta consult UTith Education faculty regarding state requirements for teacher ficensure, in addition to confemng with the student's major field adviser. Licensure Requ3ements of thestateof hrlinnesata for teachingin serondaryschcaIs are met through the Augsburg College Education Department Liensure Frogram: Baccalaureatedegree; amdeaic major in anapproved teaching area;265, 334,388,478, methods course(sS in major area, 48l,482 (and 483 for Art, Music, and Physical Education teaching majors); HPE 114, 115; PSY 105; GPA of 2.5 overall, 2.5 in a11 education courses, 2.5 in academic major and P in student teaching. Applicationfor and acceptance into the Augsburg Licensure Program required. Criteria for admission to the program are available in the Education Department. Art, Music and Physical Education Licensure: A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elemenfaq school leveL A person with a major in one of these special areas will take three courses instudent teaching and do some studentteaching at both the secondaryand elementarylevels. Inaddidon to 334, the arkmajor will register for 361,362; the physical educationmajor for 365; and the music major for 355. Art and physial education teacher education programs lead to licensure for g r a d s K-12. Music teacher educatjon pmgrams lead to licensureinthe following m s : 1-Band (K-12)and classmrn music (5-12); 2-Orchestra K-12) and classrmm music 6-12};3-Vocal and classroom music (K-9); or 4 V 4 and classroom music (5-12). Foreign Language Licensure: For foreign language teachers (French, German, Spanish), see Major Department for information on the required competency exams. Teaching in the Minor Field: Minnesota State Rule provides for restricted teaching in selected fields in which a person has received a minor. Students must be accepted into the Education Department Licensure Program, take the minor subject area methods course, and student teach in the minor area to receive licensure or be recommended for an endorsement by Augsburg College. The Professional Term. School and Society and Student Teaching are taken jointly in one full-time term in professional education. Attendance at special afternoon or evening seminars is also required. All students are expected to be involved full-time in the activities of the professional term. 199 Internship Lower Division Internship. 265 Orientation to Education in an Urban Setting and Field Experience Investigatesvarious aspects of the teaching profession, with opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizations is required. (Prereq.: Sophomore standing) 282 Introduction to Special Education (See Special Education) 295,495 Topics in Education Study of selected topics in educationthat are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Independent Study for Lower Division credit. 341 Media Technology (U2 course) (See Kindergarten-Elementary Education) (Fall, Spring 1988-89. Interim beginning 1989-90) 350 Reading in the Content Areas (112 Course) The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: Required for Secondary Education. Upper Division. (Fall, Spring) 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their applicationfor teaching inlearning settings. Laboratory experiences. Membership in one of the professional teacher organizations is required. (Prereq.: 265, PSY 105. Fall, Spring) 355 Music Methods (K-12) Trends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshopsand laboratory experience. (Spring) 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings (U2 course each) Study and application of instructional methods, materials, and techniques. 361 Art Methods (Elementary and Junior High School) Procedures, materials and issues relatingto the teaching of art in the elementary, middle, and junior high schools. For art teaching majors only. (Fall) Art Methods (Senior High School) (112 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (To be taken concurrently with 361.Fall) English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Spring) (Prereq.: EDS 354: Creating Learning Environments) Physical Education Methods (K-12) (See Physical Education Department) Foreign Language Methods (112 course) Language learning theory. The theory and practice of language teaching. (Consult with the Foreign Language Department) Natural Science Methods (lI2 course) Course structures,goals, and procedures in science education.Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the Education Department. Social Studies Methods (112 course) Introduction to the teaching of social sciencesand history in secondaryschool classrooms. Emphasis on instructional strategies and curriculum develop ment. Consult with the Education Department. Speech and Theatre Arts Methods (lI2 course) The teaching of basic speech, interpretative reading, discussion, and theatre and the directing of co-curricular speech and theatre activities. (Spring) Mathematics Methods (112 course) Study of the basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. Consult with the Education Department. Human Relations (112 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skillsapplicableto teaching and other professional vocations. Open to all. Internship The student may select from a variety of situations for professional work experience.A learning contract must be developed and must have education faculty approval. Health Methods (SeeHPE 410Administrationand Supervisionof the SchoolHealth Program) School and Society Emphasis on p i n t s of view about the role of school in modern scoiety and final theoretical preparation to approach student teaching. Membership in one of the professional teacher organizations is required. (Prereq.: Senior standing; concurrent registration with 481,482,483,or 484) ,482,483,484 Student Teaching and Seminar Observingand directing learning at the secondarylevel under supervision of college and secondary school personnel. Three courses recommended of all majors and required of Art, Music, and Physical Education majors. Four courses required of double majors. (Concurrent registration with 478) 498 499 Independent Study (112 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). Independent Study h not otherwise Opportunity for advanced and speciakd r ~ c projects provided for in the Departmental curridurn. A projerted program must be outlined which meets the approval of education faculty. + Special Education (EDE, EDS) Mary Endorf, Coordintaor Minor: Minimum of 6 courses (282,491;PSY 351,357; 1coursechosenfrom HPE 354, MUS 110 (Interim)or 395, PSY 362, EDS 385 (Interim), or SWK 304 (CHR); and 1course chosen from LIN 289, PSY 352 or 359, or EDS 388. BIO 103 is recommended as an additional course. 282 Introduction to Special Education Introduction to the field of special education. An examination of the nature, c a m , and educational intenentione for such exceptionalities as mental r e tardation, physicat disability, hearing and vision impairment, learning disabilities, behavior disordersand giftedness. (Spring) 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. (Prereq.: Completion of courses for special: education minor or consent of instructor. Students planning to take this course should consult with the Special Education Coordinator about a placement prior to registering for the course. Fall) V Engineering Ken Erickson, Adviser Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Errcause of the special T~hnologicalUniversiky, Houghton, requirements and opportunities of these programs, early consultation with the Augsburg Engineering Adviser is necessary. Applications for thew programs require the recommendation of the Augsburg Engineering Adviser. + University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of k W a c h e l a r of Engineering CB.A./BB.l enables students to r ~ e i vaeBachelor of Arts degree from AugsburgCollege and a Bache10r of Enginewing degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Studentsmay apply for the program afses completing thesophomoreyear. At that time, they will 'be informed of their status in the program and any further conditions necessary for find acceptance into the program- Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Ba&eJ.or of Arts/Master of Engineering (BJVM.EF enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to mininizethe numberof undergraduatecourses, if any, that students must take at the University kfore proceeding through the graduate curriculum.The n u d m of such murses varies by IT department and area of emphasis within a department. Application for admission into the B.A/ME. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed daring the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. + Washington University (Three Year Plan) + Michigan Technological University (Dual Degree Plan) These programs enable students to receive a Bachelor of Arts degree from Aupbutg and a Bachelor of Enpeering degree from Washington University School of Engineeringand Applied Science or Michigan Technological University in a five-year period. The first h r e e years are spent at Augsburg foIIowed by two years at the affiliated university. Studentsacceptedinfo the program will be consided foradmission to theen@eringxhooI if they willcompletecourserequire- ments, have the requisite cumulative grade point average, and are recommended by the Engineering Adviser of Augsburg College. Students are also encouraged to exploreopportunitiesfor graduate work at Washington University and h4ichigan Tecl-tnological University. Further information on these and other graduate programs is available from the Augsburg Engineering Adviser. Financial Aid: Students receiving financial aid who are partidpants in these dual d e g r e programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as aiteria. Minimum Course Requirements for Admission to the Dual Degree orThree-Two Programs: CHM 115,116;CSC 170;ENG 111;MAT 124,125,224,226; PHY 121, 122;additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124,125 and PHY 121,122are taken in the freshman year. Students interested in Chemical Engineering also should take CHM 351,352. e 7 - - @ -a, ., -.r V English Department (ENG) . 3 ...-. Those who study English believe that an intense concern for words, ideas, and images helps us understand who we are and who we can become. Writing helps us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and understand better the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and ~ o l o g y , English is concerned with individual and group khavior. With philo* phy, English is interested in ideas and in the relation between meaning and language. With dence, English is interested in discovering order and det crmining structures. With speech and ~ommunications,English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. The Augsburg English Department integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, a n d readings available near the campus. English majors have the opportunity to use and refine their skills through Internships on a n d off campus, tutoring in the Writing Lab, or participating in the Co-op Ed Program. Students with a n Augsburg English major pursue careers i n elementary, secondary a n d college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions a n d businesses. English majors may start o n a slightly lower rung of the career ladder than those with more specialized training, but will move to higher rungs more quickly because of their broad background, their skill in analysis, a n d their superior communication skills. Skills i n reading perceptively and writing effectively enhance a n y career and make life more enjoyable and understandable. English Faculty: Catherine Nicholl (Chairperson), Barbara Andersen, Joseph Bodziock, Cathleen Dalglish, David Garrison, Douglas Green, Joan Griffin, John Mitchell, Ronald Palosaari, Kathryn Swanson Major: 9 courses above 111, including 225; 1 course in American literature; 1 course in Western literary tradition (271 or 272); and 3 courses in British literature, 1on literature before 1660 (for example, 331 or 438) and 1that surveys a number of writers (336,337,423). Majors are encouraged to take ENG 245 early in their college work and to consult their Departmental adviser regularly. A student with a double major or special program that involves considerable work in the English Department should also work closely with an adviser in the Department. Note: Transfer students must take at least three of their English courses at Augsburg. English-Language Arts Teaching M a j o ~10 courses, including those listed under the major, a coursein the English language, and an Internship in the teaching of writing. One course must include a cornpanent in non-Western literature. In addition, the ACTC courses CommunicationSkillsin the EnglishClassroomand Teaching Mass Media are required. Courses in early American literature, Shakespeare, and film are recommended. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education not later than the spring of their sophomore year. Students in this program must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Honors Major: GPA of 3.5 in the major and 3.0 overall, submit program to Department Chairpersonby October 15 in senior year for Department approval. Submit paper to Departmentby April 20 and defend it before facultycommittee. Honors project may be an Independent Study program. Minor: 5 courses above 111, including at least 2 literature courses, 1 of which must be in British literature, and 1 writing course above the freshman level. Note on Concentration: In addition to meeting requirements for the major, English majors may, if they wish, develop an area of emphasis, such as British concentration, American concentration, world literature concentration, or writing concentration.A student arranges a concentrationby careful selection of electives in the major, by the design of an Independent Study course that applies to the concentration, and by the selection of some related courses outside the Department. English majors should work closely with their advisers in developing a concentration. Interim courses, special courses, and courses at other ACTC schools will often fit well into a concentration. The English Placement Test: A writing sample is required of students who score 19 or below on the verbal section of the ACT test or 78 or below on the verbal section of the PSAT tests. Also required of students who have not taken either the ACT or PSAT. Students who do not show competence in composition skills such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences are required to enrollin Developmental Writing in which they will receive more individual instructionthan is possible in Effective Writing. These students must pass Developmental Writing before enrolling in Effective Writing. Note on Prerequisites: 111is strongly recommended but not a prerequisite for a Lower Division literature course. Prerequisite for an Upper Division course is successful completion of a Lower Division literature course or consent of the inshctor. Developmental Writing A preparatory coursefor EffectiveWriting required of students identified by a writing sample (the English Placement Test) as needing additional preparation in composition. Students write short papers based on their own observations, experiences, and thoughts. P/N grading only. Students receive a course credit, but this does not fulfill the graduation requirement in writing. 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. At least one work of literature is assigned. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics, thinking critically, and revising for clarity and style. A Writing Lab is provided for those needing additional help. The minimum passing grade for this course is 2.0. 217,218 English as a Second Language (ESL) Consistent, repeated work on pronunciation, vocabulary and American idioms, grammar and sentence patterns make up a major part of these courses. In-class drills and exercises, assignments, and sessions with ESL tutors are means for students to improve oral skills and to increase their fluency. Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing will determine placement in these courses, and testing, as well as other course work, will determine whether the ESL requirement is met. These courses are graded either P/N or 2.0-4.O/N. Students will con101 tinue in 218 until the requirement is completed. By successfully completing the courses, students will be exempted from the foreign language requirement. Writing f o r Business and the Pmfessions A practical course designed toimprove writing skillsfor those preparing for business and professional careers.Thewriting of reports, letters, and proposals will be emphasized. Students will be encouraged to use material from their own areas of specialization. (Prereq.: 111) Intermediate Expository Writing The development of essays in a variety of rhetorical modes, which may include identification, definition, classification, illustration, comparison and contrast, and analysis. Particular attention will be given to stylistic and organizational matters through the course's workshop format, in which students' papers are read and discussed. (Prereq.: 111) Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction but including journal keeping, drama, and creative prose. Journalism This is an introductory newswriting course. Emphasis will be placed on writing for the print media, but students will learn to write for radio and t e l e vision as well. Students will consider how to recognizenews, how to gather and verify facts, and how to write those facts into a news story or news feature. The course will cover basic copy preparation and editing practices and include an introduction to legal and ethical questions faced by journalists. (Prereq.: 111) Introduction to Cinema Art An investigationof the artistic qualitiesand the historical development of the film medium. The courseincludestheviewing and discussingof both feature length and short films. (Spring) Introduction to Literature An introduction to the study of fiction, drama, and poetry. Particular attention will be devoted to developingcritical and analytical skills in reading and writing about literature. Strongly recommended for English majors and minors. American Literature to 1920 Reading and analysisof some significantworks of selected American writers from colonial times to the emergence of literary naturalism. Attention is also given to the writer's contribution to the historical development of American literature. Modern Fiction Significant works of selected prose writers, chiefly European, of the 20th century. Some non-Western works will be included. European Literature: Homer to Dante A study of major works of Greek and Roman literature, for example the epics of Homer and Virgil, the tragedies of Aeschylus, Sophocles, and Euripides, the comedies of Aristophanesand Ovid's Metamorphoses.Dante's Inferno will be studied as a work in which the Christian and the classical traditions are combined. These works will be studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) European Literature: From the Renaissance to the Modem Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky. (Spring) Topics in Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year will be listed in the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction. Directed Study Independent study for Lower Division credit. Advanced Journalism Interviewing and Editing Emphasisis placed first on interviewing and then on organizing and writing the interview story. The second half of the course will concentrateon editing the work of others and learning layout and design. The course will include workshop sessions during which students conduct interviews and critique the interview skills of fellow students. There willalso be laboratory sessions devoted to layout and design. (Prereq.: 227. On demand) British Literature, Chaucer to the Elizabethans Chaucer and the medieval milieu will be studied as well as the development of English poetry and drama in the English Renaissance. Milton and His Age A study of Milton's major poems and selected prose. In addition the Renaissance literary tradition out of which Milton created his works will be examined. (Alternateyears 1989-90) British Literature, Seventeenth and Eighteenth Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets up to Blake, with attention to the historical, intellectual, and social influences and the major literary movements. (Fall) British Literature, the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic poetry, Victorian poetry, Victorian prose and two or three novels of the period. Relationships among these writers and their influence on one another will be emphasized as well as their relationship to their own age and their lasting contribution to the forms of poetry and prose. (Spring) Advanced Expository Writing Designed for the self-motivated writer, the course will emphasize the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. By the end of the course, the student will be expected to write reliable reports and articles of publishable quality. (Prereq: 225 or consent of instructor) Advanced Creative Writing The purpose of this course is to help the experienced student improve creativewriting ina single genre, as announced in theclass schedule. (Prereq: 226 or consent of instructor on the basis of submitted work) American Literature Since 1920 A study of some recent and contemporary writers and literary movements. Attention is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city as setting and symbol in modern American literature. 399 423 438 498 499 Internship The Department offers on-campus Internships in teaching writing and ESL, and various off-campus Internships. Interested students should consult the Department Chairperson. Studies in the British Novel A survey of the development of the novel in England from its 18th century beginnings up to the 20th century. Novels studied will be selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bront$ Thackeray, Eliot, and Hardy. Attention will be given to the conditions contributing to the rise of the novel and its emergenceby the 20th century as the dominant literary form. (Alternate years, 1988-89) Shakespeare Study of ten or twelve major plays -comedies, histories, tragedies -with attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading analysis. Independent Study -Metropolitan Resources Open to junior or senior English majors with a grade of 3.0 or consent of Department Chairperson. Ppvidesdirected Independent Study which makes use of the resources of Augsburg's urban location, such as theaters, poetry readings, and writers' groups. Independent Study Open to junior or senior English majors with a grade of 3.0 or consent of Department Chairperson. Provides directed Independent Study in the area of the student's choice. V First Year Experience (FYE) Patricia Parker (Associate Academic Dean), Diane Pike The initial months after entering college as a freshman are a period of transition. The faculty and staff wish to assist students to make the transition to being a college student successfully and to help them become part of this academic community. Students are introduced to the character of the College, its heritage as an urban liberal arts college of the church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being a college student. The First Year Experience (FYE) is composed of four parts: Summer Registration, Fall Orientation, FYE Seminars, and FYE Interim Term Courses. Participation in the Fall Orientation program and in the FYE Seminars is required of all students who begin Augsburg College as freshmen in the day schedule program. Students who meet the requirement satisfactorily by attendance at and participation in an FYE Seminar will receive a notation of a passing (P) grade for FYE 005 on their official transcript. Students without a P for FIE 00.5 will not be permitted to graduate with an Augsburg degree. 005 FYE Seminar A series of fall term meetings with an FYE faculty adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon readings from a variety of disciplinesand sources collected in The Augsburg Anthology. (P/N grading only; evaluation based on attendance and participation) V Foreign Language Department The Foreign Language Department at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The Department is committed to the view that education should go beyond career preparation. So viewed, foreign language study goes beyond the development of new cornmunications skills to foster an abiding awareness that the splendid diversity of human languages, literatures, and cultures represents a rich historic legacy developed in different ways by many nations to be shared by all in common. The Departmental faculty believe that familiarity with the language and culture of another people is an essential step in the development of global perspective and hence is indispensable in the education of Augsburg students. The Foreign Language Department offers language, literature, and culture courses in French, German, Norwegian, Russian, and Spanish. Courses in Chinese, Japanese, Latin, and Greek are available to Augsburg Students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. A special perspective on language is also available to Augsburg students in the linguistics courses offered by the Foreign Language Department. Linguistics goes beyond the study of individual languages to investigate the general principles which operate in and shape all languages and in this way the study of linguistics affords the student a unique view of one of the most intriguing and central facetsof the human mind. Foreign language skills, perhaps combined with the study of linguistics, are essential in preparing for a number of careers and represent a valuable special qualification in many others. Anticipated careers in a number of fields such as foreign language teaching translation, the diplomatic corps, or international business may require a foreign language major, perhaps combined with a major in some other field. In addition, students pursuing careers in many other fields such as health care, social work, the ministry, psychology, or philosophy, to name just a few, often find that a foreign language minor and/or the study of linguistics qualifies them for special assignments in their chosen field. Foreign languages Faculty: Mary Kingsley(Chairperson),Nancy Aarsvold, Ruth Aaskov, Nancy Giguere, Mary Johnson, Angelika Rauch, Gunta Rozentals, Steve Sakai, Donald Steinmetz Placement Levels: Studentswith previous foreign language study must register in coursessuited to their levelof preparation.Placement is accordingto thenumber of high school semesters one has studied that language: 0-2 = 111;3-4 = 112; 5 6 = 211; 7 = 212; 8 = 311. Students in doubt about their placement level should consult the Chairperson. Be sure to sign placement form. Students should arrangeto take the LanguagePlacement Test if they wish to take a course above the level determined by previous studies in that language. Studentswho elect to take a coursebelow the one in which they are placed by the Department may do so, but grading must be P/N only. The Language requirement will be satisfied onlyby completion of the course in which the student was originally placed. Credit and grading for that course may be traditional. Basic Requirements: Majorsmust take4of theupper Division coursesat Augsburg College and 4 abroad. Minors must take 2 of the Upper Division courses at Augsburg College. 311 is prerequisite to all Upper Division courses. Transfer students intending to major or minor must take a minimum of 1Upper Division course per year at Augsburg. See Department facultyfor limits on nonAugsburg courses and career information. Teaching Licensure: Teacher candidates in French, German and Spanish must consult with the Department of Education for specific information and enrollment in the programas well as for information on Special Methods courses. A 3.0 averagein Advanced Conversationand Compositionis a Departmentalrequirement for teaching majors. Licensure requires successful completion of the Competency Exam. See Requirements for State of Minnesota Licensure for Teaching in Secondary Schools, under Department of Education. Honors Major: Majors seeking Departmentalhonors must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall, and honors thesis dernonstrating ability in Independent Study for one course credit. Consult Department Chairperson for details. + Chinese (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian Studies Director. + French @RE) Major: 8 courses above 212, including 311,312 or 411,331 or 332,350 or 355,351 or 353,450 or equivalents. Study abroad required. Minor: 4 courses above 212, including 1 in conversationcomposition, 1 in civiliiation, and 1 in literature. Interim, Summer, or Semester in France strongly recommended. Teaching Licensure Minor: 5 Upper Division courses beyond 212, including 1 in conversationcomposition, 1 literature, 1 in civilization. Study in France strongly recommended. Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Also see Interim Catalog. Directed Study Conversational French, readings. Once weekly. No credit. (Spring. On demand) 111,112 Beginning French Aim to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall/ Spring) 199 Internship Lower Division Internship. 211,212 Intermediate French Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall/Spring) 243 French Literature in Translation Major representative works of French literature are read in English translation. ~ h r o u ~individualized h background reading and class discussion, students become acquainted with artistic qualities and cultural-historical 011 significanceof these works. Sophomorestanding.Fulfillsonly literature distribution requirement. Does not count toward a French major or minor. (On demand) Directed Study Independent Study for Lower Division credit. Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. Post-intermediate level. A prerequisite to other Upper Division courses. (Fall) French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use. French phonology and speech group practice, study of written models. (Prereq.: 311 or consent of instructor. Spring. On demand) French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: 311 or consent of instructor. Alternate years) French Civilization Today Topics in 20thcentury problems, ideas. Cultural manifestations that promote understanding of Frenchspeakingpeople and their contributionto the contemporary scene. Readings, reports, extensive use of audio-visual materials and periodicals. In French. (Prereq.: 311 or consent of instructor. Alternate years) Introduction to Literahue for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Studentsapply the elements of theory through reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) 353 Survey of French Literature The study of major French authors and literary movements in France, through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: 311 or consent of instructor. Alternate years) Twentieth Century Literature A survey of the major French literary movements since World War I, including the novel, the theatre, poetry, the essay, and criticism. Classes, oral and written reports, and laboratory texts in French. (Prereq.: 311 or consent of instructor. Alternate years) Internship Upper Division Internship. Advanced Conversation and Composition By means of reading, speakingand writing on topics of intellectual, social, or 450 499 political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization as individual needs indicate. Provides for self-improvementand self-evaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor. On demand) French Seminar: Novel, Drama, Poetry, Short Story Study in depth of a topic or genre in French literature. Student presentations in French. For advanced students.(Seealso Interim offerings. Prereq.: 311 or consent of instructor. On demand) Independent Sttrdy Individual pursuit of a topic, movement, or genre at an advanced level. Designed to compl&ea balanced program, enhance research, or meet individual interests. In literature a mapr paper and its defense are included. (Consultationswith French teachers required. Junior standing. Fall, Interim, Spring. Subject and plan to be clarified early with study adviser) + German (GER) Major: 8 upper division courses, including 311; 411, 1 in civilization, and 1 in literature. Semester in Germany required. Minor: 4 Upper Division courses, including 311 and 411. Interim, Summer or Semester in Germany strongly recommended. Teaching Licensure Minor: 5 courses beyond 212,induding 1 in conversationcomposition, I in literature, 1in dvilization, and 2 electives. All m u m must be Upper Division course. Study in Germany s~rongIyrecommended. Recommended Supporting Courses: Linguistics, European History, another language, English literature. 111,112 Beginning German Course 111is for students with no previous background; 112is for students who have had 111or equivalentor less than two years of high schoolGerman. Aims at developingbasic skills.Classroompractice in speaking, understanding and reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. 199 Internship Lower Division Internship. 211,212 Intermediate German For students with two terms (or two years high school) of previous German. Aims at developingbasic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materialsrepresenting contemporary German life and literature. (211, Fall; 212, Spring) 244 German Literature in Translation Principal works of German literature representing various periods and movements are read and discussed in English. The readings are considered not only in the particular context of German cultural history, but also discussed interms of their relevanceto perennialhuman problems. Credit for this course does not apply to a German major or minor. (Sophomorestanding. On demand) Independent Study Independent Study for Lower Division credit. German Comersation and Composition Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercisesin written composition. Fall) German Civilization and Culture I The Early Background. Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643), with emphasis on the impact of Roman civilization, the re-emergence of German cultural self-awareness during the Middle Ages, and the intellectual and religious upheavals of the Reformation. In German. (Prereq.: 311 or consent of instructor. Alternate years) German Civilization and Culture I1 Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitcal, artistic and scientific history of the German-speaking peoples. In German. (Prereq.: 311 or consent of instructor. Alternate years) Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different a p proaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussingselected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) German Literature through the 18th Century Brief surveyof heroic, courtly, Reformation, Baroque, Auflclarung and Sturm und Drang literature. Extensive readings and dicussions in Classic and Romantic periods. Readings in German, supplemented by lectures on the history of German literature in its cultural and geopolitcal context. Class discussions help to improve students' ability to express ideas in German. (Prereq.: 311 or consent of instructor. On demand) German Literature: The 19th Century Includes later Romanticism, Jung-Deutschland, poetic realism, Naturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of the individual and the rise of materialism, technologyand mass man. Readingsin German. Class discussionshelp to improve students' ability to deal with concepts and express themselves in German. (Prereq.: 311 or consent of instructor) German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed:Kafka, Hesse, Mam, Brecht. Readings in German with class discussions are designed to aid students' self-expression in German. (Prereq.: 311 or consent of instructor. On demand) 399 411 451 452 499 Independent Study Independent Study for Upper Division credit. Advanced German Composition and Conversation Aims at developingand refining the student's use of German as a vehicle for expressing his or her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: 311 or consent of instructor. Fall) German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Leaures treat the development of the epic genre as a mirror of cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On demand) German Drama Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: 311 or consent of instructor. On demand) Independent Study Independent Study for Upper Division credit. + Japanese WN) Japaneselanguage studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian Studies Director for more information. + Linguistics 199 289 299 311 (LIN) Internship Internship for Lower Division credit. Introduction to Linguistics An introduction to linguistic analysis and general linguistic principles, with focus on linguistic universals (organizationalprinciples and features common to all languages) and psycholinguistics (inquiry in to the mechanics of language learning and the structure of the mind as revealed in language). Theoretical questions will be approached by studying samples of various languages. No prerequisite. Recommended for all language majors and minors. (On demand. ACTC) Directed Study Independent Study for Lower Division credit. Theories of Grammar Comparative analysis of various views of language represented in current linguistic research with the aim of illuminatingunderlying philosophical assumptions, investigational criteria, and explanatorygoals which distinguish them. The theories will be contrasted with those of adjacent disciplinessuch as anthropology, psychology, logic, and communication theory to explore ways in which each theory seeksto overcomethe inadequaciesof traditional grammar. (On demand) 399 499 Internship Internship for Upper Division credit. Independent Study Independent Study for Upper Division credit. + Norwegian (NOR) Major: 8 courses above 211, including 311,312 or 331,353,411. Study in Norway required. Minor: 4 courses above 211, including 1 in conversation-composition, 1 in civilization, and 1 in literature. Study in Norway encouraged. Recommended Supporting Preparation: A second foreign language, linguistics, European history. 111,112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress on spoken rather than literary Norwegian. Laboratory work expected. (111, Fall; 112, Spring) 199 Internship Internship for Lower Division credit. 211 Intermediate Norwegian Continued conversation and composition to improve comprehension and facility of expression. Selected readings in Norwegian used as basis for class discussion and exercises. Laboratory work and some field experience expected. (Prereq.: 112 or equivalent) 299 Directed Study Independent Study for Lower Division credit. 311 Norwegian Conversation and Composition Intensive practice in spoken Norwegian with emphasis on pronunciation and original composition. Some attention given to regional variations in spoken Norwegian and to differences between the two official languages of Norway. Some laboratory work and field experience required. (Prereq.: 211 or equivalent) 312 Old Norse An introduction to the structure of Old West Norse through the study of selectionsfrom Old Norse literature. Some attention given to Old East Norse and aspects of the history of four modern Nordic languages. Knowledge of one of the latter is desired but not required. Norwegian language majors/ minors will have special assignments. (On demand) 331 Norwegian Civilization and Culhue This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwegian as far as possible), the domesticand foreign influencesat work in the comparativelyhomogeneouspopulationof Norway willbe examined.Written and oral reports in theNorwegian language will be required along with some field work. (Prereq.: 311 or consent of instructor. On demand) 350 353 399 411 499 Introduction to Literahue for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Studentsapply the elements of theory through reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) S w e y of Norwegian Literature Selected readings in contemporary Norwegian literature provide a base for the study of original works from earlier periods extendingback to Old Norse literature. All genres are examined, and considerable attention is given to writings in the Nynorsk language, particularly poetry. Ledures, readings, oral and written reports are in Norwegian. (Prereq.: 311 or equivalent. Alternate years) Internship Internship for Upper Division credit. Advanced Norwegian Conversation and Composition Further intensivepractice in spoken and written Norwegian. Attention given to the other Scandinavianlanguagesand to the historical development of the Norwegian language. Laboratory work and field experience required. (Prereq.: 311 or consent of instructor. On demand) Independent Study Independent Study for Upper Division credit. + Russian .(RUS) Two years of Russian are offered at Augsburg. Russian language studies may be continued in the ACTC Russian Area Studies Program, which requires two years of language for the major. See Russian Area Studies Campus Coordinator. 111,112 Elementary Russian A i d to developreading, writing, understanding, and conversational skills through oral classroom practice, developingease in reading, short compositions, and acquaintancewith Russian culture. Extensive use of the language lab. 211,212 Intermediate Russian Continuesdevelopingtheskillsof writing, understandingand speakingwith an added emphasis on reading. Introduction of advanced grammar topics, idioms and the study of word building in Russian. (ACTC) + Spanish (SPA) Major: 8 courses above 212, including 311,411,456 or 457,2 of 352,353,354, and either 331 or 332. Study in Spain or Latin America is required. Minoc 4 courses above 212, including 1 in conversation-composition,1 in civilization, and 1 in literature. Interim or Summer study abroad strongly recommended. Teaching Minor: 5 courses beyond 212, including 1in conversationcomposition, 1 in literature, 1 in civilization, and 2 electives. All courses must be Upper Division courses. Study in Spain or Latin America recommended. Recommended Supporting Courses: Linguistics, another language, Pre-Columbian civilization, Latin-American Area studies. Consult Department for other supporting courses in humanities. 111,112 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of Spanish-speaking world. Laboratory work is an integral part of the course. 199 Internship Internship for Lower Division credit. 211,212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts which stimulate intellectualgrowth and promote cultural understanding, students review all of the basic structures of Spanish, and build conversational skills through class discussions. besigned for students with 2-4 years of high school Spanish or its equivalent. (211 Fall, 212 Spring) 216,316 Intensive Individualized Spanish (See under Program in Global Community) 249 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature representing various periods and movements are read in English translation. Through background reading and class discussion in English the student is acquainted with the salient artistic qualities and cultural-historical significance of the readings. Credit in this course does not count toward a major or minor in Spanish. Sophomore standing preferred. (On demand) 261 Spanish Language (Seeunder Metro-Urban Studies, SAUS and LISLA) 299 Directed Study Independent Study for Lower Division credit. 311 Spanish Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratorywork. This course is a prerequisite for all Upper Division courses. Brereq.: 212 or equivalent. Fall) 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanishand wish to expand them. Intensivepractice to improve oral and written expression with emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. Readings to stimulate discussion and broaden cultural background from contemporary literary texts and magazine articles. Conducted in Spanish. (On demand) 331 Spanish Civilization and Culhue Study of the Spanishcharacterand of Spanishcontribution to world civiliiation through historical, intellectual, literary, and artisticmovements. In Spanish. (Prereq.: 311 or consent of instructor. Alternate years) Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the Pre-Columbian civilizations to the present. In Spanish. (Prereq.: 311 or 212, with consent of instructor. Altemate years) Introduction to Literature for Language Students 350 Theory and practice of literary studies.A theoretical component (in English) treats the basic principles of literature, Literary genres, and different approaches to literary analysis. Students apply the theory through reading, analyzing, and discussing selected works of literature. Recommended for majors and minors. Open to all qualifed students. Brereq.: 311 or consent of instructor. On demand) 352,353 Survey of Spanish Literature I, I1 A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language. (Prereq.: 311 or consent of instructor. On demand) 354 Representative Hispanic American Authors An introduction to Spanish-American literature. Lebures, discussions, written and oral reports in the language. (Prereq.:311or consent of instructor. On demand) 399 Internship Internship for Upper Division credit. 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, and written compositions and grammatical exercises. (Prereq.: 311 or consent of instructor) 332 456 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reportsin the language. Emphasison theGolden Age and the Modem Period. (Prereq.: One survey course. Altemate years) 457 Spanish Novel Studyof the outstanding novelists of the 19thand 20th century in Spain. Oral and written reports in the language. (Prereq.: One survey course. Alternate years) 499 Independent Study Independent Study for Upper Division credit. General Studies (GST) Joel Mugge and Donald Warren Some courses help to integrate learning around topics in ways which are different from the more traditional disciplines. General Studies include specialized academic enrichment programs, an integrative pro-seminar created by cooperating faculty, and offerings of the Center for Global Service and Education. 009 Cooperative Education Placement in a Co-op Education assignment, satisfactory completion of evaluation process, and participation in seminars conducted by Co-op Education staff. No course aedit. (Fall and Spring) 140,141 Introduction to the Liberal Arts (112course each) An introduction to the philosophy of the liberal arts curriculum and to the philosophy and student services available at Augsburg College. The course also focuses on improving those skills so important to academic success: reading rate and comprehension, note taking and textbook reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning, and making decisions. (140,Fall; 141,Spring) 230 Cultural Issues Seminar (See under Program in Global Community) V Global Education Programs The center for Global Education, a program of Augsburg College, is committed to education which helps citizens expand their world view and deepen their understanding of international issues. The Center believes that firsthand knowledge of other societies and cultures builds international awareness, informs debate on foreign policy, and contributes to a more just and peaceful world. Toward this end, the Center offers a variety of experiential education programs which examine the problems of international development and the dynamics of social change. A unique dimension of the Center's work is that its programs include the perspectives of the poor and disenfranchised as well as the views of decision-makers. + Program in Global Community The Center for Global Education offersa spring semester program, The Program in Global Community, each year in Cuernavaca, Mexico. It is an academic program that explores the history of political change, the dynamics of social justice, and the role of the church in Latin America. Students live together as a community in the Augsburg Study Center, but also with Mexican families. The semester also includes a trip to Central America. The cost is equivalent to full room, board and tuition at Augsburg. Courses are offered for credit in the disciplines as listed. SPA 216,316 Intensive Individualized Spanish Intensive, individualized instructionfor three hours a day for six weeks of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director) INS 311 The Development Process This seminar focuses on specific global and interpersonal developmental processes. Particular theories of development and educational approaches are criticallyexamined. As an integrativeseminar, the courseattempts to pull together the many aspects of the overall program. The seminar provides studentsthe opportunity to reflect criticallyon their own educationalprocess as well. (Required course) GST 230 Cultural Issues Seminar This seminar consists of a series of mini-courses offered in a number of relevant topic areas related to the theme of the program. Each mini-course consists of 12 hours. Any four mini-courses fulfill the requirements of the seminar. (Either this course or HIS 347 required) HIS 347 Mexico: A Historical Perspective Four specific mini-courses together provide a rather comprehensiveview of Mexico's historical development from preColumbian times to the present day. (Either this course or GST 230 required) 299 Directed Study 499 Independent Study This preferably is in a student's major or minor discipline, developed ahead of time in consultationwith a Departmentaladviser on the home campus and the program director. The topic a student chooses should be relevant both to the discipline and the theme of global community. (Optional fourth course) REL 366 The Church and Social Change in Latin America This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging 'Theology of Liberation" as articulated by prominent Latin American theologiansas well as by people directly involved in local parishes and development projects in Cuernavaca. (Prereq.: 1course in religion or theology. Optional fourth course) + Human Services in a Latin American Context The Center for Global Education offers a fall semester program, Human Services in a Latin American Context, each year in Cuernavaca, Mexico. Throughout Latin America new models for education and human care have evolved during the last 25 years. The methodologies used attempt to teach critical thinking skills, raise people's consciousness and increase their ability to work together to change their situation. H u m a n Services i n a Latin American Context is a 3 1/2 month study program designed to introduce participants to the central issues currently facing the third world, and to focus on Latin American models of education and service and their contribution to the process of social change. These models have grown out of the sense that the achievement of basic human rights goes hand i n hand with the empowerment of individuals a n d groups to control their own lives. This semester program is co-sponsored with Pacific Lutheran University. The semester includes a trip to Central America. The cost is equivalent to full room and board a t Augsburg College. Courses are offered for credit in the disciplines as listed. SPA 216,316 Intensive Individualized Spanish (Spanish) Intensive, individualized instructionfor three hours a day for six weeks of the semester. Instructionis geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director) SWK 361, SOC 271 Social Policy and Social Justice (Social Work or Sociology) Social policy related to the health, education and well-being of members of Mexican society from an historical perspective. The course will examine the distances between policy and reality, particularly for the poorest groups, the impact of international economics and politics, and movements that have emerged dedicated to bridging the gaps between needs and policies. This course, with a different set of student objectives and a differentbibliography, can be taken for social work or sociology credit. SWK 399 Internship (Social Work) A supervised learning experience in an agency setting with emphasis on acquiring an overviewof how the agency functionsand how populations are served. POL 295 Global Perspectives: The World in Change (Political Science) A survey of global issuesaffectingthe human condition in a rapidly changing and increasingly interdependent world; modernization and development; economic change and international trade; diminishing resources; war and revolution; peace and justice; cultural diversity. Emphasis on the development of a global perspectivewhich recognizes human commonalities as well as diversity in perceptions, values and priorities. EDE /EDS 412 Latin American Models of Education (Education) A comparative approach to learning some basic goals and methods of educational models being developed in Latin America. Students will apply their knowledge of educationalconceptsused in the U.S. to an understanding of basic processes employed by Latin American educators in teaching critical thinking, consciousness-raising and cooperative problem-solving. A focus throughout the course will be on exploring the transferability of these learning models to North America. V Health and Physical Education Department (HPE) Virtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional player will find ample opportunity for athletic and developmental activities. The Physical Education Department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in Physical Education (Lifetime Sports); men's and women's intercollegiateathletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. Department graduates have traditionally found employment in educational settings. Additional career opportunities are possible in YMCA and community services, municipal park and recreation departments, as adult fitness instructors, and in working with people with disabilities. Health and Physical Education Faculty: Richard A. Borstad (Chairperson),Carol Enke, Marilyn Pearson Florian, Paul Grauer, Alvin Kloppen, Joyce Pfaff, Edwin J. Saugestad I + Health Educatjon J Majol: 110,'11<11<, 320.35; 410; BIO 103,108,111; CHM 105or 109;PSY 105; SOC Teaching Major: Same as Health Education mapr plus 355. Students wishing to become licensed teachers should consult with the Education Department for requirements. Teaching Minor: 110,114,115,320 or 410; BIO 103; SOC 231. Personal and Community Health Modern concepts and practices of health and healthful living applied to the individual and the community. (Fall) Internship Internship for Lower Division credit. Health and Safety Education (112course) Principles and practices of safety education in school and community life. Includes information about school health programs and prevalent health needs and problems of school age children, and American Red Cross First Aid course. Health and Chemical Dependency Education (112course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health programs and prevalent health needs and problems of school age children. Human Sexuality A study of the psychological, social, and biological components of human sexuality. Open to all students. Directed Study Independent Study for Lower Division credit. School Health Curriculum Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: All coursesin the major sequencenumbered in the 100and 200 seriesand consent of instructor) Teaching the Exceptional Child (112 course) Education of the exceptional child with special reference to the analysis of functional and organic abnormalities and the role of school health and physical education programs. (Prereq.: 350. Spring) Tests and Measurement (112course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Spring) Internship Internship for Upper Division credit. Administration and Supervision of the School Health Program Historical background, legal bases, school health services, and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: 320. Odd number years, Fall, Interim) Independent Study Independent Study for Upper Division credit. + Physical J3ducation i/ J " 1J "' ' - 1 1 Major: 114,115, 3 5 4 7 ~ 5223,231; ; 232,'243,350,351,471:472,474,475; BIO 103. Teaching Licensure Major: 114,115,354,355; 223,231,232,243,350,351,365,471, 472,474,475; BIO 103. Students wishing to become licensed teachers should consult with the Education Department for requirements. Major with Specialization in Adapted Physical Education: Consult Department Chairperson for individual program planning. Minor: 114,115;223,231,232 or 472,243. Thereisno PE teaching minor inMinnesota Public Schools. Coaching Endorsement: 243,351 (Prereq.:BIO 1031,475 (Prereq.: 350), 1of 476483 (except 481), and practicum in coaching (499 is an optional method for meeting the practicum requirement). Notes: Coaches entering their first headcoaching assignment in Minnesota high schools are required to have a coaching endorsement and a current Minnesota teacher's license. 002,003 Lifetime Sports 199 223 231 232 234 243 299 350 Three hours per week. Two Lifetime Sports meet the general education requirements. (Part-time students should consult with Department Chairperson) No course credit. Internship Internship for Lower Division credit. Team Sports Theory and practice in skills, teaching, and officiating team sports. (Spring) Individual and Dual Sports Theory and practice in skills, teaching, and officiating individual and dual sports. (Fall) Recreational Activities and Rhythms (112 course) . Theory and practice in performing American heritage and international folk dances. Exposure to New Gamesconcepts and activities. Practice in teaching and performing selected social dances. (Interim) Outdoor Education (112 course) This course will look zt a wide variety of outdoor activitiesthat can be taught in a school setting. The following activities will be emphasized: canoeing, back-packing, cycling, outdoor cooking, campingand water safety. Students must be prepared to spend some weekends participating in these activities. (Even numbered years, Spring) History and Principles of Physical Education History, principles, and philosophy of physical education. (Spring) Directed Study Independent Study for Lower Division credit. Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) Physiology of Exercise The mapr effects of exercise upon the systemsof the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) Teaching the Exceptional Child (See Health Education) Tests and Measurement (See Health Education) Physical Education Methods (K-12) Procedures, materials, and issues for teaching physical education at the elementary and secondary levels. (Fall) Internship Consult Department Chairperson. Sailing in the Virgin Islands Designed for the beginning and intermediate sailor interested in learning the art and practice of sailboat cruising. The course will focus on taking the participant to a competent level of sailboat handling (anchoring, mooring, helming and crewing). (Interim) Physical Education Programming Procedures and techniques of management, leadership and decision making for physical education and interscholastic athletic programs. Curriculum analysis and preparation. (Prereq.: 243. Fall) Gymnastics (112 course) Theory and techniques of teaching gymnastics. Opportunity to teach and perform in all apparatus events and tumbling. Experience in spotting and skill analysis. (Fall) Swimming and Aquatics (112 course) Theory and practice in teaching swimming, lifesaving, and water safety. Open only to junior and senior Physical Education majors and minors. (Prereq.: Swimming competence as determined by pre-test. Fall) Prevention and Care of Athletic Injuries (112 course) Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical experience in taping and training-room procedures. (Prereq.: 350, Fall, .lst half of term, and even numbered years, Interim) Coaching of Football (112 course) Theory, technique and administrative aspects of coaching football. (Odd numbered years, Fall, 1st half of term) Coaching of Basketball (112 course) Theory, technique and administrative aspects of coaching basketball. (Odd numbered years, Interim) Coaching of Hockey (112 course) Theory, technique and administrative aspects of coaching hockey. (Odd numbered years, Interim) Coaching of Track and Field (112 course) Theory, technique and administrative aspects of coaching track and field. (Odd numbered years, Spring, 2nd half of term) Coaching of BasebalYSof tball(112 course) Theory, technique and administrative aspects of coaching baseball and softball. (Odd numbered years, Spring, 2nd half of term) 481 483 499 Officiating of Basketball (112 course) Mechanics, techniques and practical experience of officiating basketball. Prepares student for certificationby the Minnesota State High School Association. (Interim) Coaching of Volleyball (112 course) Theory,technique and administrative aspects of coaching volleyball. (Odd numbered years, Fall, 1st half of term) Independent Study Directed intensivestudy in an area of physicaleducation.Open only to junior or senior majors. V History Department (HIS) History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished Medievalist J.R. Strayer expresses it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences which makes scattered individuals into a community." A society's history is also a storehouse of human experiences that enables us to deal more knowledgeably with the continuities and changes in current issues. Established disciplines, as history long has been, train the mind by developing concepts and skills that enables one to deal with masses of information. Many have found that history is an entree into the richer enjoyment of travel, cultural events, and the broad reading enjoyed by the educated person. Accordingly, history has long heid a major role in the liberal arts. This is true at Augsburg. The Department has smngth in and requires of its majors work in four main areas: ancient and medieval, modern Europe, United States, and the non-Western world. The Department's graduates are well represented among professional historians; at present, six are in graduate schools preparing for such careers. More have distinguished themselves as social studies teachers in elementary and secondary schools and current projections indicate that there will be growing opportunity in that field for history majors. For most of our students, however, the study of history provides one of the better undergraduate liberal arts experiences, valuable both for personal enrichment and a wide variety of career choices. History Faculty Richard Nelson (Chairperson),James Brothen, Gregory Bruess, Orloue Gisselquist, Donald Gustafson, Khin Khin Jensen, John R Jenswold Major: 8 courses plus 1 seminar. At least 4 of these courses must be Upper Division. A major must have at least 1 course (either survey or upper level) from each of the 4 areas: Ancient and Medieval; Modern Europe; U.S.; and non-Western. Major for Teaching Licensure: Students interested in secondary education may take a History Major in combinationwith specified social sciencecourses and the required educational courses, in compliance with the state requirements. For more information, see the Department Chairperson or the Social Studies Coordinator. Minor: 5 courses, at least 3 of which must be Upper Division. Honors Major: GPA of 3.6 in the major and 3.0 overall; except in special instances, applicationbefore the end of the first term of the junior year; 2 years of a foreign languageat the collegelevel (orits equivalent);an honorsthesis (equalto 1course credit) to be defended before a faculty committee. Notes: First year students should enroll in 1 or more of the 101-104 courses. Distributioncredit is normally given only for courses 101-104.200level courses are normally reserved for sophomore or Upper Division students. Upper Division courses are numbered 300 and up. Lower Division students are normally required to take at least one 100 level course before enrolling for an Upper Division course. There are 16 Upper Division courses (numbered 300 and up) in this Department. Severalare offered each term. Offeriigsdepend upon faculty schedulesand student registration. 101 102 The Beginnings of the Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the middle ages of Europe into the 13th century. The Shaping of Western Civilization A consideration of European institutions and values from the waning of the middle ages through the remodeling of Europe by Napoleon. The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. The Modern Non-Western World An introduction to various centersof cultural and political power in Asia and Africa of the last 200 years. Internship Lower Division Internship. U.S. History to 1877 A survey of Americans from Jamestown through the efforts to reconstruct a nation tom apart by the Civil War. U.S. History Since 1877 An assessment of the century which precedes our time with an effort to consider the various social, economic, intellectual and political forces and events that have created the modern United States. Asian and Asian-American Women in Public Life in the 20th Century An exploration of the experiences and contributions of selected women in China, Japan, India, Korea, Philippines, and the state of Hawaii. Includes crosscultural perspective, responses to impact of modernization and Western education. Scandinavian History Prehistoric to 1750 An introduction to the settlement and development of the Scandinavian countries with emphasis on their impact on and contributions to the development of European society. Scandinavian History 1750 to the Present An introduction to the history of the Scandinaviancountries from the early modern period to the present with emphasis on the place of Scandinavian society in European and world history. Directed Study An opportunity for a student to do readings or study on topics not covered in the scheduled courses. The proposed study must be approved by the directing faculty member and the chairman of the Department before registration. A maximum of one course in directed study may be applied to the major. Modem Southeast Asia A study of the major historical events, personalities and political developments in this area. A comparative analysisof the nationalist movements and the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam. Modern China A selective treatment of Chinese history since the Opium War of 1839. The erosion of China's isolationism and collapse of the imperial system. The Nationalist and Communist revolutions of the 20th century. Modern Japan An examinationof the emergence of Japan as amajor world power in the 20th century. Components of the course will include a study of the distinctive features of the Pre-Meiji era, modernization factors since 1868, interaction and encounter with China, urban development, ecological problems, role of women and Japan's trade in Asia and Africa. Topics in U.S. History Exploration in depth of selected topics in U.S. history (excluding foreign policy; see History 332). The specific topics to be offered will be announced prior to registration. History of American Foreign Policy The relationship of foreign policy to general American development is stressed. Mexico: A Historical Perspective (See under Program in Global Community) The Ancient Near East and Greece to 338 B.C. The development of civilization in the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on the development of writing, achievement in the arts and sciences and-political institutions. Hellenistic Greece and Rome to 330 A.D. A study of the development of Alexander's Empire, the Hellenistickingdoms and the rise of Rome as the world's greatest power. Emphasis is placed on personalities, the arts and sciences and Rome's contributions in law and the political process. The Late Middle Ages to 1560 A study of the scholastic tradition and the role of the Church and state through the changes forced on these institutions during the Italian Renaissance and the early years of the Reformation. Internship in History A limited number of Internships may be available for qualified Upper Division students majoring in history. In this connection, students are encouraged to consider the opportunities available through the Cooperative Education program. England in the Tudor and Stuart Periods A study of Englishhistory from a 15thcenturybackground through 1714.The emergence of modern constitutionalism is the major theme of the course. Emphasis is also placed on 16th and 17th century aspects of England's subsequent role in the world economy and on the Englishliteraryrenaissance of Elizabethan and early Stuart periods. Europe in the Seventeenth Century The study of this century as the most critical period in the rise of the modem state. Emphasis is also placed on the emergence of modern science and its effect on intellectual history. The chronological boundaries may be listed as 1560-1714. Topics in World History This course will investigatetopics in world history which are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. The World and The West This coursebegins with Europe's discoveryof the rest of the world, considers cultural interaction and conflict, and the building of European empires in Asia and the Americas, and concludes with the breakdown of these imperial systems at the end of the 18th century. 495 499 Seminar Selected topics which will be announced prior to registration. This course is designed for history majors of at least junior standing. Admissionbypermission of the instructor. Offered at least once each year. Independent Study Majors with an average of 3.5 or above in history courses are encouraged to apply for directed Independent Study. A maximum of one course in Independent Study may be applied toward the major. V Humanities (HUM) Bruce Reichenbach (Chairperson), John Benson and Richard Nelson The Humanities major provides the opportunity to reflect across departmental lines, to experience the ways in which different academic disciplines approach simiIar questions and issues, and to participate in interdisdplinary learning experiences. You can, in effect, m a t e your own major by choosing a theme or topic you wish to study,and then by taking courses in various departments relating to that theme. The major was created especially to encourage students not majoring in the humanities but in such areas as science, business, or social science to broaden their insights and perspectives by taking a broadly-based second major. Major: g murses, including 275. Elve of the courses must be Upper Division. Courses must be selected fmm at least 4 of these 7 departments- Art, English, Foreign Languages, fTistory,l%3osophy, Religion, and Speech,Communication and Theatre Arts. No more than 3 courses from anyone department can be used to satisfy the requirement. I Note: Each student taking a humanities mapr will focus on someparticular theme or perspective which will constitute the core of the major p r o m . Six ofthe 9 courses must be t a k a in this core.The core adopted and the courses chosen to meet the requirement will be worked out with the student's adviser in the humanities, and must be approved by the Humanities Major Committee. The theme or perspective of the corecan k chosen from those listed in the Humanities Handbook or can be created by the skudent in consultation with an adviser in the humanities. Further information concerning the core can be found in the Humanities Handbook. A student may not list a double major in humanities and in one of the component disciplinesunless the distribution of courses selected in the humanities major is significantly different from the other major. 275 Perspectives on the Humanities An introduction to the humanities which focuses on different themes, depending upon the instructor. The course correlates ideas, principles and values from the perspectives of several of the humanities disciplines. 499 Independent Studies Individual study and w r c h on some intdsciplinary humanities topic, worked out in consultation with an adviser. The study must be approved by the Humanities Committee. V Interdisciplinary Studies (INS) (See Metro-Urban Studies, Global Education Programs, and Women's and Minority Studies) V International Relations Norma C. Noonan, Director International Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of 7 courses and 6 electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for Interim or a Semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to intenational studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, the USSR, the Far East, Southeast Asia, and others. Recent students have had double majors in History, Political Science, or a foreign language. Numerous combinations of majors and minors are possible with the International Relations major. Major: 13courses. (1)7 required courses: ECO 112 or 113;HIS 103or 104; POL 158 or 160; 2 of the following: HIS 332, POL 363,461; POL 490; the fourth term of college work in a modern foreign languae. Q )6 ofthe following electives (not more than 3 from any one disciplinemaybe countedtoward the major);ECO 360, 495; HIS 322,323,324,440,474; PHI 355; POL 330,351,381,382,455,459; REL 356; SOC 336; Interim courses, seminars, Independent Study, topics courses and courses at other colleges/universitiescan be considered here with the approval of the Program Director; fourth term or higher of college work in a second language. Minor: 7 courses and 1year of foreign language. Required ECO 112or 113, HIS 103 or 104, and POL 158 or 160.One come of HIS 332, POL 363 or 4 1 .One year of foreignlanguage. Any 3 courses from the list ofapproved electivesforthe major. Not more than 2 courses horn any department could count toward the minor. Note: Only the fourth or higher term of languages cuurth t o w a d the major; prerequisite courses or competencies mmot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major, for example, a concentration on a gmgraphic area or in one of the major disciplines in the program. V Mathematics and Computer Science Department At least since Socrates, scholars have appreciated the value of mathematics in developing the skills of critical thinking, understanding abstract concepts, and analyzing and solving problems. Coupled with the more modern needs of quantitative thinking, these skills are still essential for any liberallyeducated person. Mathematics and computer science courses at Augsburg are intended to help develop these skills. Mathematical ideas in and of themselves have had a formative impact on the development of civilization, and the development of computers has already begun to influence modern society. To the extent that a liberal education must include a variety of perspectives on our culture and heritage, a study of these influences is important. An increasing number of academic disciplines require a working knowledge of the tools of mathematics and computer science. This Department serves students majoring in a wide variety of fields. Majors within this Department axe prepared for graduate school, work in industry,or semice professions, with opportunities to focus on either the itheoretical or the appIied areas of their vocations. Internship and Coop erative Education options help students takeadvantage of Augsbwg's proximity to the many technically-oriented enterprises in the city. Thus the Department aims to provide its own majors with skills necessary to serve the larger community through a variety of careers. Mathematics/Computer Science Faculty: Ken Kaminsky (Chairperson), Larry Copes, Tarry Crockett, Beverly Durkee, Matthew Foss, Noel Petit, Larry Ragland, Beverly Stratton Mathematics Major: 9 courses in mathematics including MAT 124,125,215,224, 314,324, and 3 electivesfrom MAT courses about 210, at most 1 of which is at the 200 level; participationin Departmental colloquium. Also required: CSC 170.At least 2 Upper Division mathematics courses must be taken at Augsburg. Fm teachinglicensuw, the 3 electives must be 351,373, and 441. Studentswishing to become licensed teachmare advise3 to consult with the Education Department for other requirements. Computer ScienceMaj or: 9 coursesincluding 240,345,350,445,450;270 or BUS 175; and 3 electives from CSC courses above 260 or 1 of SOC 363 or BUS 479; participation in Departmental colloquium. Also required: MAT 174, 175 (or MAT 124,125,171,224and CSC 170);MAT 215; MAT 373 or BUS 279 or SOC 362. At least 2 of the Upper Division courses must be taken at Augsburg. Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall. Independent Study at an advanced level. Mathematics Minor: 5 courses, including 124,125, (or 174,1751,224, and 2 electives from MAT courses above 210, at most 1 of which is at the 200 level. For a teaching minor the2 additional courses must be selected from MAT 215,314,328,351,373, 441. Computer Science Minor: 6 courses including 170,171 (or MAT 174,175), 240,345, 350, and 1 course from MAT 355, BUS 279, SOC 363, or any CSC courseover 260. PrerequisiteslPlacement Exam - Before enrolling in any mathematics course in this Department the student must have scored appropriately on the Augsburg MathematicsPlacement Exam or an equivalent exam, or have completed college courses equivalent to prerequisites. A course must be completed with a grade of 2.0 or higher to count as a prerequisite. The Placement Exam is given during college registration sessions and at other announced times during the year. It is required of all entering students except those who have received a grade of C or better in a college-level mathematics course taken at another college, or have passed the College Board Advanced Placement Exam. These students, and those who place into Group V, should consult with the Department about appropriate courses to take. + Mathematics (MAT) Basic Mathematics A self-paced course for students needing a review of arithmetic and transition to algebra. Topics include integers, fractions, decimal numbers, ratios, percents, metric system,exponents, radicals, and evaluation of algebraic expressions.Counts as one c o w e i n semester%load but d w not give credit toward graduation. Admission only by Augsburg Mathematia Placement T=t. (Prmq.: Placement Group I. P/N grading only) 104 Intermediate Algebra A self-pacedcourseforstudentsnoedinga rwiew ofbasic algebraicskillsand concepts. Topics include operations with polynomialsand rational expressions; exponents and radicals; solving linear and quadratic equations and inequalities;and graphing of linm and quadratic functions. Counts as one course in semester's load but does not give credit toward graduation. Admission onlybyAugsburg Mathematics Placement Exam. (Prereq.: Placement Group 11. P/N grading only) 114 Elementary Functions A study of functions: alpbraic, exponential, logarithmic, and trigonomehic, For students planning to take 124 or 174. Students who have completed 124 or 174 may register f o r d i t edywithconsent of instructor. 104or Plament Group III. Spring) 121 Finite Mathematics Topics of linearity and probability with applicationsto the social and behavioral sciences. (Prereq.: 104 or Placement Group 111) 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus of a single variable with applicationsto the social and behavioral sciences. Students who have completed 124 may not register for credit. (Prereq.: 104 or Placement Group 111. Spring) 124,125,224 Calculus I, 11, HI Differentialand integral calculus, including calculusof severalvariables and series, with applications primarily from the physical sciences, integrated with topics from plane and solid analyticgeometry. Primarily for students in mathematicsor the sciences. (Prereq.:114or Placement Group IV for 124; 124 for 125; 125 for 224.124, Fall; 125, Spring; 224, Fall) 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. (Prereq.: 104 or Placement Group 111. Fall) 103 m.: Discrete Mathematics Topics in discrete mathema tics such as seb and logic, combinatorics, probability, relations and functions, vectors and matrices, boolean algebra, and graph theory. (Prereq. 114or 121or Placement Group IV. Fall) 174,175 Mathematics for Computing I, I1 A study of discrete and continuous mathematics with applications to computer science, integrated with learning structured programming. Primarily for students planning to major in computer science. (Prereq.: 114 or Placement Group IV for 174; 174 for 175) 171 Honors Mathematics for the Ijberal Arts Like 131, but for sophomores in the Honors Program. (Prereq.: 104 or Placement Group 111, and freshman honors courses; or permission of instructor. Spring) Number Theory An introductory study of the integers and their properties. (Prereq.: Consent of instructor) Elementary Linear Algebra A study of linear equations, determinants, vector spaces, linear transformations, and matrices. (Prereq.: 224 or 175. Spring) Differential Equations Solutions of ordinary differential equations with applications; solutions by special integral transforms; systems of differential equations with matrix algebra techniques; series solutions. (Prereq.: 224. Spring) Directed Study Independent Study for Lower Division credit. (Prereq.: Consent of instructor) Abstract Algebra A rigorous investigation of the basic structures of algebra, such as groups, rings, integral domains, and fields. (Prereq.: 215. Fall) Analysis An introduction to the study of mathematical analysis. Includes a rigorous study of major concepts used in the calculus and their application to more abstract situations. (Prereq.: 224. Spring) Complex Variables An introduction to complex numbers and functions, limits, differentiation and integration,series, analyticfunctions, conformal mappings, and applications. (Prereq.: 224. Alternate years, Fall 1988) Modern Geometry A study of Euclidean and non-Euclidean geometries by synthetic, coordinate, and transformation methods with projective axioms as abasis. (Prereq.: 122or 125. Alternate years, Fall 1989) Numerical Analysis A study of methods used to solve problems on computers. Analysis of computational problems and development of algorithms for their solutions, applications of a procdureoriented programming language in numerical analysis. Topitsinclude thegeneralconceptof iterativeformulae,solution of equations, Newton's method, l i n w systems,intapolation, numerical differen tiation and integration, Pmeq.:175;or 224, CSC 170. Alternateyears, Fall 1989) Probability and Statistics An analyticstudy of probability and statistics,including probabilitydistributions and densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 224 or 175.Fall) Internship A combined effort of student, faculty, and employer to complete a specific task and learn in a workplace. The Internship often is under the auspices of the Cooperative Education office as well as the Mathematics Internship Supervisor. 441 481 491 499 Foundations of Mathematics Set theory, logic, axiomatic method, and development of number systems. (Prereq.: completionof or concurrent registration in 314 and either 324 or 328; or consent of instructor. Alternate years, Fall 1988) Topics in Mathematics Study of advanced topics selected from real or complex analysis, abstract algebra, topology, probability, statistics, or computer science. (Prereq.: 314 and either 324 or 328; or consent of instructor. Spring) Mathematics/Computer Science Colloquium This colloquium, which has no course credit, meets weekly to keep the mathematics and computer science community informed about contemporary developments in the field and about interesting ideas that don't arise in courses. Junior and senior majors must attend, and others are welcome. All seniors give a talk. Other sessions are presented by faculty members or outside visitors. Independent Study Topics defined through consultation between student and Department. + Computer Science (CSC) Computing for the Liberal Arts An introduction to computers, programming, and computer applications, as well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not applytoward either a computer science major or minor. 170 Structured Programming An introduction to computer languages and algorithms. Applications from mathematics, business, and natural sciences. Programming in a higher level language such as Pascal. (Prereq.: MAT 124. Spring) 171 Discrete Mathematics (See MAT 171) 174,175 Mathematics for Computing I, I1 (SeeMAT 174, MAT 175) 240 Survey of Computer Science An introduction to computer organization and structure, assembly and machine languages, computer logic design, number and character representations, and functions of components of computer systems. Continued development of structured programming concepts. (Prereq.: MAT 175; or both 170 and MAT 124 and concurrent registration in MAT 171. Fall) 261 Electronics (See PHY 261) 270 FORTRAN Study of the FORTRAN programming language. (Prereq.: 170, or MAT 175. Interim) 340 Digital Communications and Computer Networks Principles and methods of data communications, distributed processing systems, network protocols and security, and general computer interfacing. (Prereq. 240. Fall) 145 Computer Systems and Assembly Language Survey of computers, languages, systems, and applications.Developmentof competence in assembly language programming. Elements of computer operation, including input-output, interrupts, and an introduction to operating systems. (Prereq.: 240. Fall) Data Structures and File Processing Concepts and algorithms used in the solution of non-numerical problems. Applications to data management systems, file organization, information retrieval, list processing, programming languages, and storage devices. (Prereq.: 240. Spring) Database Management and Design Structure of database management systems, query facilities, file organization and security, including the development of an elementary database system. (240 is recommended before 352 is taken. Spring) Internship A combined effort of student, faculty, and employer to complete a specific task and learn in a workplace. The Internship often is under the auspices of the CooperativeEducation office as well as the Computer ScienceInternship Supervisor. Operating Systems and Computer Architecture Elements of operating systems, memory and process management, interactions among major componentsof computer systems, and a detailed study of the effects of computer architectureon operating systems. (Prereq.: 345, MAT 215. Spring) Theory of Programming Languages and Compilers Structure of computer programming languages, including data types and control structures, implementation considerations for programming languages, lexical analysis and parsing, and interpretive languages. (Prereq.: 350, MAT 215. Fall) Mathematics/Computer Science Colloquium (See MAT 491) Advanced Topics in Computer Science Study of advanced topics from such areas as computer graphics, artificial intelligence, computability, and automata. (Prereq.: Consent of instructor) Research Project An extensive group or individual project selected in consultation with a faculty member. If directly supervised by a faculty member the course may be taken for credit. (Prereq.: 345,350. Spring) Independent Study Topics defined through consultation between student and Department. V Metro-Urban Studies (INS) Metro-Urban Studies is a transdisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology and other related disciplines. The Metro-Urban Studies program seeks to blend classroom and field experience, theory and Internships which focus the content of liberal learning on the metropolitan community and the process of urbanization. The Metro-Urban Studies major and minor are designed to provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. The program and college-wide urban concerns requirement introduce students to the wide variety of developing careers related to urban and metropolitan affairs, equipping students with the analytical and theoretical tools required to understand the metropolitan community. Cooperative Education and Internships are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACT) enrich the overall program. Metro-Urban Studies Faculty: Gany W. Hesser (Director),Andrew Aoki, Robert Clyde, Norman Ferguson, Orloue Gisselquist, Satya Gupta, John Jenswold, Myles Stenshoel Major: 15 courses, including 10 core requirements: ECO 123,279 or SOC 362; HIS 431; POL 122,384 or SOC363; SOC 211,381; a minimum of 1 course of Internship or Independent Study; 2 non-social science courses with an urban emphasis, at least 1 of which must be in the humanities (currentoptionsincludeART 102, BIO 105, ENG 351, INS 233,260, PHI 362, PHY 111, SPC 342). PSY 356 is highly recommended, as are the HECUA programs. To complete the major, the student has a choice among 3 emphases or tracks: General/Liberal Arts, Planning or Public Administration. These 5 elective courses must include a minimum of 3 disciplines. Options include a wide variety of courses, Int&s, Internships, Independent Studies, and urban courses at other ACTC colleges. Participation in the urban programs offered through the Higher Education Consortium for Urban Affairs (HECUA) is highly recommended. Minor: To be linked with appropriate majors (such as business administration, history, political science, psychology, religion, sociology, speech). Core courses are required for the concentration: ECO 120 or 123; POL 122; SOC 211,381; an approved Social ScienceResearch Course; an approved Internship and/or Independent Study. Other combinations are possible and may be approved by the Director. 199 299 399 498 499 Internship Lower Division Internship. Consult Program Director to determine project. (Fall, Interim, Spring and Summer) Directed Study Independent Study for Lower Division students (Prereq.:Consent of instructor and SOC 121 or 211. Fall, Spring, Summer) Internship Consult theProgramDirector for details. (Prereq.: Consent of instructor. Fall, Interim, Spring) Independent Study -Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, perfomances, hearings. These resources become the core of the course, supplemented by traditional college resources. The course is designed in consultation with and evaluated by a Department facultymember. (Prereq.: SOC 121 or 211 and consent of instructor. FA,Spring, Summer) Independent Study Student must present written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: SOC 121 or 211 and consent of instructor. Fall, Interim, Spring) 4 Urban Studies Options Through HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs (HECUA), a consortium of 16 colleges and universities. Augsburg's Metro-Urban director served as its president from 1982 to 1987. Through HECUA, Augsburg students have access to five interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, San Francisco and the Twin Cities. I. Metro-Urban Studies Term (MUST) This program focuses upon the Twin Cities metropolitan area. 358 359 399 Readings Seminar: Urban Issues Reading materials are assignedto complement morning field seminartopics. Included are government and institutional publications, journal articles and books. Field Seminar: Twin Cities Metropolitan Area Using the community as a classroom, students visit agencies, talk with specialists in various fields, and investigate current issues in the Twin Cities area. Topics include: geography, government, economics, historic preservation, populations, ethnic communities, transportation, planning and social services. Internship Students are placed in a variety of public and private agencies or businesses for work experience. A learning contract is developed with MUST faculty approval. Students may choose an Internship of one or two courses. 11. Scandinavian Urban Studies Term (SUST) This interdisciplinary field learning program is at the University of Oslo and examines cities and urban life in Scandinavia. 372 377 393 394 Norwegian Language Intensive language instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Note: For Language credit the student should consult with the Chairperson of the Foreign Language Department. Scandinavia in the World Global perspectives of Scandinavian societies. Exploration of Scandinavian viewpoints as small power nations in a world of super powers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade, and the Third World. Emphasis on Norway with field travel to Scandinavian capitals and to Leningrad for discussions with advocates of competing perspectives. Norwegian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theaters, museums, galleries) and discussions with artists active in a variety of media. Urbanization and Development in Scandinavia Examination of urban economic, social and cultural policies and practices as a reflection of issues of the modern welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to Scandinaviancapitalsfor a comparativeperspective. 499 Independent Study Students with advanced Norwegian language proficiency have the option of conducting Independent study &search, using Norwegian language skills, on a topic approved bytheSUSTProgramDirector and the appropriatehome college faculty adviser. 111. South American Urban Semester (SAUS) This "semester in the city" program is located in Bogota, Colombia. It focuses upon urbanization and development in the Third World. 261 361 362 363 499 Spanish Language Spanish instruction at intermediate or advanced levels. Introduction to Colombia Overview of Colombia and economic development. Proseminar: Urbanization in Latin America Readings, discussions, and lectures in both English and Spanish, with aid of SAUS staff and visiting Colombian urbanists. Field Seminar: Wealth, Poverty, and Community Development in the Latin American City Structured field course focusingon plight and prospects of the urban poor in Bogota, with field trips to other Colombian and foreign cities for comparison. Visits to various types of barrios and to public and private agencies dealing with urban problems. Independent Study In consultation with SAUS faculty, student elects a specific topic for library and/or field research related to subjects of seminar and/or major academic interests. IV. City Arts A program that explores the arena of human creativity by bringing participants directly into contact with the practice, administration, politics, and economics of the art world of the Twin Cities. 300 300 399 Field Seminar: Arts in the Cities Field study of art worlds and their role in the Cities. Topics include the social organization of the arts, doing business in the arts, arts and the urban landscape, making a living as an artist, funding for nonprofit arts organizations, artists and audience, the dispersing city and problem of audience. Research Semina~:The Creative Process An investigation of contemporary studies of intelligence, creativity, and thinking processes that uses both academic literature and discussions with artists and other resource people. Special workshops on topics such as writing and thinking, visual studies and communication, and photography, encourage studentsto try out new ways of working and different approaches to learning. Internship Individually developed Internship or mentoring arrangements with Twin Citiesartists or arts organizations. Students may choosean Internship for one or two courses. V. Literature, Ideology and Society in Latin America (LISLA) This Spring semester program is a n interdisciplinary field study that provides extensive study-travel in Colombia, Nicaragua a n d Puerto Rico. Immersion in Spanish language a n d Colombian culture a r e stressed. 261 360 364 367 499 Spanish Language Spanish instruction at intermediate or advanced levels. Latin American Literature: Perspectives on Social Change Selected works of literature and theatre that express writers' and artists' perspectives on Latin American society and social change. Emphasis on contemporary period with considerable field study, including interviews with community arts and "street" theatre groups, writers, literary critics, composers, performers and filmmakers; small-group field assignments on current arts activities; site visits to museum and gallery exhibits, movies, plays concerns and a variety of community arts events. Latin American Arts and Society Introduces theoretical frameworks for examining the relationships among arts, ideologyand society. Provides historicalbackground through survey of Latin American thought in major artistic periods: Colonial, Republican, Romantic, Positivist, Modernist, "Indigenismo," Realist and Contemporary. Readings and seminar lecture-discussions. Ideologies of Social Change in Latin America Introduction to the study of ideology and .historical o v e ~ e wof Latin American ideologies, especially in relation to issues of development and social change. Comparative study of current ideological debates and their impact, with special attention to diffusionism, "dependencia," Marxism and liberation theology. Field study emphasizes local resources, including interview-discussions with proponents of competingideologies; interviews with government, business, church and community people; site visits to projects reflecting ideology-in-practice. Independent Study By special permission from LISLA faculty, students with advanced Spanish proficiency can be exempted from Spanish and conduct Independent Study research instead. V Music Department (MUS) Throughout the ages, music has been seen as an aesthetic expression of the deepest and highest human emotions and thoughts. Thus music has long been seen as an integral part of a liberal arts education, offering an important component of personal, social, and intellectual development. The Music Department at Augsburg College offers courses in music and music performance to give students access to this essential aspect of human history and culture. In addition, all students of the College community have the opportunity of participating in choral and instrumental ensembles which perform locally, nationally, and internationally. Augsburg College is an institutional member of the National Association of Schools of Music. The Music Department serves the general education needs of students and offers professional training in music. The music major combines a broad education in the liberal arts with preparation for a wide range of graduate and professional opportunities. Student majors may choose from among four majors in three degree programs: Bachelor of Arts-Music Major; Bachelor of Music-Performance Major; Bachelor of Music-Music Education Major; and Bachelor of ScienceMusic Therapy Major. In addition to opportunities as professional musicians, teachers of music, and music therapists, graduates have access to a wide variety of careers. Leaders in the professions and business regard a liberal arts major as an excellent preparation for satisfyingand effective service in many occupational areas. Music Faculty: Robert Karlkn (Chairperson), Robert Adney, Laine Bryce, Wayne Dalton, John Dunham, Stephen Gabrielsen, Merilee Klemp, Angela Kretschmar, Nicholas Lenz, Cynthia Lohman, Adele Lorraine, Steven Lund, Roberta Metzler, Kathryn Mickelson, Patricia Nortwen, Celeste OfBrien, Marlene Pauley, Nicholas Raths, Thomas Rolfs, Thomas Rossin, Pauline Sateren, George Stahl, Mary Wilson Music Coordinator: Mary Ella Pratte Entrance Procedures: Freshmen will enrollin the regular Bachelor of Arts program. Those wishing to become Bachelor of Music candidates must perform (Level I1 repertoire) in their major performance medium for a faculty panel. They must then apply, by petition, to the Department before the end of their second semester of study. Candidate approval is necessary to register for B.M. level performance studies. Transfer students may enter the B.M. program on probation, subject to Departmental approval of performance hearing and petition during their first semesterinresidence. Music Education majors must apply, by petition, to the Department during the sixth term of study. All other music major and minor candidatesmust apply, by petition, to theDepartment prior to registration for Upper Division courses. Additionally, Music Education majors must apply to the Education Department for acceptance into the music education licensure program. Departmental approval and a cumulative GPA of 2.5 in all music courses is necessary for the education licensure program. All transfer students must take the theory placement examination at the first class meeting of 101or 102. Freshmen who wish to be considered for a Freshman Performance Scholarship must perform in their major performance medium for a faculty panel. Auditions for memberships in ensembles are scheduled, following application, during the senior year of high school, summer orientation sessions or at another time preceding initial registration. Honors Major: Candidates for the honors program are nominated each spring from among those juniors who have attained a CPA of at least 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense; an additional senior recital of graduate quality; composition of a work for vocal and/or instrumental ensemble of 15 minutes duration; conducting an ensemble concert; or combinationsof the above. + Degree and Major Requirements Core Curriculum (Required of all Majors): 101,102,111,112,201,211,231,232,311, 341,342 or 344; 8 quarter courses in a major ensemble; Performance studies and recital requirements as given under each specific degree and major. (SeeApplied Music section.) French or German study as stated in general education requirements. Bachelor of Arts Music Major: Offersthe broadest education in liberal arts and prepares the student for the greatest range of graduate, business and professional opportunities. Students who intend to pursue non-performance graduate study, or desire to enter one of the many music-related business fields of employment, most often choose this course of study. Requirements: 13 course credits: Core curriculum plus 1 course credit of music elective;Performance studies -6 quarter courses and 2 half courses in the major instrument or voice, 2quarter coursesin the minor instrument or voiceand a half senior recital 458; keyboard proficiency and passing three Music Repertoire tests. Requirements for the Music Minor: 6 course credits: 101,102,111,112; 231 or 232; 341; 342 or 344; 4 consecutive quarter courses in a major ensemble concurrent with 4 quarter courses in Performance studies. Music minors must pass one Music Repretoire test. Bachelor of Music Music Education Major: Offers students the preparation necessary to become teachers of music in the public schools. This preparation includes coursework which allows the student to become certified to teach at the elementary through the secondary levels. Requirements: 17 course credits: Core curriculum plus 202, 212; Performance studies- 2 quarter courses, 4 half courses, 2full courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice; a half junior recital 358 and a full senior recital 459; improvisation competency on major instrument or voice; keyboard proficiency, passing 3 Music Repertoiretests, and achieving a cumulative GPA of 2.5 in all music courses and in the major performance medium. Vocal emphasis -251,252,253,254,435 Instrumental emphasis -151,155, and 1course credit of music elective Otherrequirements: 10 1/2coursecredits: HPE 114,115,PSY 105,EDS265,354,355, 356,357 or 358,388,478,481,482,483. Consult the EducationDepartment, Music Department Guides and program adviser. Music Performance Major Designed for students who display advanced competence and achievement in music performance. This degree program is chosenby students who wish to become professional performers, private instructors, or who intend to pursue a graduate degree in music performance. Requirements: 20 course credits: Core cumculum plus 202, 212; Performance studie-2 quarter courses and 6 full courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice; full junior and senior recitals 358,459; keyboard proficiency test, passing 3 Music Repertoire tests and achieving a cumulative GPA of 2.5 in all music courses and in the major performance medium. Voice -251,252,253,254,435,l course of music elective, 2 courses of French or German above the B.A. requirements Piano or Organ -301,302,436,456,1/2 course credit of music elective Instrument -301,302,11/2 course credits of music electives Bachelor of Science Music Therapy Major fulfills academic and clinical requirements for registration with the National Association for Music Therapy, and prepares students for the professional certification examination developed by the Certification Board for Music Therapists. This course of study is chosen by students who wish to become registered music therapists. Requirements: 18 course credits: Core curriculum plus 1 course credit of music elective; 2 of 151,155,156; 271,274,275,372,373,374,375,472,473,474,475,479; Performance studies - 6 quarter courses in the major instrument or voice, 2 quarter courses in the minor instrument or voice and a half senior recital 458; keyboard proficiency, guitar proficiency, passing 3 Music Repertoire tests, and achieving a minimum grade of 2.0 in each music therapy course. Other requirements: EDS 282, 356, 357, 358; PSY 105, 362; BIO 103; SOC 362 or PSY 264. Graduates are eligible to take the National Association for Music Therapy certification examination. Applied Music Ensembles (MUE): One quarter course credit per semester is granted to members of major ensembles (MUE 111,112,121,141). Other ensembles carry no aedit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or P/ N grading, or may choose no credit status with audit (V)designation. A maximum of 2 course credits in ensemble may be counted toward graduation requirements. Performance Studies (MUP): All students enrolled in Performance studies for credit with traditional grading arerequiredto satisfy each of the three synergistic elements: lessons, performances, and listening. The general (non-music major or minor) student, taking private lessons for no credit, is not required to fulfill the additional performance and listening requirements. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit -one half-hour lesson and three hours of practice per week. One quarter course credit- one half-hour lesson and four hours of practice per week. One half course credit -two half-hour lessons and eight hours of practice per week. One course credit (B.M. only) - two half-hour lessons and twelve hours of practice per week. Performances: All students registered in performance studies for credit must perform each year in a general student recital, at the end of each semester for a faculty panel, and as additionally required by the instructor. Listening: All students registered in performance studies for credit are required to attend 15designated music events during the academic year and pass the Music Repertoire test. Failure to attend the required number of Faculty Artist Series recitals, major ensemble home concerts, or other designated music events is a factor in determining the final grade received in performance studies. Music majors must pass a total of three Music Repertoire tests; music minors must pass one. (See Music Department Guides for contents of Music Repertoire tests.) Recitals: A committee composed of the student's teacher and two other music faculty members will determine the final grade for all recitals and will conduct a prerecital hearing for senior B.M. Performance major recitals. Concurrent registration in performance studies in the major performance medium is required for recital performance. B.A. and B.S. Candidates -one half senior recital 458 at repertoire level 111. B.M. Music Education Major -one half junior recital 358 at repertoire level 111and full senior recital 459 at repertoire level IV. B.M. Performance Major -full junior (level IV) and senior (level V) recitals 358, 459. Keyboard Proficiency: B.A., B.M. and B.S. candidates must demonstrate elementary keyboard familiarityby passing the Piano Proficiency test. This test may be taken at the beginning or end of Fall or Spring semester.(See Music Department Guide for contents of Piano Proficiency test) Music Courses (MUS) Theory 101 102 111 112 201 202 211 212 301 Materials of Music I (112course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. (Fall) Materials of Music I1 (112course) Diatonic harmony, secondary dominants and simple modulations. (Spring) Aural Skills I (112course) Rhythmic and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in 101. (Prereq.: Concurrent registration in or completion of 101. Fall) Aural Skills I1 (112course) Development of listening and reading skills to parallel progress in 102. (Prereq.: 111and concurrent registration in or completion of 102. Spring) Materials of Music 111 (112course) Continuation of 102with chromatic harmony and modulation. (Prereq.: 102. Fall) Form and Analysis (112course) Musical structures of common practice period and introduction to 20th century practice. (Prereq.: 201. Spring) Aural Skills 111 (112course) Melodic, harmonic dictation and sight singing to parallel progress in 201. (Prereq.: 112 and concurrent registration in or completion of 201. Spring) Aural Skills IV (112course) Further development of listening skills to parallel progress in 202. Brereq.: 211 and concurrent registration in or completion of 202. Spring) Counterpoint I (112course) 16ththrough 18thcentury contrapuntaltechniques includingdoublecounterpoint, pasacaglia, fugue and canon. Brereq.: 201,211. Alternate years. Fall 1988) 302 311 312 341 342 344 Counterpoint I1 (112course) Study of contemporarycounterpoint including works of Schoenberg, Bartok, Hindemith, Stravinsky and Carter. (Prereq.: 301. Alternate years. Spring 1989) Composition I (112course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Fall) Composition I1 (112course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Spring) Basic Conducting (112course) Study of fundamental conducting patterns and baton technique.Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall) Choral Conducting (112course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class as the choir. (Spring) Instrumental Conducting (112course) Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Spring) The following courses will not be offered until the specific B.M. major in theorycomposition is accredited by the National Association of Schools of Music. 401 Counterpoint 111(112course) Advanced contrapuntal writing. (Prereq.: 302. Fall) 402 Counterpoint IV (112course) Continuation of advanced contrapuntal writing Brereq.: 401. Spring) 411 Composition III (112course) Individual and class instruction in all styles. Brereq.: 312. Fall) 412 Composition IV (112course) Advanced compositional techniques. (Prereq.: 411. Spring) History and Literature 130 230 231 232 330 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For nonmusic majors. Electronics in Music Exploration and creation of sounds heard in 20th century music. The study and application of practical electronic technology used in music will be combined with aesthetic considerationsin the creativeaspects of the art. For non-music majors. History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: 201,112. Fall) History and Literature of Music I1 Continuation of 231 from 1750 to the present. (Prereq.: 201,112. Spring) Ethnic Music Hispanic, Black, Indian, Asian and other ethnic music and its cultural relationship. For the general as well as the music student. (Interim) The followingfour half courses are extensive studies of special eras in the history of music. (Prereq.: 231,232) 331 Music of the Baroque Era (112course) (Alternate years, Fall 1989) 332 Music of the Classical Period (U2course) (Alternate years, Spring 1990) 333 Music of the Romantic Period (112course) (Alternate years, Fall 1989) 334 Music of the 20th Century (U2course) (Alternate years, Spring 1990) 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as themusic and theology student. (Spring) 435 Voice Repertoire (112course) Interpretation, style and programming of the song literature from the 16th century to the present. (Prereq.: 231,232. Alternate years, Fall 1988) 436 Piano Repertoire (U2course) Study of the piano literature from the 17thcenturyto the present by listening, analyzing and performing. (Prereq.: 231,232. Alternate years, Spring 1989) 498,499 Independent Study (U2course each) Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. Technique 151,152 Voice Methods (114course) Fundamentals of tone production and singing. 155,156 Piano Methods (114course) Basic keyboard familiarity, simple accompaniment and music reading skills necessary to meet specific degree requirements. 157,158 Guitar Methods (114course) Beginning techniques of classic guitar. 251 English Diction (U4course) Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students registered for vocal instruction. (Fall semester) The following threequarter coursesare continuationsof 251 with applicationfor the Italian, German and French languages. 252 Italian Diction (114course) (Prereq.: 251. Fall semester) 253 German Diction (114course) (Prereq.: 251. Spring semester) 254 French Diction (114course) (Prereq.: 251. Spring semester) 358 Junior Recital B.M. candidates only. Half recital at repertoire Level 111, Music Education Majorsor full recital at LevelIV, Music Performancemajors. No coursecredit. 456 458 459 Piano Pedagogy (112course) Principles, methods, materials and techniques for teaching piano. Survey of various pedagogical schools of thought. (Prereq.: Consent of instructor. Alternate years, Spring 1990) Senior Recital Half recitalby B.A. or B.S. candidates at repertoireLevelII1. No course credit. Senior Recital (112course credit) B.M. candidates only. Recital must be preceded by a prerecital hearing by faculty committee. Repertoire Levels IV for Music Education majors and V for Music Performance majors. Therapy Music Therapy: A Clinical Overview A survey of the music therapy programs in Minnesota, with field trips to various institutions. An introductory course for the freshmen and sophomores considering music therapy as a major to give students a broad background in the ways in which music is used as a therapy. (Interim only) 271 Music Therapy Techniques and Materials (112course) Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music activities to clinical settings. 274,275 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 372 Psychological Foundations of Music I An objectiveapproach to musical stimuli and response, with an emphasis on acoustics and sociopsychologicalaspects of music. An understanding of the research process and development of an experimental research project. 373 Psychological Foundations of Music I1 Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. 374,374 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 472 Influence of Music on Behavior A study of human behavior as it relates to music, with emphasis on psychological, cultural, and biological aspects of musical behavior. Understanding of the theory of music therapy. 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings including discussion of professional ethics. A holistic approach to therapy with music. 474,475 Music Therapy Practicums (1/4course each) Volunteer work under the supervision of a registered music therapist, two hours per week. (Prereq.: 3 of 274,275,374,375) 479 Music Therapy Clinical Internship (1/2course) Full-time placement in an NAMT Internship setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements) 110 + Ensembles and Performance Studies Ensembles (MUE) These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester. (Special circumstances may permit entering at other times.) Assignment to an ensemble is then made at the discretion of the appropriate faculty. Membership is for the entire academic year which, on occasion, includes Interims. While the Department strongly encourages both formal and informal ensemble experience, only membership in Band, Orchestra, Choir or Chorale will satisfy the major,minor or distribution requirements. Instruments are available for rent. 111 Augsburg Choir (114 course) 112 Chorale (l/&course) 114 Festival Choir (0) 121 Orchestra (114 course) 122 String Ensemble (0) 131Woodwind Ensemble (0) 141 Concert Band (114course) 142 Brass Ensemble (0) 143 Jazz Ensemble (0) Performance Studies (MUP) Private instruction for credit is graded traditionally. AU areas of study are available to the non-music major or minor. Group lessons in piano, voice and guitar are available at a reduced fee. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying,ensembIeparticipation and other performanm. Representative programs of study in private insttuction are o u t h e d in Music Department Guides. These repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors enter I and attain 111; B.M. Education Major -enter I1 and attain IV;B.M. Performance Major -enter 11and attain V. Ilx Voice 12x Strings: Violin, Viola, Cello, Bass 13x Woodwinds: Oboe, Bassoon, Clarinet, Saxophone, Flute Recorder, Horn 14x Brass: Trumpet, Trombone, Baritone, Tuba 15x Piano 16x Guitar 17x Percussion 18x Organ Class Lessons: 011 Voice class 015 Piano class 016 Guitar class Note carefully the following provisions: 1. 2. 3. 4. 5. Instrumental rental, practice room reservations and performance study registration occurs the first week of classes in the Music Department office. Seniormusic majorswho haveattained acumulativeGPA averageof 3.0 in their major instrument or voice will be awarded a Senior Performance Scholarship which provides for free lessonsin that major medium during the two semesters preceding graduation. Similar scholarshipsare available to entering freshmen. A semesterof study is 14weeks of lessonsand coaching.Any lessonsduringthe Interim or summer are arranged privately with the teacher. A student who cannot come for a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. The music faculty reserves the right to limit or even prohibit performance outside the Department if it interfereswith musical growth for the student. The Department recommends, and on occasion assigns, the teacher to the student and permission is required for subsequent change. Credit is granted only for study with faculty members of the Augsburg College Music Department. V Natural Science Earl Alton, Coordinator The Natural Science Licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. The program of courses is designed to provide a broad, basic background in science and allow for specializationin an area. The following programs assume that the student will meet the general education requirements of the College, the requirements for appropriate majors, and the courses required in the Department of Education, and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is essential. Licensure Program f or Teachers: The Minnesota Board of Teaching has approved the licensure program for science teachers and authorized Augsburg to recommend candidates in: Life Science, grades 7-12 Life Science (minor), grades 7-12 Physical Science (Chemistry major or Physics major), grades 7-12 Chemistry (minor), grades 7-12 Physics (minor), grades 7-12 Middle School Science, grades 5-9 Broad Base Requirement: 7courses: 2 in earth science (Astronomyor Meteorology, Geology), 2in GeneralBiology, 3 inPhysicalScience (Physicsfor the Life Sciences or a year of General Physics, and 2 courses of General Chemistry). Biology Major: (For licensure in Life Science) The Broad Base requirement plus 8 courses: 7 BIO courses, including 491 and at least 1from each of the following groups: (I)351 (Invertebratezoology)or 353 (Comparativevertebrate Zoology), (11)355 (Genetics)or 474 (Developmental Biology), (In)361 (PlantBiology)or 481 (Ecology), (IV) 471 (Cellular Biology) or 473 (Animal Physiology), (V)440 Plant Physiology) or 476 (Microbiology), and 1course in Organic Chemistry. Chemistry Major: (For licensure in Physical Science) The graduation major in Chemistry: CHM 115,116 (General Chemistry) (or 105-106), 351,352 (Organic Chemistry),353 (QuantitativeAnalytical Chemistry), 361 (Physical Chemistry), 363 (PhysicalChemistryLaboratory), 1Advanced Chemistrycourse, and Chemistry Seminar. In addition a year of General Physics and 2 additional physics courses above General Physics; Modern Physics and Electronics are recommended. Physics Major: (For licensure in Physical Science) The graduation major in Physics: PHY 121,122 (General Physics), 245 (Modern Physics), 351 (Mechanics I), 362 (Electromagnetic Fields I), 395 (ComprehensiveLaboratory) and 3 additional coursesto be selected from 261 (Electronics),352(MechanicsII),363 (Electromagnetic Fields II), 481 (Thermal Physics), 486 (Quantum Physics D, and 488 (QuantumPhysics 11). In addition, ayear of General Chemistryand 1courseeach of Organic Chemistry and Analytical Chemistry. Licensure with Minor: For Life Science, Broad Base Requirement plus 7 courses in Biology; for Chemistry, the Chemistryminor and an additional Upper Division course; for Physics, the Physics Minor plus 1additional course above PHY 122. Science (For Middle SchoolLicensure- grades 5-9): Broad Base Requirementand an additional 7 Natural Science courses, 2 in Earth Science (Meteorology and Mineralogy or equivalent), 2 biology courses above General Biology, and 3 in Physical Science, at least 1each in Chemistry and Physics above the level of General Chemistry or General Physics. Note: This is not a Natural Science major; it is a program for licensure. Students must still complete a College major. Nursing Department (NUR) Augsburg offers an Upper Division major in professional nursing leading to a Bachelor of Science degree. The program is accredited by the National League for Nursing. Graduates of the program are eligible to apply for Public Health Nurse Certification in Minnesota. Requirements for admission to the major are: completion of an associate degree or diploma program in nursing with a minimum overall grade point average of 2.5; a current license to practice as a registered nurse in the state of Minnesota; and completion of courses in inorganicchemistry, organic ar biochemistry, anatomy and physiology, microbiology, English composition,introductory mciology and introductory psychology. Students must take these courses at Augsburg or another acaedi ted college or university prior to admission to the nursing major. The prerequisite courses in sociology, psychology, English, chemistry and biology listed above may apply toward distribution requirements as well as toward admission to the major. All prerequisite courses must have been completed at the 2.0 level. Courses with grades below 2.0 must be satisfactorily repeated or challenged. In addition, applicants must successfully validate their theoretical knowledge via written testing prior to acceptance to the major. These tests are given at Augsburg through the Department of Nursing. Applicants must give evidence of current nursing clinical practice within the past five years. This may include 1) graduation from a school of nursing, 2) work experience, or 3) completion of a nursing refresher course or an acceptable equivalent. Nursing Department Faculty: Beverly Nilsson (Chairperson), Mag o n e Audette, Marian Enos, Sharon McDonald, Sharon Ostwald, Pam Weiss, Teri Welcher Major: 10 courses in nursing including 305,306,310,311,330,350,403,404,423,427; PSY 355 or an approved Upper Division biology course; and an ethics course, either PHI 380 or REL 483. Courses in interpersonal communication are supportive to the major. A minimum grade of 2.0 in each nursing course and the required biology and ethics courses, and a cumulative GPA of 2.5 at the completion of the courses of study are required. Courses in the nursing major are offered on weekends and are designed so that they may be completed within two to three years. However, more time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with anadviser from the Nursing Department for program planning. Honors Major: GPA of at least 3.6 in the major and 3.3 overall; application to the Department Chairpersonby November 1 of the senior year; recommendationby nursing faculty; honors thesis to be defended beforeafacultycommitteeby April 15. Candidates register for 499 to complete the thesis. 305 Contemporary Nursing I: Communication A transitional course that introduces the componentsof the professional role and begins the professional socialization process. The communicativeprocess is emphasized as one means by which the nurse-client relationship is negotiated. Interactive, group, and learning theories are explored for their applicabilityto changing professional roles and practice. A teaching project is required. (Prereq. or current enrollment: PSY 355) Contemporary Nursing II: Paradigms in Nursing An introduction to theories and conceptual thinking in the process of professional dwdopmmt. The function of theory in guiding nursing p m timis emphasized.Selectednursing conceptual modelsare studied and their applicationto practiceisexamined using the nursingproms format. Clinical application is required. (Prereq.: 305) Community Health Nursing I The focus of this course is on community health delivery systems and the practiceof public health nursing. Concepts of health a m examined as they apply to current cornmunity health problems and issues. Qinical application of course content involves making a health assessment and exploring a community health issue. Ethicalissuesrelatedto community health decisionmaking with aggregate groups are explored. (Prereq.: 330) Community Health Nursing 11: Practicum* This course provides a basis for understanding community characteristics and cultural diversity related to health care. The nurse's role as a generalist and as a member of the health team is explored. This course is primarily a clinical course. The student will demonstrate knowledge of community health concepts in providing care to a selected caseload of clients. 310) Trends and Issues in Nursing This course is designed to investigatethe current responsibilities of the professional nurse. Contemporary economic, social, political, and professional trends and issues are explored in relation to their implications for nursing practice. (Prereq.: 306; PHI 380 or REL 483 or concurrent enrollment) c rer re^.: Introduction to Nursing Research Theresearch process and methods appropriateto nursing arethe focusof this course. Issues of ethics in nursing research are explored. Students critique nursingresearch for its applicability to nursing practice. (Prereq.: 330;maybe taken concurrently with 310) Contemporary Nursing III: Families This course provides a theoretical basis for family nursing care. Content includes family as a primary group and family dynamics in light of situational and developmental events. Consideration is given to the role of the nurse in family health care. (Prereq.: 311,350. To be taken prior to or concurrently with 423) Contemporary Nursing IV: Leadership and Management T h i s course pmvfdm a theoretical basis for leadership and management as emerging professional nurse rules. Conceptsofchange,&nflict,communication and system dynamics are explored. Ethics, accountabilityand advocacy provide the basis for role development and professionalism. (Prey.: 403) Practicum in Nursing I: Nursing of the Family A clinical practicum offering the student an opportunity to apply content from 403 in providing complex nursing care to families in a selected practice setting. (Prereq.: 403 or concurrent enrollment) Practicum in Nursing II: Leadership and Management* This clinical practicum utilizes knowledge and skills from 404. Opportunity is provided to apply leadership and management theory in a selected agency setting. (Prereq.: 404 or concurrent enrollment) 432 499 Topics in Nursing A course designed to provide in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the needs and interests of the faculty and students. (Prereq.: Senior standing or consent of instructor. On demand) Independent Study This learning experience provides the opportunityfor the student to study a selected topic or issue in depth. Students consult with faculty and submit written study proposals, objectives, and methods of evaluation prior to registration. *If the practicums in nursing are not taken concurrently with their respective theory courses, studentsare required to consult with faculty prior to registration regarding review of the theoretical content. V Occupational Therapy Adapting to disabilities and reshaping lives so that they are productive and meaningful are some of the goals of the occupational therapist. Occupational therapy is an applied science that teaches people skills to enable them to perform the tasks of everyday living when a physical or emotional disability has affected them. The ultimate goal of the occupational therapist is to provide people with the necessary skills to develop a sense of wholeness and independence. Given the orientation of this applied science to development of the abilities of the whole person, it is appropriate that such a career preparation be founded in the liberal arts. Augsburg College has a cooperative 32 arrangement with Washington University in St. Louis, Missouri, to allow students to earn a Bachelor of Arts degree from Augsburg College and a Bachelor of Science or Master of Science degree in Occupational Therapy from Washington University. The Bachlelor of Science requires four semesters at Washington University, and the Master of Science requires five. Students spend their first three years at Augsburg College pursuing the academic major of their choice and meeting general education requirements in the liberal arts. A student may choose any major at Augsburg College while gaining the minimum prerequisite courses for the Occupational Therapy degree. Students are encouraged to consult the program adviser and plan their programs carefully since fulfilling necessary requirements in three years may be difficult in certain majors. Majors in Biology, Psychology, and Sociology offer the least complicated alternatives. Students accepted into the 3-2 program are guaranteed admission to the Bachelor of Science program at Washington University provided they have met course requirements, have at least a 3.0 average, and are recommended by the Augsburg College adviser. They will be given preference for admission to the Master of Science program at Washington University if they fulfill the above requirements and receive two additional recommendations from health care professionals, faculty or work supervisors. Prerequisite courses for the Washington University Occupational Therapy Program: ENG111,BIO111,112,and473or353;CHM105or115;PHY103;PSY105, 351,362; SOC 121,241; SOC 362 or MAT 373. V Philosophy Department (PHI) The Philosophy Department assists students in understanding issues raised in the traditional areas of philosophy. To this end, we consider problems of knowledge and questions of truth, the nature of reality, the basis of values, and rules for correct reasoning. Our goals are to instill in students a love of truth, to inspire a curiosity about significance and meaning, and to develop the skills of critical analysis and creative synthesis. The liberal arts curriculum provides an opportunity for students to explore different:aspectsof the world from a variety of perspectives or disciplines. Philosophy plays a central role in the liberal arb by helping students to explore questions about themselves, human experience, right and wrong the world, and God. Beginning with hva Somatic principles: 'The unexamined I i k is not worth living," and 'Know yourself," the study of philosophy assists students in the realization of their unique potential for understanding and self-fulfillment. At Augsburg the philosophy major i s founded upon the princi p1e that philosophy is best learned at the feet of the masters. Therefore, the care of the major consists of four courses in the history of philosophy leading from the ancient Greeks and Romans, through the Medieval and the Renaissance periods to the present. In these courses students are taught how to read, understand, and criticize the great texts of the finest minds in Western civilization.In addition, majors are expected to prepare themselves in the discipline of philosophy by taking the various seminars which the Department offers, as well as exploring the opportunities to study tutorially with the individual members of the Philosophy faculty. This major has been carefully planned so that students can easily supplement the study of philosophy with other studies. Though some majors g o on to graduate school in philosophy, most use the major to prepare for other professional studies such a s law, medicine, or Christian ministry. Many enter the market place, feeling that the study of philosophy has given them the ability to think critically. Philosophy Faculty: Mark Fuehrer (Chairperson), Kenneth Bailey, Bruce Reichenbach, Paul Holmer Major. 9 courses, including 130,141,242,343,344, and a course in the 400's (other than 499). Five of the courses must be Upper Division. Honors Major: Admission to the Philosophy Honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end will consist of an honors thesis on an approved of the junior year. The topic of the student's choice, involving research above the course level, and a defense of this thesis before the faculty of the Department. Minor. 5 courses, including 2 from 141,242,343, and 344. Note: 110,120,130, and 141 are recommended for fulfilling the general education requirement. 110 120 130 141 Introduction to Philosophy: Ideas and Method Though each person has his or her own set of ideas and beliefs, m l y have theybeen critically analyzed or evaluated for rheir consistency, adequacy or truth. One reason for this is that individuals lack the needed skills. Another is that they may have had little opportunity to examine critically some of the ideas basic to w e e m culture.The purpose of this course is to provide the student with someexperienceinexamining ideas, and therebyto sharpen the &ti& and analytical skills required to evaluate and construct a system of ideas arid beliefs. Ethics This course studies moral judgments about personal and social issues, and evaluates possible grounds for making moral decisions. It also investigates the nature of happiness and its relation to the moral life. Logic Suppose someone gives you reasons, and then says you must accept a particular conclusion. Must you? When does a conclusion validly follow from premises? Here we examine the rules which govern valid arguments and work to develop your ability to recognize and construct sound arguments. Introduction to Philosophy Readings in Classical Texts The writings of Plato and Aristotle are the foundations of all philosophical thought in Western civilization. In this course students will read and analyze some of the keyworks by Plato and Aristotle. In addition, other philosophical schools of thought in the ancient world will be studied: Stoicism, Epicureanism and Neoplatonism in order to familiarize the student with the other elements that constitute classical philosophy. An advanced introductory course in philosophy for honor students, those contemplating a philosophy major or minor and those students wishing a more in-depth approach to philosophy at the introductory level. Excludes students enrolled for 110. (Spring) - Internship Internship for Lower Division credit. History of Philosophy: M e d i d and Renaissance PhiIosophy The Middle A g e was a period of great synthesis of elements of m s t i a n metation, classical phiIosbphy and Islamic culture. In this course students will read writings by St. hselm, St. Banaventme, Occam, St. Thomas Aquinas and Nicholas of Cusa In order to understand the process of philosophicalassimihtioninvolved incanstrvcting a Christian philosophy. S i the Remissanm intensified the medieval synthesis, students will.be exposed to the thought of Pico, Ficino and Bruno. (Fall) Directed Study Independent Study for Lower Division credit. Ksfoy of PhiIasophy:Enlightenment and 19th Century FMosophy Does knowledge begirt with innate ideas or with experience? Can we get beyond our own concepts to h o w the world itself? What isan idealist view of the world? This course studies the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested prior course, 141 or 242) History of lhitcsophy: Twentieth Centuiy Philosophy love affair with language? Is What lies k h i n d 20th century philosophy"~ truth that which works? Can we remake philosophy as a ligorous sdence? These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism,and phenomenology. (Suggested prior course, 141,242, or 343) Philosophy of Religion What is the relationbetween faith and reason?Does God exist, and if so, what can be said about God? Can we reconcile the goodness of God with human and animal suffering? Are we really immortal? Are &des possible? We will conduct a systematic inquiry into these gumions which form the basis of religious beliefs. (Suggest=&: 1prior course in philosophy) (Cross-listed with Religion 350) Oriental Philosophy A study of the basic concepts and philosophies which underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested:1prior course in philosophy) Poli ti& PMIosophy Ey studying the writings af political philosophers from antiquity up to the modern period, students win be asked to examine m c i a l questions concerning the organization of human society. Therelation of thenature of the smte to religion, the home and the city will be took& at through the eyes of Mato, Aristotle, Cicero, Dante and Machiavelli. Philosophy of Science The scientist's knowledge of the world is purported to be profoundly different and better than that of the non-scientist. Is this true? What constitutes scientific knowledge? Are there certain real questions which science cannot answer? How certain are the methods used by the scientist to recover knowledge? In addition to dealing with these questions, students will work in researching and developing philosophical problems in the special sciences. (Suggested prior course, 130 or 1course in natural science) 370 380 399 410 430 499 Existentialism Studies in the writings -both philosophical and literary - of prominent Existentialist authors. We will examine what it means to be a being-in-theworld, and explore such themes as absurdity, freedom, guilt, despair and paradox. (Suggested: 1 prior course in philosophy) Ethics of Medicine and Health Care Application of ethicalprinciples to problems which arise inthe areas of health care and delivery, human experimentation, human engineering, abortion, care for the dying and euthanasia. Internship Internship for Upper Division credit. Topics in Philosophy Advanced studies covering a specificarea of philosophy, such as philosophical movements, the history of an idea or specific problem, or interdisciplinary problems. Seminar format. May be taken more than once for credit. (Suggested prior courses, any from 141,242,343,344 or consent of instructor) Studies in Individual Philosophers Advanced studies in the philosophy of particular philosophers, e.g., Plato, St. Thomas, Marx, Hegel, Kierkegaard or Wittgenstein. Seminar format. (Suggested prior courses: 141,242,343, or consent of instructor) Independent Study Individual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty adviser. - V Physics : -+ b! Department (PHY) Physicists are not only curious about the world, but ambitious as well. Their aim is to understand the fundamental principles which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies, and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinating and expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science and space exploration. Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing challenge, the Department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met, and stimulate sound thinking, perceptive judgment, and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmental science, engineering and medical and health related fields for many physics graduates. In addition, the Physics Program at Augsburg functions in a supportive role for students majoring in mathematics, chemistry, biology and computer science. The Department also supervises the Pre-Engineering program with degree programs available at cooperating universities at both the bachelofs and the advanced degree levels. Cooperative Education, Internship, and Undergmduate Research programs provide opportunities for students to apply fheir physicaI science knowledge and problem solving skills in practical situations in industrial, governmental, and academic settings. Students may participate in alternating term Co-op programs or work part-time during two or more academic terms. Internship opportunities alone generally involve only one semester. The Department serves the liberal arts tradition by offering courses for the non-science students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some degree of comprehension. Physics Faculty: Mark Engebretson (Chairperson),Nick Arge, Kenneth Erickson, Jeffrey Johnson, William Monsma . . . B.A. Major; 9murres, including 121,122,2k,351,362,363,395and 396 (l/2course each), plus 2 courses above 122. B.S. Major: 12courses, including 121,122,245,261,351,352,362,363,395 and 396 (1/2course each), and 486, plus 2 courses above 122.A yea. of introductory chemistry is also required. B.A. Major with Concentration in Space Physics: 13 courses, including 121,122, 245,261,320,351,352,362,363,395 and 396 (1/2 course each). 420 and 486, plus 1 course above 122. A year of introductory chemistry is also required. In planning their courses of study, students are encouraged to workclosely with members of the physics faculty. Normally, students should have MAT 124,125, and PHY 121,122 the freshmanyear, and MAT 224 and 226 the sophomore year. Teaching Licensure Major: The same as the major. Students are advised to refer to the EducationDepartment sectionof the Catalogand consultwith the Education Department early in their planning. Honors Major: A GPA of 3.6 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the f i s t term of the senior year. Minor: 5 courses, including 121,122, and 3 courses above 122. Soaety of Physics Students: The Augsburg chapter of Society of Physics Students provides students the opportunities of membership ina national physics society and of participating in the physics community on a professional basis. Membership in SPS is open to all students interested in physics. Sigma Pi Sigma: Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. 101 103 106 Astronomy A descriptive course covering our solar system, stars and galaxies that q u i r e s elementaryalgebra-Thenecssaryopticalinstruments areexplained and use is made of a 12-inchreflecting telescope, an Sinch Celesbn, and a 3-in& Questar. Occasional night viewing. (3 one-hour lectures. Prereq.: Mathema tics PIament Group TI) Physics for the Life Sciences An introductory course in which the applications, problems, and experiments are selected not only to illustrate fundamental principles, but also to demonstrate the relevance of physics to the life sciences. The course is designed to serve students in biology, psychology, physical educatisn (therapy programs), medical technology and other health science programs. The course is also a very suitable elective or distribution requirement for the liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.: Mathematics Placement Group 111. Spring) Introductory Meteorology A study of the science and wonders of theatmosphere. The courseis designed to provide a working knowledge of the basic science principles required for understanding weather and climate. Attention will be given to the overall weather patterns of theearth and to themany varied aspectsof weather, some of which include: clouds and precipitation, thunderstorms, tornadoes and hurricanes, weather monitoring and forecasting, the influenceof weather on pollution, fronts and cyclones, and opticalphenomena of the sky. The course is designed to be an elective or to satisfy the distribution requirement for the liberal arts student. (3 one-hour lectures. Prereq.: Mathematics Placement Group 11) 111 Physics, Computers, and Society A study of the historical development of selected topics in physical science. Attention will be given to the interaction of physics and its associated technology with philosophy, religion, and culture. Study of mechanics, electricity, and digital electronics will lead up to discussion of the meaning of 20th century physics and of the role of electronics and computers in modern society. Microcomputers will be used extensively in the laboratory. (3 o n e hour lectures, 2-hour laboratory. Prereq: Mathematics Placement Group 11. Fall) 121,122 General Physics I, I1 A rigorous study of classical physics including mechanics, wave motion, thermodynamics, electricity, magnetism, and optics. Designed for physics majors, pre-engineering students and other specified majors. Must be taken in sequence. (3 one-hour lectures, 3-hour laboratory. Prereq.: MAT 124 or concurrent registration. 121, Fall; 122 Spring) 199 Internship Internship for Lower Division credit. 245 Modem Physics An introduction to modern physics from a historical and experimentalbasis. Relativity, quantum effects, atomic and molecular physics, nuclear and solid state physics. This courseindicatesthe need for, and develops the experimental basis of, quantum mechanics. (3 onehour lectures. Prereq.: 122. Fall) 261 Electronics A review of AC and DC circuits and study of analog electronicscomprisesthe first half of the semester. The second half includes study of digital electronics culminating in analysis and use of microprocessors and microcomputer systems. (Prereq.: 103,111 or 122; and MAT 122 or 125) 299 DirectedStudy Independent Study for Lower Division credit. 320 Introduction to Space Science A s w e y of the earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics. Topics include solar flares, solar corona, the solar wind, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms, and magnetosphere-ion* sphere coupling with special emphasis on magnetospheric substorms, current systems, particle precipitation,and aurora. (3onehour lectures. Prereq.: 245) 327 Special Functions of Mathematical Physics at an intermediate level, with A; introduction to mathematical emphasis on functionswhich have been developed to aid in analyzing problems in physics and engineering. Beginning with a review of complex numbers and partial differentiation, topics include Fourier series, series solution of selected differential equations, Legendre, Bessel, and other orthogonal functions, partial differential equations, and functionsof a complex variable. (Prereq.: 122 or consent of instructor; MAT 224 or equivalent) 351,352 Mechanics I, I1 A careful study of classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms.Topics include conservation principles, single particle motion, systems of particles, oscillatory systems, central-force motion, dynamics of rigid bodies, gravitation, kinematics of two-particle systems and noninertial reference frames. (3 one-hour lectures. Prereq.: 122, MAT 226.351, Fall; 352 Spring) 362,363 Electromagnetic Fields I, I1 The classical e l m m a g n e t i c field theory is dweloped using the vector calculus throughout. Electrostatics, rnagnetostatics, solution of Laplace's and Poisson's equations, electric and magnetic properties of materials, and the theory of electromagnetic radiation based on Maxwell's equations. (3 one-hour lectures. Prereq.: MAT 226.362, Fall; 363, Spring) 395,396 Comprehensive Laboratory (112 course each) An emphasis on independent laboratoryinvestigations,including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physicrs, electronics, electricity, magnetism, optics, and modern physics. (1 th~+hourlaboratory and 1 seminar hour per week. Prereq.: Junior standing or consent of instructor) 399 Internship Internship for Upper Division credit. 420 Plasma Physics A rigorous study of the fundamentals of plasma physics including plasma parameters, plasma drifts and particle motion, electric and magnetic fields, kinetic theory, and Maxwell-Boltzmanndistribution functionand Boltzmann equation,magnetohydrodynamics, plasmawaves and instabilities,and transport processes. The applications of plasma physics to laboratory and space plasmas will be emphasized. (3 one-hour lectures. Prereq.: 362, 363 or concurrent registration) 481 Thermal Physics The study of properties of systemsand processes for which temperature is an important variable. The subject is developed from two independent yet complementary viewpoints; the experimental, macroscopic classical thermodynamics and the theoretical, microscopic statistical mechanics. (3 one-hour lectures. Prereq.: 351. Spring) 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedingerequation, operators, wavefunctions, expectation values, angular momentum, and approximation methods. Specific problems studied include potential wells and potential barriers, the harmonic oscillator, and the hydrogen atom. (3 one-hour lectures. Prereq.: 245,351. Fall) 488 Quantum Physics I1 The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics, and particle physics. (3 one-hour lectures. Prereq.: 486. Spring) 499 Independent Study An opportunity for students to explore systematically a problem in experimental or theoretical physics, worked out in consultation with a faculty adviser. Open to juniors and seniors with Departmental approval. I I V Political Science Department (POL) Firmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and significance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several sub-fields of political science, the major supplies the breadth appropriate for graduate work in the discipline, as well as in public adminstration, public policy analysis, law, and other professions.If also serves as a foundation on which to deveIop careers in public service, business, communications, and other fields. Legislative and ofher Internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area; combined with broad, balanced and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg political science students have the benefit of an experienced faculty that brings a balanced expertise to the course offerings, as well as special strengths in interpreting politics in the contexts of the mass communications media, communism, and American public law. The Departmental faculty is committed to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of liberal learnings. Political Science Faculty: Norma Noonan (Chairperson), Milda Hedblom, Andrew Aoki, Philip Fishman, Mary Ellen Lundsten, Joseph Goldman, Myles Stenshoel Major: 9 courses, plus Statistical Analysis (SOC 362). Required: 121 or 1220r 160 or 170; 158; 384; and at least 5 other Upper Division courses in 4 out of 5 political science areas. A seminar in 1of the 5 areas may be counted for that area. Honors MajOG The Honors Majm in Political Science includes the requirements Listed above, plus the following:The student's gradcpoirrt averagemust be 3.5 in the major and 3.0 overall. The student must take an Honors Independent Study and a seminar, and must submit, not later than March I of the senioryear, an HonorsTh&sta be defended beforea faculty committee. Students maywork with any member of the Department on their Honors Thesis. For specific requirements,mnsul t the Departmental Chairperson.Students should applyfor the Honors Major no later than the first term of the junior year. Minor: 5 courses, including: 121 or 122 or 170; 158; and at least 3 Upper Division courses in 3 out of 5 political science areas. Political Science Areas: (I) American Government and Politics 01) Comparative Politics and Analysis (111) International Politics (IV) Public Law (V)Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondaryeducation may take a political science major in combination with specified social science courses, in compliance with state requirements. For more information, see the Department Chairperson. See the class schedule for precise listing of terms in which courses are offered. I. American Government and Politics 121 122 325 326 American Government and Politics The politics of American government including the forms of political ideas; the pattern of participation; the dynamics of congressional, presidential and bureaucratic policymaking; and current issues in American society. Metropolitan Complex Politics in the urban setting, including important issues, actors, and structures influencing public policy in the modem urban complex. Discussionlecture, simulation, and meetings with political experts and activists. Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion and management, emphasizing political and economic interaction. (Prereq.:1coursein political science or consent of instructor) Political Parties and Behavior The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in non-presidential election years). (Prereq.: 1 course in political science or consent of instructor. Fall term of election years) 342 370 371 421 Mass Communications in Society Effects of mass communicationson individualbehavior; the uses and control of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. (Junior and senior students only) Constitutional Law I (See Section IV for description. Alternate years) Constitutional Law I1 (See Section IV for description. Alternate years) Topics in American Politics Selected themes, including legislative, executive or judicial process, and policy process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: 1 course in political science or consent of instructor. On demand) 11. Comparative Politics and Analysis 158 350 351 381 459 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Comparative Democracies The emergence, maintenance and decline of selected democracies, focusing on political behavior, institutions, and processes. (Prereq.: 1course in political science or consent of instructor) Communist Political Systems A comparativeanalysis of the Soviet Union and other Communist states in terms of political behavior, institutions, processes and politics. (Prereq.: 1 course in political science or consent of instructor) Democratic Theory and Practice (See Section V for description) Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, communications, political developments, political change, and revolution. Topic to be included in subtitle. (Prereq.: 1course in political science or consent of instructor. On demand) 111. International Politics 160 363 World Politics Introduction to the processes and issues of international politics, including the dynamicsof the international system, theories of international relations, and a focus on recent problems. Communist Foreign Policies Analysis of the motivation, formulation, and implementation of foreign policies of Communist nations with emphasis upon the Soviet Union and China. (Prereq.: 1course in political science or consent of instructor) 461 490 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision making, simulations of international problems. Topic to be included in subtitle. (Prereq.: 1 course in political science or consent of instructor) Seminar in International Relations Capstoneseminar for studentsmajoring ininternational relations; analysisof some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: 4 courses in the international relations sequence) IV. Public Law 170 370 371 375 Law in the United States A surveyof American law and legal process. Theories of law;law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Constitutional Law I The legal-political-philosophicalrole of the SupremeCourt in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: 170 or consent of instructor. Alternate years) Constitutional Law I1 Constitutionallimitationsof the Bill of Rights and of the Fourteenth Amendment as applied by the SupremeCourt to the protection of human rights and civil liberties of individuals. (Prereq.: 170 or consent of instructor. Alternate years) Media Regulation, Law, and Ethics A study of key issues and contemporary conflicts in media ethics and regulation, including the uses of law to settle disputes about content in the media, access to the media and ownership of the media. Alternative justifications and critiques of mass media systems will be examined. (Prereq.: Lower Division political science course, speech/communications course, SPC/POL 342, or permission of instructor) V. Political Theory and Analysis 158 380 381 Political Patterns and Processes (See Section I1 for description) Western Political Thought A study of influential political philosophers, emphasizingthe values, goals, and assumptionswhich continueto inform and to rationalize humangovernance. (Prereq.: 1course in political science or consent of instructor) Democratic Theory and Practice A study of democratic theory and public policy practice with focus on the emergence of political democracy, capitalism and the welfare state in comparative perspective. (Prereq.: 1 course in political science or consent of instructor) 382 484 Marxist Theory: From Marx to Mao Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on the preferred futures envisaged in the doctrine. (Prereq.: 158 or consent of instructor) Political Analysis Seminar An analysis of different approaches and theories in the study of politics including in examination of the requirements of science as a model for political study; major research required. (Prereq.: Statistical Analysis; 158 and 2 Upper Division courses, or consent of instructor) VI. Seminars, Independent Study and Internships 199 295 299 399 490 495 498 499 Internship Lower DivisionInternship.Consult Internship Supervisorin theDepartment to determine project. (P/N grading only unless Internship Supervisor grants exception. Fall, Interim, Spring) Lower Division Seminar Specialtopics.Consult Department Chairpersonconcerningtermsand subject matter. (On demand) Directed Study Independent Study for Lower Division students. (Prereq.: consent of instructor. Fall, Interim, Spring) Internship Consult Chairperson or Internship Director to determine project. (Prereq.: consent of instructor. P/N grading only unless Internship Supervisor grants exception. Fall, Interim, Spring) Seminar in International Relations (See Section III for description) Seminar Selected topics. Consult Department Chairperson concerning terms and subject matter. (Prereq.: Consent of instructor) Independent Study: Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the Department. (Prereq.: Consent of instructor. Fall, Interim, Spring) Independent Study Topics defined through consultation between instructor and student. ( P r e req.: Consent of instructor. Fall, Interim, Spring) V Psychology Department (PSY) Psychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. The Department's courses have three basic goals: (1) to introduce the student to the current information and methods in psychology as well as earlier approaches to psychological questions; (2) to develop the ability to analyze, interpret, and evaluate behavioral research, and (3) to provide practice in the application of these principles. The Department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Cooperative Education and Internships are designed to provide students with practical pre-professional experience. On the job experience gives students the opportunity to test career fields and develop professional contacts. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality and computer applications. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills can be beneficial in careers in business, education and other social services, the church and government, as well as in careers such as research, law, and medicine. Student interns are placed in the metropolitan area where they can acquire practical, pre-professional experience and develop professional contacts. This program mutually benefits the students and the community. Psychology Faculty: Lyla Anderegg, Grace Dymd, Norman Ferguson, Paul Hirdman, Duane Johnson Major: 10coursesincluding 105,264,265,381,399, and 493. A minimum of 5 courses must be from Augsburg. Students are also expected to select 1course from the Developmental/Personalitycourses and other electives to complete the major. Not more than 2 courses from among 299,399 and 499 may be counted toward requirements for a major. It is recommended that psychology majors take additional course work from other areas that will complement and strengthen their particular interests in psychology; for example, areas such as business administration,biology, or communication. All psychology majors MUST have an adviser in the Psychology Department. Honors Major: GPA of 3.5 in the major and 3.0 overall, and completion of a high quality research project culminatingthe major program. Application for honors consideration must be made during the junior year. Please consult the Department Chairperson for more detailed requirements. Minor: 5 courses including 105, with a minimum of 2 courses at Augsburg. Not more than 1course from 299,399, and 499 may be counted toward the minor. Certificate in Program Evaluation: 5 courses including 264 (or SOC 362), 399, CSC 145, SOC 363, and approved elective. These courses are designed to provide the cognitive background and skill development to perform well as a research assistant for agencies or firms which do program evaluations or self-assessment programs. Systematicand periodic assessmentsof programs for social improvement are increasingly expected by government and funding agencies. For further information contact Norman Ferguson. 105 199 General Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.The structure of the field of psychology, including its major sub-areas, is emphasized. Internship Internship on Lower Division level. Cooperative Education Program may apply here. Students are encouraged to seek an appropriate placement site by registering with the Augsburg Cooperative Education Office. Sensing and Perceiving An ecologically oriented approach to the study of perceptual systems. Emphasis on the processing of environmental information and how this relates to adaptive behavior and subjective experience. Topics include: adaptation to novel environments, machine intelligence, and anomalous perception such as illusions. (Prereq.: 105. On demand) 165 Research Methods: Design, Procedure, and Analysis I, I1 A two-term sequence including experimentation in human learning, problem solving, social psychology, and sensation-perception. Emphasis will be placed on both statistical and experimental design methodology. Research Methods I may be taken for credit without continuing in Research Methods 11. Majors in psychology must take both terms of the Go-term sequence; 264 must precede265;265 should betaken inthe termimmediately following 264. (Prereq.: 105) Directed Study Limited registration by special permission. Specific planning for the study must be completed and approved well in advance of the time of registration. Social Behavior Social factors which influenceindividual and group behavior in naturalistic and experimental settings. Topics include: cooperation, competition, affiliation, conformity and attitudes. Developmental Psychology: Child Emphasis on normal child development and behavior. Consideration of theoretical systems used for viewing the developmental sequence and process. Inquiry into practical implicationsand applicationsof data and theory in respect to the development of children. (Prereq.: 105) Developmental Psychology: Adolescent and Young Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the adolescent and young adult periods of life. (Prereq.: 105) Developmental Psychology: Middle Adult and Older Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the middle adult and older adult periods of life. Includes perspectives on death and dying. (Prereq.: 105) Brain & Behavior A survey of the functions of the nervous system which are responsible for behavior in animals and human beings. Major topics include: sleep and wakefulness, motivation and emotion, learning and memory, and mental disorders. (Prereq.: 105) Additional lab hours required. (On demand) Environment and Behavior A study of the influence which the environment, both natural and manmade, has on behavior. Major topics include: overcrowding and environmental stress, territoriality, defensible space and crime, and built environments such as rooms, buildings and cities. (Prereq.: 105) Learning earning concepts, behavior change principles and psychology of instruction. Behavior change and individualized instruction projects. (Prereq.: 105) Psychological Assessment Theory, principles and examples of tests of personality and intelligence. (Prereq.: 105. On demand) Personality An introduction to the field of personality study with special attention directed toward personality theories and contemporary application of those theories. (Prereq.: 105) Abnormal Psychology An introduction to maladaptive human behaviors from the social, organic and psychological points of view. Visitation to a variety of community service agencies will accompany classroom learning. (Prereq.: 105) Psychology of the Individual: Female and Male A study involvingknowledgeof materials bearing on the developmentof sex differences and roles, the effect of societyupon values and goals, differential legal status of each sex and psychophysiological data bearing upon these differences. (Prereq.: 105or consent of instructor) Organizational Psychology Theoreticalconceptualizations of organizationalbehavior. Factors and practices such as management styles, evaluationand maintenance of workeffectiveness, and social influences. (Prereq.: 105) Psychology in Historical Perspective Historical development of psychological viewpoints and theoretical positions. (Prereq.: 2 psychology courses) Internship Prior to the beginning of the term, interested studentsshould consult with the Departmental Internship Coordinator regarding requirements and permission to register. Grading is on a P/N basis. Program Evaluation The application of scientific research techniques and statistical analysis to programs for social improvement. Designing information systems for the ongoing monitoring of programs. Assessing community needs. Assessing program effectiveness and efficiency. The political and organizational context of program monitoring and evaluation. The role of evaluation research for social policy and program improvement. (Prereq.: 264 or SOC 362; SOC 363. On demand) Counseling Psychology Principles, methods, and attitudes involved in the counseling process. Considerationgiven to goals and ethical guidelinesfor a counseling relationship. (Prereq.: 4 psychology courses) Current Topics in Psychology Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published prior to registration. (Prereq.: 105and consent of instructor. Alternate years) Seminar: Contemporary Issues Discussion of contemporary societal issues from a psychologicalviewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: 5 psychology courses) Independent Study Limited registration by special permission for advanced studentsin psychology. Students must present a written plan prior to registration including carefully considered rationale and purpose for the proposed study. V Religion Department (REL) Augsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the Western world to a degree much greater than is sometimes recognized. They have affected and continue to influence language, literature, history, values, and political structures. The student encounters this religious tradition in studying these and other areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of biblical history and that of the Christian church, and by a larger acquaintance with theological thought. While it is true that the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more than is represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion seeks to introduce students to some of these major religious traditions. Courses in religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith and enable them to reflect theologically on their own religious commitment. The College offers both a major and a minor in Religion. Students who wish to work in the church as a parish or youth worker or as a director of Christian Education may find a major in religion appropriate for that purpose. Religion Faculty: Philip Quanbeck (Chairperson), John Benson, Bradley Holt, Curtis Peter, Stephen Pinsky, Eugene Skibbe Major: 8 courses, including 111,221,356,481 and 495, the seminar especially for majors, taken in the junior or senior year. Before taking the seminar, each major must have written 1 formal research paper and placed it on file with the Department Chairperson. Only 1 Interim course may be applied to the major. One Upper Division New Testament Greek course may be applied to the major. Major in Church Staff Work: 9 courses, including 111,221,356,358,360 or 483,362, 399,471 or 473,481. These together with specified courses in other departments can lead to Augsburg certification. Program for Christian Day School Teachers: Students pursue one of the regular teacher education programs in the Department of Education to prepare for licensure by the State of Minnesota. In addition to the licensure program, 5 courses in religion are required: 111,221,362, The Christian Day School (Interim) and The Lutheran Heritage (Interim). Student Teaching experience is required in both a public school setting and in a Christian Day School. This program prepares students who are interested in teaching in Christian Day Schools, particularly those of The Evangelical Lutheran Church in America, although participation is not limited to such schools. Honors Major: GPA of 3.3 in the major and 3.0 overall; research project approved by the Department and colloquium with the Department. Minor: 5 courses. Not more than 1 Interim course may be counted for the minor. Certificate in Church Staff Work: 9 Religion courses (111,221,356,358,360 or 483, 362,399,471 or 473,481); HPE 232; PSY 105,351,352 or 371,485; SOC 211 or PSY 373, SOC 231; SPC 354. This program meets or exceeds the educational requirements of The Evangelical Lutheran Church in America, but certification by the church is a separate function. By adding 2 or 3 courses from appropriate departments, the student can develop special emphases in parish education, business management or diaconal work. Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department and/or general education course credit. All majors are urged to consult with the Department Chairperson. 111 199 221 Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. Internship Internship on Lower Division level. Biblical Studies The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergenceof the church. Directed Study Independent Study on Lower Division level. Philosophy of Religion (See under Philosophy Department) Denominations and Religious Groups in America A study of the beliefs and worship practices of the major denominations and religious groups. Some contemporary cultic movements will also be considered. (Spring) History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus some discussion of primary documents from these religious communities. (Fall) Survey of Church History A survey of Christian history in the early, medieval, Reformation, and modern periods. Some attention to primary sources, in addition to interpretations of the periods in question. The expansion of the church, its inner life, its relation to the state, and the development of its doctrine will be major elements of the study. Life and Work of the Church Congregationallifein itsvaried character withattention directed to Christian education and curriculum, youth work and parish work. (Alternate years) Religion and Society An examination of theinteraction of religion and societyin terms of sociological analysis with particular emphasis on contemporary sociologicalresearch on religious movements in American society. (Spring) The Church in the First Four Centuries A study of the early Christian Church in the context of the Roman Empire, including such topics as persecution and martyrdom, the development of the creeds, Christianity in conflict with Gnosticism and mystery religions, monasticism and mysticism, early Christian worship; also including the theology of several early Christian leaders and a special unit on the life and thought of Augustine. (Alternateyears, Spring) Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Fall) Religion in America A study of the development of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. (Fall) Scandinavian Immigrant Church History Topics and themes related to church history and Scandinavianimmigration to this country. (Offered as funding permits) The Church and Social Change in h t i n America (See under Program in Global Community) Internship Limited to students who have completed at least four academic courses, have at least first semester junior standing, and satisfy Department guidelines. Church Music and Worship (See under Music Department) Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure and relationships. Attention to the variety of interpretations given the person of Jesus, including the "quest for the historical Jesus." (Fall) Theology of Paul A study of the ApostlePaul including his historical background, his relationship to the early church, and some of the themes to be found in his writings. (Alternateyears, Spring) The Message of the Old Testament The various types of Old Testament literature. The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. (Alternate years, Spring) Judaism A surveyof the history of Judaism from the end of the Old Testament period to modern times, with emphasis placed upon the religious development. A special interest in such modern Jewish thinkers as Buber and Heschel. The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaismoffered in the Religion Department. (Fall) Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematicperspective, in thelight of thecontinuing theological task of the Christian Church. (Spring) Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. (Fall) Psychology of Religion and Theology A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. (Alternateyears, Spring) Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. (Fall) Independent Study Limited to students who are religion majors and satisfy Departmental guidelines. V Russian Area Studies Norma C. Noonan, Campus Coordinator, Staff Russian Area Studies is an ACTC joint major which seeks to give the student the broadest possible exposure to Russian and Soviet history, politics, literature, traditions and philosophy. The major is interdisciplinary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is required. This major is a good foundation for students preparing for careers in government, teaching, international business, or law, especially when combined with a second major in a field such as business, economics, history, language, political science or theology. It also is a good foundation for graduate study in history, political science, language and literature or international relations. Major: 11 courses: 4 courses (2 years) of basic college Russian (or equivalent competencies);2 courses in Russian history; 1course in Marxist theory; 1course in Russian literature; 1course in Soviet politics; 2 other courses from approved electives. Minor: 6 courses: 2 courses (1 year) of basic college Russian (or equivalent competencies);1course in Russian history; 1course in Soviet politics; 1course in Marxist theory; 1other course from the approved list of electives. Each student's major program must be approved by the Coordinator. V Scandinavian Area Studies (SCA) Mary Kingsley, Foreign Language Department Chairperson Major: 8 Upper Division courses. Minor: 4 Upper Division courses. Note: Major programs must contain 4 courses listed in the Augsburg Catalog or transferred to Augsburg as Upper Division Scandinavian Area Studies courses, i.e., courses taught by a Scandinavian language department or subdepartment regardless of their content, which may be linguistic, literary or cultural. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian courses under Foreign Language Department. Recommended Supporting Preparation: Study in Scandinavia, elective courses which may lead toward a second major such as English, history, urban studies, business administration. Old Norse (See under Department of Foreign Languages Norwegian) Contemporary Scandinavia A broad survey of Scandinavianculture with special emphasis on conditions and developmentsin the20th century. Knowledge of Scandinavianlanguage desirable but not required. (On demand) The Modem Scandinavian Novel Lectures provide a survey of the Scandinaviannovel. Class discussionbased on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlof, Piir Lagerkvist, Knut Hamsun, Halldor Laxnessand others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written work in a Scandinavianlanguage. (On demand) The Modern Scandinavian Drama Readingsincludedramatic worksby Ibsen, Bjomson, Strindberg,Lagerkvist, Munk and other 20th century dramatists. Lectures provide a survey of Scandinaviandrama with emphasis on Ibsen and Strindberg. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written work in a Scandinavian language. (On demand) Scandinavian Immigrant Church History (See under Department of Religion) Norwegian Language and Culture (See under Metro-Urban Studies, SUST) Scandinavia in the World (See under Metro-Urban Studies, SUST) Scandinavian Arts (See under Department of Art) Norwegian Art and Literature: Perspectives on Social Change (See under Metro-Urban Studies, SUST) Urbanization and Development in Scandinavia (See under Metro-Urban Studies, SUST) Seminar: Ethnidmmigration Experience (Offered periodically under Department of History 495 Seminar) Independent Study In consultation with a faculty member, student selects a specific topic for study. V Social Science Khin Khin Jensen,Coordinator A student may not list a double major in Social Science and in one of the component disciplines unless the distribution selected in the Social Science major is significantly different from the other major. Non-Western Major: 14 courses: HIS 104; 1 social science methodology course (ECO279, PSY 264, SOC 362 or 365); and 12courses, in at least 4 disciplines, from the following: ECO 112,258; HIS 103,322,323,324,440,474; POL 351,363,382, 461; PHI 355; REL 356; SOC 336; seminars, Independent Studyor Interim courses on relevant topics in History and/or Political Science. The student planning to fulfillthis social sciencemajor should consult the Chairpersonof theDepartment of History in choosing a major adviser. V Social Studies Jerry Gerasimo, Coordinator Students preparing to teach social studies on the high school level must complete, in addition to the professionalrequirements to be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. SocialStudiesTeachingLicensure: 7 courses(ECO112or113,Geography, HIS222, POL 158, PSY 105, SOC 121 and 336) plus a major in 1of 5 fields -Economics, History, Political Science, Psychology or Sociology. Studentsconsideringa career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordir~ator. V Social Work Devartment The Social Work major program prepares graduates for entry-level professional practice in the field of human services. The program is accredited by the Council on Social Work Education, and leads to a Bachelor of Science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, communities, and to develop and analyze social policy. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, analysis and synthesis, is an ideal foundation for social work education. As Sir Richard Livingston has said, "A technician is a person who knows everything there is to know about his/her job except its ultimate purpose and social consequence." Effective social workers should not be technicians. Augsburg social work graduates are entry level professionals. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Social Work Department. Unique learning opportunities for field work placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services, and a highly-educated populace. Social work opportunities abound. Minnesota is known for the vitality and relevance of its social services. The Twin Cities, as the hub for these services, provides both a plethora of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping to develop a Big Brother/Big Sister program on campus, mobilizing students to assist a social service agency in their annual Christmas giving program, and tutoring at a local neighborhood center. The Social Welfare minor and electives in the Department allow students to support another major while gaining knowledge about human needs and growth, human services, and the methods of effective citizenship. Students taking these courses have the opportunity to become knowledgeable about public issues and develop and nurture a perspective that sees the central importance of diversity to the social fabric of this country. But beyond knowledge, students are encouraged to use their talents and skills to address the needs of society in the interest of the public good. Social Work Faculty: Mary Lou Williams (Chairperson),Maria Brown, Francine Chakolis, Edwina Hertzberg, Rosemary Link Major: 11Core Program courses: 361,363,364,461,462,463,465,466,467,469, and SOC365; and 8 SupportingProgram courses:257,260; BIOlO1;PSY 105;SOC 121, 231,265,365,375. (The Sociologysequenceconstitutesa minor in that discipline.) A minimum grade of 2.0 is required for each course in the core program and a 2.0 average is required in the supporting program. Concentration:Concentrationin Aging, ChemicalDependency, Crime and Corrections, Social Ministries, and Youth are possible. Concentration consists of courses descriptive of functional, dysfunctional, and programmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy: Social work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written self-statement, reference letters, and the completion of all Core and Supporting Program courses below the 400 level is necessary for candidacy review. Social Welfare Minor: 6 courses, including 257 (or approved alternative), 361,463; 260 or SOC 375; SOC 265; and 1of 465, POL 121,158,325. School SocialWork Certif ication: StateDepartmentof Education-requiredHuman Relations Certification for school social work is available through successful completion of EDS 388. Elective courses open to all students: 257 260 299 340 361 399 463 Exploring Human Services With faculty approval, student selects a placement for 80 hours per term as a volunteer in a social agency or institution. Opportunity to know human senrice professionals, minority professionals, clients and communities, social service delivery systems, and career aspects of the helping vocations. Especially recommended for freshmen and sophomores. Humans Developing This course provides the knowledge basic to an understanding of human growth through the life cycle, and of the interplay of sociocultural, biological, and psychological factors which influencethe growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturing environment" in relation to human growth, the impact of "sustaining environment," and other special stressesrelevant to growth. Growth related to populations and groups which represent ethnic and/or life-style diversity is also a focus. Students will gain self-understanding through use of their own experiences. Directed Study An opportunity for students to do readings and study on topics of interest. Proposed study must be approved in advance of registration. (Prereq.: 257 and consent of instructor) Policies, Program and Skills for the Aging This course includes the study of the impact of social policy on the older population, the older population's impact on social policy, services planned to address needs of older population, and skills needed to work with this population. Class conducted in senior citizen residence. (Prereq.: Sophomore or consent of instructor) Social Responses to Human Needs This course describes the historical and contemporary systems of human service and the diversity of professionals and client groups. The major assumptions and social movements which have contributed to the charitable and governmental responses to human needs will be emphasized. Guest speakers and agencyvisits highlight the course. (Prereq.: Junior or consent of instructor. Fall) Internship* Provides field learning experience for the non-major and supplements the required field work of majors (Prereq.: Consent of instructor) Community Development and Organization Locality development and social change through community organization, social planning, and social action. Emphasis on: 1)survey of historical forms of communityorganization and social change, 2) understanding the theories, basic issues, and strategies relevant to social protest and change, 3) examination of the role of staff, and of the functions and interrelationships of community organizations, and 4) knowledge of and actual practice in the local community in the essential principles and techniques of organizing. (Prereq.: Senior or consent of instructor) Social Policy: Analysis and Development Includes the study of theories of social policy formulation and methods of analysis associated with needs and services, and analysis of the impact of policy on social work practice. Development and implementation will be viewed firsthand through work with a public policy agency or official. Readings and analytical paper integrate class concepts with practical experience. (Prereq.: 361,463, and senior or consent of instructor) Special Topics (112 to 1 course) Current issues in social work theory or practice. To be announced. (Prereq.: Consent of instructor. Offered periodically in Interim) Independent Study -Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the Department. (Prereq.: 257 and consent of instructor) Independent Study Student must present written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: 257 and consent of instructor) *Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. Cour'sesreserved for Social Work majors only: Methods and Skills of Social Work Basic features of the helping process; theoretical foundations, principles and techniques of social work interventive methods, and practical experience necessary for social work practice with individualsand small groups with a diversity of professionals and client groups; development of the student's repertoire of relationship-buildingskills. Lecture-discussion sessions and/ or laboratory exercises each week. (Prereq.: 361, junior) Field Work P Beginning supervised professional experiencein a social work agency focusing on interviewing experience and relationship building. Ten hours per week, plus one small group supportive/discussion seminar per week. Brereq.: 361, junior, concurrent with 363) Advanced Methods and Skills in Social Work Enlargement and refinement of practice skills recognizing adaptationsof the problem-solving model to diverse populations through lecture, classroom exercise and regular class work. Enlargement of social group work skills, emphasison development of generalist practice skillsand eclecticapproaches with a focus on diversity of professionals and client populations. Lectures and/or laboratory exercises each week. (Prereq.: 2.0 in 363 and in 364, candidacy status. Concurrent with 462) 363 462 466 467 469 Field Work 11* Progressively responsible supervised professional social work experience including work with individuals, families, groups and/or communities in a social service agency. Ten hours per week, plus one supportive/discussion seminar per week. (Prereq.: Candidacy status; concurrent with 461) Field Work I11 (Y2 or 1 course)' Continuation of 462 (1/2 course option during Interim. Prereq.: Candidacy status, 2.0 in 461,462,463) The Social Worker as Professional Ethical practice, bureaucratic survival, professionaljob attainment, affirmative action and sexual harassment issues, personnel policies and practices, organizational theory, and resource development will be studied in the course. The field work practice becomes the laboratory for class exercises. (Prereq.: Candidacy status, 2.0 in 461,463) Field Work IV* Continuation of 466. (Prereq.: Candidacy status, 2.0 in 466, concurrent with 467) *Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. V Sociology Department (SOC) Sociology is a disciplined study of human social behavior. As a relatively young discipline, sociology provides yet another perspective on a theme which is common to many of the disciplines in a liberal arts curriculum, namely the theme that humans are "social animals." Sociology emphasizes the extent to which the human inclination to interact socially comes to exhibit regularized patterns over time. These patterns together form a society or a social structure. Sociology seeks to understand these societal patterns. Sociology also seeks to understand patterns within the great variety of institutions that exist in a society. The Sociology Department at Augsburg is designed to help students think sociologically in terms of obtaining an understanding of society and developing skills in evaluating social institutions and programs. Students are encouraged to select as electives some of the non-traditional learning models available, such a s Internships, Independent Study, Interim courses, and the co-learning courses offered through the Conservation of Human Resources (CHR) program. The Department urges students to use Augsburg's urban setting as a "laboratory" for learning. A major in sociology can prepare one for a variety of careers or for advanced professional studies. Cooperative Education a n d Internships enable majors t o apply the theo.ries and research skills of sociology while they explore career alternatives. Augsburg alumni w h o have majored in sociology a r e currently employed in the personnel departments of both government and private corporations, i n industrial relations work, and in program evaluation. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, and urban planning. The Department of Sociology welcomes students who, in their quest for a liberal education, are looking for new and different ways of understanding and appreciating the often taken-for-granted aspects of our world. Sociology Faculty: Diane Pike (Chairperson), Jerry Gerasimo, Gordon Nelson, Garry Hesser, Barbara Johnson Major: 10 courses including 121,349,362,363,375,485. Highly recommended: a Conservation of Human Resources (CHR) course, Internship, Cooperative Education, Independent Study or Upper Division Interim course in sociology. This recommendation is made in the hope that the student will take advantage of the variety of learning models offered through the Department. Consult Department Chairperson concerning areas of concentration. Honors Major: The student must have a minimum GPA of 3.5 in the major and 3.0 overall. Application for honors in sociology candidacy shall consist of submission of thesis proposal to Department Chairperson before April 1of the junior year. Candidacyis contingent upon Departmentalapproval of proposal by April 30 of junior year. After acceptanceas a candidate, the student will register for 499 to complete work on thesis. Honors in sociology will be granted to a candidate who successfully defends the thesis before March 31 of the senior year and maintains the GPA through graduation. Minor: 5 courses including 121 and 2 Upper Division courses (i.e., 300 and above). Certificate in Program Evaluation: 5 courses including 362 (or PSY 2641,363,399, CSC 145, and approved elective. These courses are designed to provide the cognitive background and skill development to perform well as a research assistant for agencies or firms which do program evaluations or self-assessment programs. Systematicand periodic assessmentsof programs for social improvement are increasingly expected by government and funding agencies. For further information contact Department Chairperson. Principles of Sociology Sociology is a unique way of understanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups, interaction, inequality, and social structure. An essential tool for discovering the world and one's place in it. 199 Internship Lower DivisionInternship.Consult Internship Supervisorin the Department to determine project. (Fall, Interim, Spring, and Summer) 211 Human Community and the Modem Metropolis The cultural and structural dynamics of the modern world viewed from the perspective of the metropolitan situation, with a focus on the possibilities of human community in the context of urban institutions and processes. 231 Sociology of the Family An examination of the family as a social institution. The structures and processes within families are studied within their institutional and cultural contexts. 265 Racial and Minority Group Relations The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (P/N grading only) 273 Crime and Corrections This course includes an examination of Corrections programs within the context of the Adult Criminal and JuvenileJustice Systems. Attention is also given to definitions of crime, theoretical formulations as to possible causes and attempts at control. (Aeld visits arranged to correctional facilities.) 299 Directed Study Independent Study for Lower Division students. (Prereq.: 121and consent of instructor. Fall, Spring, Summer) 3001301,302,303,304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests which are not satisfied by regular courseofferings.May be offeredon campus in addition to regular course offerings or off campus in conjunction with Augsburg's Conservation of Human Resources (CHR) Program. (Prereq.: consent of instructor) 336 Introduction to Cultural Anthropology The concept of culture examined in anthropology and in the way we see and live in the world. An analysis of basic assumptions underlying the ideas of "primitive," "civilized," and "progress." The person's relationto culture. An analysis of selected aspects of Western culture. (Prereq.: 121) 349 Complex Organizations Little in contemporary life is unaffected by the existence of organizations. This course examines organizationsas corporate actors, looking at the topics of culture, technology, structure and corporate deviance. (Prereq.: 121 or permission of instructor) 360 Religion and Society An examinationof theinteraction of religion and societyin terms of sociological analysis with particular emphasis on contemporary sociologicalresearch on religious movements and institutions in American society. 362 Statistical Analysis The fundamentals of descriptive and inferential statistics for the social sciences. Designed specifically for sociologyand political science majors, but 121 recommended for others needing a statistical background for social science quantitative analysis.(Prereq.: Group I11Math Placement Test. For majors, to be taken preceding 363. Fall) Research Methods An introduction to the skills involved in research design and data analysis. The practice of social research is learned through class activitiesand individual projects. Focus on learning usable skills. To be taken immediately after 362. (Prereq.: 362 or consent of instructor. Spring) Quantitative Analysis and Program Evaluation Overview of commonly-used research methods, especially experimental designs and applications to program evaluations. Consumer overview of methods of organizing, comparing and interpreting quantitative information. Use of data-processing equipment for statisticalanalysis. Designed for social work majors. Not to be taken by sociologymajors. (Prereq.: Level I11 Math Placement Test. Spring) Social Psychology An examination of the idea of "group," its relationshipto individualbehavior and society. An analysis of the ideas of "self" and "identitf' and what part they play in understanding interpersonal relations and human behavior. A sociological view of mental health. A look at the major assumptions and processes underlying our everyday l i f e a look at the trivial, the ordinary and the taken-for-granted. "Symbolic interaction," an important orientation in social psychology, will be used as a way of dealing with the major issues in the course. (Prereq.: 121, junior or senior students only) The City and Metro-Urban Planning The primary focus of the course is upon the major issues confronting the present and future metropolis. Particular emphasis will center on alternative theories and approaches to shaping the future metropolis. Current developments in the Twin Citiesregionwill be compared and contrasted to urban and regional developments globally and nationally. Resourcesinclude extensive readings, simulations, films, outside speakers and field trips in a seminar format. (Prereq.: 121 or 211 or consent of instructor. Spring) Internship Consult the Department Chairperson or Internship Director for details. (Prereq.: consent of instructor. Fall, Interim, Spring) Modern SociologicalTheory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: 2 courses in sociology including 121 or consent of instructor. Fall) Independent Study -Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the Department. (Prereq.: 121 or 211 and consent of instructor. Fall, Spring, Summer) Independent Study Student must present written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: 121 and consent of instructor. Fall, Interim, Spring) and Theatre Arts Department (SPC) + Communication Speech, communication, and theatre arts at Augsburg are humane studies designed to promote sensitivity and wisdom in the use of communication, since true communication aims to foster informed, responsible choice and shared understanding. The primary aim of the Department is to help students to communicate effectivelythrough both speaking and writing. The courses are designed (1) to promote the intellectual disciplines required for research, exposition, and argument; (2) to develop writing and speaking skills; (3) to build confidence, creativity, and ethical sensitivity; and (4) to provide a wide variety of realistic communication experiences. Communication careers call for a broad liberal arts education, so the communication major at Augsburg begins with a foundation of logic, psychology, sociology, literature, writing, and public speaking. In addition to these preparatory courses, the communication major requires five core courses: advanced writing, interpersonal communication, persuasive communication, mass media, and a communication Internship. With the help of a faculty adviser, the student selects five elective courses pertaining to one of the following communication emphases: journalism, public relations, supervisory management, human relations, broadcast media, speech or theatre arts education. For breadth we rec- ommend double majors, and for practical experience we recommend participation in co-curricular communication activities throughout the college years, climaxing in Internships under professional supervision. This major is also used as preparation for other fields, such as religion, politics, and law. The speech major is designed to prepare students for teaching in the secondary schools. Students should meet with a Departmental adviser as early as possible to plan the major and obtain a copy of the Departmental Handbook. + Theatre Arts Theatre is not primarily an extracurricular activity nor is it merely entertainment. As a laboratory that uses all of the liberal arts, theatre enhances a liberal arts education. By reliving how other people throughout history were thinking, feeling and struggling, actors have a greater understanding of their own humanity. Theatre enables students to experience the beauty, mystery, and ambiguity of life. Minneapolis-St. Paul is an ideal place to study theatre, because it is one of the major theatre centers in the United States. Augsburg students expand their knowledge of theatre not only by attending, but also by working in the professional and community theatres of the Twin Cities. Our theatre faculty has professional experience which enables them to provide realistic guidance to students. The Augsburg program encourages students to participate in all aspects of theatre production while providing each student the opportunity of emphasizing one specific area, such as acting, directing, or design. While the program is primarily designed to prepare students for educational theatre, graduates go into many other fields, such as professional theatre, television, film, advertising, business, and religion. Speech, Communication and Theatre Arts Faculty: Julie Bolton (Chairperson), Raymond Anderson, Deborah Bart, David Lapakko, Martha Johnson Honors Major: GPA of 3.5 in the major, 3.0 overall, 2 Independent Study projects of honors quality, distinguished performance in at least one of the communication arts, comprehensive examination in field of concentration. Application to be made early in the senior year. Communication Courses (SPC) Prospective majors should contact the Department as early as possible to work out a plan for the major and a personal career action plan. Freshmen should take 111,PSY 105, SOC 121 or a literature course. Communication Major. 10 courses, including 342,351 or 352,354,399 and ENG 223 or 225 or 226 or 227, and satisfactory performance on competencytests in writing and typing. Supporting coursesrequired but not countingtoward the major: PHI 130; PSY 105; SOC 121 or 336,375. Communication Minor: 5 courses approved by the Department. Speech Major For Teaching Licensure: 10 courses, including 111,241 or 343,350, 351, 352, 354, 360; participation in forensics, and a minor in English. Recommended: 366, courses in theatre, participation in drama. Speech Minor For Teaching Licensure: 111 and 6 of the following: 241 or 343,350, 351,352,354,360 and participation in forensics. Note: Students preparing to teach speech in secondaryschools may specialize in any of three majors: speech, theatre arts, and speech-theatre arts. Any of these must be combined with at least an English minor, preferably a major. The communication major or minor does not qualify one for teaching speech. Consult with the Department of Education for requirements in Education. 116 is strongly recommended for students in elementary education. Public Speaking Theory and practice of effective speaking and critical listening. Students have the opportunity to give several speeches and receive feedback about their performance from the class and the instructor. The course focuses on such topics as developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical thinking and listening. 132 Photography (See under Department of Art) 227 Journalism (See under Department of English) 225,330 Visual Communications I, I1 (See under Department of Art) 241 Introduction to Cinema Art (See under Department of English) 299 Directed Study Independent Study for Lower Division credit. 342 Mass Communications in Society (See under Department of Political Science)Junior and senior students only. 343 Broadcast Production I Introduction to video production with an emphasis on creative concept development, script-writing, directing and producing for video. Students will work in production teams and will gain experience in operation of equipment. 345 Organizational Communication An examination of the dynamics of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, formal and informal communication networks, management styles, power and authority, motivation of employees, organizational culture, performance appraisal, effectiveuse of meetings and sourcesof communicationproblems 111 in the workplace.Designed to enhance communicationskillsof both managers and subordinates. Students both investigate the literature on organizational communicationand attempt to apply it to their own experiencesin organizations. Voice and Diction A study of vocal skills including tone production, breathing, resonating, articulating, listening, introduction to phonetics and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes and individual coaching. (Alternateyears, Fall) Argumentation Application of standards for sound evidence and reasoning in public speaking, discussion, and debates. Key objectives include increasing skill in analyzing argumentative claims, being able to distinguish between strong and weak arguments, understanding tests for evidence and fallacies in reasoning, and learning to apply principles of argumentation to contemporary public issues. Students have the opportunity to enhance their skills in debate and discussionand also learn to analyze and critique arguments they encounter in their daily lives. Persuasion Theory of how people are influenced to change attitudes and behavior. The course deals with a broad range of topics, including obstacles to persuasion; cultural dimensions of persuasion; the use of logical and psychological appeals; empirical research in persuasion;how persuasion is used in politics, sales, advertising, and interpersonalcontexts;the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical issues related to persuasion. Students analyze persuasive messages in contemporary society, with practical work in speech and promotional projects. Interpersonal Communication A study of the dynamics of human interactionthrough verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. This course combines theory and practice to help the student understand and manage communication problems more effectively. Small Group Communication A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership, and conflict management. This course combineslecture with practical experienceto help the student become a more effective and productive member of a task-oriented small group. Organizational Psychology (See under Department of Psychology) Media Regulation, Law and Ethics (See under Department of Political Science) Internship (Consult the Department Chairperson for details) Independent Study in Communication Selected topics in speech and communication, with emphasis on the use of primary sources and methodology of research. Independent Study Independent Study for Upper Division credit. Theatre Arts Courses (SPC) Majors should take part in dramatic productions every year. Freshmen planning to major in theatre arts should begin with courses 111,116,222,232 a n d 228.111 is not part of the major. Theatre Arts Major: 10 courses (222,228,232,361,362,366, and 4 of the following: 116,229,343,350,360,367,428,429,432); plus 111,l Internship, 1theatre Interim course, and 10production units in 3 or more of the following areas: acting (2 required), technical crew work (4 required), playwriting, direction, design, and theatre management. This major should be supported by courses in dramatic literature including Shakespeare and Modern Drama or Scandinavian Drama. Strongly recommended: courses in movement, dance, art, and media art (cinema, radio, television, video). Theatre Arts Minor: 5 courses, including 222,228 or 229,232,361 or 362,366, and 5 production units in the following areas: acting (1 required), technical crew work (2 required), playwriting, direction, design, and theatre management. Theatre Arts Major For Teaching Licensure: 10 courses: 116,222,228,232 241 or 343,350,360,361,362,366, plus 111,a minor in English, and 10 production units in 3 or more of the following areas: acting (2 required), technical crew work (4 required): playwriting, direction, design, and theatre management. Theatre Arts Minor For Teaching Licensure: 5 courses: 222,228 or 229,232 or 116, 361 or 362,366, plus 111,and 4 production units in the followingareas: acting (1 required), technical crew work (1 required), playwriting, direction, design, and theatre management. Speech-Theatre Arts Major For Teaching Licensure: 12 courses, 111,222,228 or 229,232 or 116,241 or 343,350,351,352,354,360,361 or 362,366, a minor in English, and participation in 2 activities (forensics, theatre, media). 116 222 228 Creative Dramatics A study of various forms of dramatic play by activity, reading, observation, and discussion. Emphasis on improvisationaltechniques and active participation. Development of dramatic pieces from written, verbal, visual, and audible sources. Introduction to Theatre A survey of dramatic art: major historical periods, plays, artists; dramatic structure, principles, and values; basic concepts and techniques of the play production process. (Fall) Technical Production I Introduction to the backstage world of the theatre: its organization, crafts, magic, and art. Technical production experience, practical projects, and theatre tours. Crew work required in addition to normal class time. Open to all students. Should be taken in freshman or sophomore years. Lab fee. (Alternate years, Fall) Stage Design I Introduction to technical design for the theatre. Emphasis on scenery and lighting design. Practical projects in drafting, drawing, painting, and design theory. Open to all students. Should be taken in freshman or sophomore years. (Alternate years, Spring) Acting An introduction to the art of acting. Focus on physical, mental and emotional preparationand exploring the creative approach to sceneand character study in American drama. Directed Study Independent Study for Lower Division credit. Interpretative Reading Basic principlesof oral interpretation of literature.Study, understanding and practice in reading prose, poetry and drama before small and large groups. Theatre History and Criticism I An overview of theatre history from its classical Greek origins through Elizabethan theatre. We examine plays and attend local theatre productions in order to understand and experience theories of drama, dramatic production and criticism. Theatre History and Criticism I1 An overview of theatre history from French Neoclassical through contemp* rary theatre. We examine plays and attend local theatre productions in order to understand and experience theories of drama, dramatic production and criticism. Brereq.: 361) Stage Direction I Basic directorial techniques: choice of plays, play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of a short production required (one-act or excerpt from full-length play). Upper Division students or consent of instructor. (Spring) Stage Direction I1 1n-depth analysis and practical experience in directing different play forms and styles: serious, comic, period, experimental, musical. Direction of a short production required (one-act or excerpt from full-length play). (Prereq.: 366 or consent of instructor. Spring) Internship (Consult faculty in area of emphasis.) Technical Production 11 Advanced constructionand problem-solving techniquesin technical areas of scenery, props, lighting, sound, costumes, and make-up. (Prereq.: 228 or consent of instructor. Lab fee. Alternate years, Fall) Stage Design I1 Advanced projects in technical design. Introduction to costume design. (Prereq.: 229 or consent of instructor. Alternate years, Spring) Advanced Acting This course explores the elements of characterization through character analysis and extensivescene study. Emphasis is on a variety of roles from the classics, including Shakespeare,French Neoclassicism, Restoration Comedy, Realism and Non-Realism, Epic and the Absurd culminating in preparation and presentation of a professional audition. 499 Independent Study in Drama Individual projects in oral interpretation and theatre. V Transdisciplinary Students wishing to develop their own majoiby combining appropriate portions of two majors may consider the Transdisciplinary Major. The Transdisciplinary Major enables students to respond to a particular career interest. While such an individually developed major may satisfy the particular interests of a student, broad majors may not be suitable for those wishing to pursue graduate study or preprofessional programs in some academic fields. Students wishing to develop a TransdisciplinaryMajor are to observethe following: A. The major program should include at least two-thirds of the courses required in the normal major programs of two major fields offered at the College. B. The student should design and sign a contract for such a major prior to the end of his or her sophomoreyear (contract forms are availablein the Office of the Registrar). C. The contractmust be approved by the student's adviser and bythe Faculty Committee on Student Standing. V Women's and Minority Studies (INS) Women's Studies and Minority Studies courses fulfill the Urban Concerns, or Women's Studies, or Minority Studies distribution requirement. In addition, Augsburg offers students an opportunity to minor in Women's Studies. + Minority Studies 231 Religion i n African-American History An examination of selectedtopics related to the Blackexperience,e.g. African backgrounds, religion under slavery, evangelicalism. Meets 1 religion requirement or the Urban Concerns, Women's and Minority Studies requirement. 232 233 260 Blacks in America: An Introduction to African-American Studies An interdisciplinary course providing an ovemiew of the major issues related to the Black experience in terms of the family, education, religion, art, economicsand politics. It is designed to heighten the student's consciousness regarding the African retentions in Black culture, the evolution of Black culture and the impact of Black culture on American society. Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the biological, evolutionary and historical origins of women's roles and status in human society.Emphasiswill be placed on the comparativeroles of womenin different cultures. This comparison will include such North American models as the Navajo, Ojibwe, and Iroquois, African models such as the Pygmies and other tribal groups, and the peasant societies of eastern Europe, Mexico, and the Middle East and rural China. Offered periodically through CHR and the American Indian Program office. Contemporary American Indians The situation of Indians in the United States since the Indian Reorganization Act (1934) with an emphasis upon current issues, e.g. tribal sovereignty, treaty rights, and education. Examples of the persistence of religious/ cultural traditions among selected Indian tribes today. + Women's Studies Beverly Stratton, Coordinator Women's Studies values the experiences and perspectives of women by placing them at the center as it branches out to critically examine women's contributions in life and learning. Women's Studies seeks to complement other disciplines by expanding knowledge about women, addressing misconceptions, and raising new questions which spark further investigation. It seeks to empower students for leadership. Women's Studies tries to be explicit about its goals and issues. It seeks to raise awareness of diversity, to critically examine all disciplines and existing social practices, to recover past achievements of women and encourage the work that women now do, to expand perspectives and to provide a basis for decision making and critical evaluation of future learning. Minor: 5 courses which must include INS201,3 electives, 1of which must be Upper Division, and INS 495 or 499. Courses may be taken from the ACTC colleges as well as Augsburg. Each student's program must have the written approval of the Women's Studies Coordinator. 201 Introduction to Women's Studies This multidisciplinary course will introduce students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts and to how the questionsand methodologies of these disciplinesdiffer when seen from women's perspectives. Students will also study the history of the women's movement, diversity of women's experiences in terms of race, sexual orientation and class, and other contemporary issues raised by feminists. 233 265 495 499 Women: A Cross-Cultural Perspective (See description under Minority Studies) Women in American Culture Through a discussion of works by women historians and selections from women's journals, speeches, articles, short stories, poems, plays and other aesthetic creations, the class will collectively assess the position of Black and white women in American culture from the founding of the colonies to the present. Contributions by Indian women, Chicanas and other "invisible" women minorities will be included. Seminar Selected topics. Required of minors who do not elect to do an Independent Study. To be completed after the introductory course and electives. (Alternate years, Fall 1989) Independent Study In consultationwith a facultymember and with the approval of the Women's Studies Coordinator, a student selects a specific topic for study. Required of minors who do not elect to participate in the seminar. Approved electives from other academic departments including: ART 352 ENG 282 or 482 HIS 226 POL 421 POL 459 Women's Art History (see Art Department listing) Topics in Literahue (see English Department listing) Asian and Asian-American Women in Public Life in the 20th Cenhuy (see History Department listing) Topics in American Politics (see Political Science Department listing) Topics in Comparative Politics (see Political Science Department listing) H H H Regents ELCA Directory Administration H H H H Faculty Emeriti Academic Calendar Faculty Maps V Board of Regents (as of June 1988) The year in parentheses after each name is the expiration date of current term. i; &- Chair Donald R. Grangaard Secretary Charles W. Amason Vice Chair The Reverend Harris W. Lee Treasurer Raymond A. Grinde -- Charles W. Amason, J.D. (1988) Paul B. Batalden, M.D. (1990) Nancy H. Bottemiller Rodney P. Burwell (1992) (1988) H. David Dalquist, I11 (1990) Darrell J. Egertson (1988) Julian P. Foss Barbara C. Gage Donald R. Grangaard, J.D. Richard R. Green, Ed.D Raymond A. Grinde Carolyn T. Groves (1990) (1992) (1990) (1992) (1990) (1990) Elling B. Halvorson (1990) Lawrence 0. Hauge (1988) (1990) Catherine E. Johnson George 0.Johnson, Ph.D. (1990) Harris W. Lee, D. Min. (1988) - - Attorney, Head and Truhn, Minneapolis, MN Vice President for Medical Care, Hospital Corp. of America, Nashville, TN Homemaker, Wadena, MN Chairman, Xerxes Corporation, Minneapolis, MN President, Northland Aluminum Products, Inc., St. Louis Park, MN Executive Vice President/Chief Financial Officer, Apache Corp., Denver, CO Retired Businessman, Mesa, AZ Homemaker, Long Lake, MN First Bank System, Inc., Minneapolis, MN Chancellor, New York City Public Schools Partner, Klohn Design, Inc., St. Paul, MN Administrator, S. J. Groves and Sons Company, Minneapolis, MN Chairman of the Board, Halvorson Osborne Construction Co., Kirkland, WA Chairman, Suburban National Bank, Eden Prairie, MN Homemaker, Minneapolis, MN Associate Professor & Director, Hospital & Health Care Admin., Minneapolis, MN Senior Pastor, Lutheran Church of the Good Shepherd, Minneapolis, MN Mr. Gary H. Lohn (1988) Mildred I. Mueller, Ph.D. (1990) Rev. Maynard L. Nelson (1990) Ms. Roselyn J. Nordaune, J.D. (1988) Mr. Howard E. Olson Mr. Donald G. Oren (1990) (1988) Mr. Harvey M. Peterson (1990) Mrs. Inez M. Schwarzkopf (1988) Gladys I. Strommen Merton P. Strommen Leland N. Sundet (1990) (1996) (1990) David L. Swanson (1990) Stanley W. Thiele (1992) William A. Urseth (1992) Control Data Business Advisors, Mankato, MN Director of Education Statistics, MN Dept:of Education, St. Paul, MN Senior Pastor, Calvary Lutheran Church, Minneapolis, MN Partner, Nordaune & Friesen, St. Louis Park, MN Businessman, St. Paul, MN President, Dart Transit Company, St. Paul, MN President, Catco Company, St. Paul, MN Director for Community and Organizational Development, Women of ELCA, Chicago, IL Homemaker, St. Paul, MN Founder, Search Institute, Minneapolis, MN Chairman & Chief Executive Officer, Century Manufacturing Co., Bloomington, MN Vice President, Grudem Brothers Co., St. Paul, MN Senior Vice President, Administrative Services, 3M, St. Paul, MN Chief Executive Officer, U.S. Communications, Minneapolis, MN V Division for Education The Evangelical Lutheran Church in America (ELCA) Board Chair: Rev. Dennis H. Dickman Secretary: Solveig Gregory Vice-Chair: Mary Ellen H. Schrnider Executive Staff Executive Director: Rev. W. Robert Sorensen Assistant Director for Finance: Beata H. Sorenson Director for Colleges and Universities: James M. Unglaube Assistant Director for Colleges and Universities: Naomi E. Linnell V Directory Augsburg College 731 21st Avenue South Minneapolis. MN 55454 Area Code: 612 President ............................................................................................. 330-1212 Academic Affairs ..............................................................................330-1024 Admissions ......................................................................................330-1001 Alumni Programs .............................................................................330-1179 Business Office (Fees and Accounts).............................................. 330-1029 Campus Ministry (College Pastor) ................................................. 330-1107 330-1162 Career Services .................................................................................. College Center Manager/Coordinator, Special Events ............... 330-1121 College Relations (News and Publications) ..................................330-1180 Development (Financial Gifts to the College)............................... 330-1171 Facilities Office .................................................................................. 330-1120 Financial Aid (Scholarships) ........................................................... 330-1046 General Information (Other office numbers; business hours only) .................................................. 330-1000 Evenings........................................................................................ 330-1234 Graduate Program ......................................................................... 330-1787 Ice Arena Manager ...................................................................... 330-1251 Interim Office .................................................................................. 330-1025 Library ................................................................................................ 330-1017 Parent Programs , . .................................................. .330-1179 Personnel Office ................................................................................ 330-1058 Registrar ...................................................................................... 330-1036 Student Activities Office .................................................................. 330-1111 .... ..................................... .330-1160 Student Affairs ..................... Student Government Office ............................................................ 330-1110 Student Life (Housing).................................................................... 330-1109 Summer School Office ...................................................................... 330-1025 Weekend College ............................................................................ 330-1782 ........... ....... . . .. . . The College has designated the following persons as coordinators for discrimination inquiries or grievances: Mary Lou Williams, Assistant Professor, Social Work Department (612/ 33@1157)Affirmative Action Coordinator (matters based on race, creed, national or ethnic origin) Vern M. Bloom, Director, CHR -Memorial Hall (612/330-1133) 504 Coordinator (matters based on physical or mental handicap) William R. Rosser, Vice President for Student Affairs, Memorial Hall (612/330-1168) -Title lX Coordinator (matters based on sex or marital status) Sandra Jacobson, Director of Personnel, Ground Floor, Memorial Hall (612/330-1023) -Employment All correspondence should be addressed to the designated individual, at Augsburg College, 731 21st Avenue South, Minneapolis, MN 55454. Formal grievance procedures are described in the Staff Handbook. Copies are available from the Personnel Office. V Administration Office of the President President .......................................................................... Charles S. Anderson Executive Secretary to the President .........................Carolyn S. Magnuson College Pastor ......................................................................... David T. Wold Director, Church Relations ..........................................................Curtis Peter Director, Admissions ............................................................... Carol A. Stack Academic Affairs Vice President for Academic Affairs and Ryan A. LaHurd Dean of the College ................................................... Executive Secretary to the Academic Dean ........................ Lois M. Nielsen Associate Dean of the College and Director of Special Programs ................................Patricia A. Parker c h a r d J. Thoni Director, Weekend College Operations Manager, Weekend College ......................... Laurel Orthmeyer Graduate Program Coordinator ........................................o n e Karvonen Registrar .............................................................................Burdett Parsons Institutional Research Analyst ............................................ Robert W. Clyde Head Librarian ............................................................... Margaret Anderson Director, Audio-visual Center .......................................... Brian P. Hackney Director, Black Student Affairs ................................................M. Anita Gay Director, American Indian Support Program ................Bonnie A. Wallace Interim Director ............................................................. Donald R. Gustafson Kathleen Lutfi Coordinator, International Programs ............,... Director, Faculty Development ....................................... Edwina Hertzberg Director, Cooperative Education ........................................ Garry W. Hesser .................... R Student Affairs Vice President of Student Affairs and Dean of Students ........................................................ William R. Rosser Executive Secretary to the Vice President ................................... Casey Levi Associate Dean of Students .................................................. James B. Grubs Co-directors, Counseling Services ......Nancy G. Medcraft, Joan W. Slater Director, Academic Enrichment .....................................Donald M. Warren Director, Career Services ..................................................... Tina M. Wagner Coordinator, Off-campus Student Employment ................... Lois A. Olson Director, Student Life and Housing ................Linda K. Schrempp-Alberg Director, Student Activities .................................................. Brian Cockayne Coordinator, Urness Tower ...................................................... Ava J. Young Coordinator, Mortensen Tower ........................................ Sue J. Hohenstein R Development and College Relations Vice President for Development and College Relations ............................. Executive Secretary to the Vice President ............................... Betty Arnold Director, Development ............................................................. Gordon Olson Director, Planned Giving ...................................................Thomas I. Benson Jeroy C. Carlson Senior Development Officer Director, Corporate and Foundation Relations ..............Victoria J. Hoshal Director, Alumni/Parent Relations ....................................Jeffrey Swenson Director, College Relations .......................................M a Adams Forsberg Director, Publications ................................................................... Ka I. Cady Publications Specialist....................................................... Morgan K. Brooke Development Officer/Annual Fund ............... Donna McLean ............................................. Finance and Management Vice President for Finance and Management ....................Michael Ranum Executive Secretary to the Vice President Assistant Vice President for Student Financial Services ...................................... Herald A. Johnson Financial Aid Counselor ......................................................... Karen D. Flom Director, Personnel ............................................................... Sandra Jacobson Controller ........................................................................................ Koepke Director, Administrative Computer Center ............................ Steve Terrien Manager, College Center .................................................Mildred A. Nelson Manager, Central Services..................................Charles E. Christopherson Director, Purchasing/Bookstore .......................................... Robert P. Gores Director, Marriott Corp. Food Services ................................ Randy McNeal Director, Plant Services ........................................................ James Weninger Supervisor, Maintenance ....................................................... Robin A. Curtis Manager, Ice Arena .................................................................. James J. Carey ...................................................... V Faculty Emeriti Courtland L. Agre, Professor Emeritus of Chemistry. Ph.D., University of Minnesota. Ernest W. Anderson, Professor Emeritus of Health and Physical Education. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary;L.L.D., Concordia College, Moorhead. Valeria Baltins, Professor Emerita of Foreign Languages. Magister der Philosophia, University of Latvia. Carl Chrislock, Professor of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L. Gracia Christensen, Professor Emerita of English. Ailene Cole, Professor of Theatre Arts/Speech. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. K. Berner Dahlen, Professor Emeritus of English. M.S. University of Minnesota. Edgar E. Eklof, Professor Emeritus of Music. M.M. Manhattan Music School. Sheldon P. Fardig, Professor Emeritus of Education. B.A. Carleton College, M.M., Ph.D., Northwestern University. Theodore J. Hanwick, Professor Emeritus of Physics. Ph.D., New York University. Katherine Hennig, Professor Emerita of Music. M.A., University of Minnesota. Einar 0 . Johnson, Professor Emeritus of Education. Ph.D., University of Washington. James D. Johnson, Professor Emeritus of Music. Ph.D., University of Minnesota. Bernhardt J. Kleven, Professor Emeritus of History. Ph.D., University of Minnesota. Edor C. Nelson, Professor Emeritus of Physical Education. M.Ed., University of Minnesota. Anne Pederson, Professor Emerita of English. M.A., University of Minnesota. LaVonne J. Peterson, Professor Emerita of Health and Physical Education. M.Ed., University of Minnesota. Martin Quanbeck, Professor Emeritus of Education. Ph.D., University of Minnesota. Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D. Mus., Lakeland College. Paul T. Steen, Professor Emeritus of Sociology. Ph.D., University of Minnesota. Joel S. Torstenson, Professor Emeritus of Sociology. Ph.D., University of Minnesota. V Academic Calendar Fall 1988 Labor Day recess .......................................................................................... M Sep 5 Upperclass validation ................................................... . , ....................... Tu. Sep 6 Freshmen registration ....................................................................................Tu. Sep 6 Classes begin ................... , . . , ............................................................................W Sep 7 Last day to register, designate grading option. add a class, drop a class without notation on record, move Upper/Lower Division course to Upper .. .. Division or Lower Division .................................................................................... Tu, Sep 13 Mid-term break ................................................................................................ F Oct 28 Interim registration ....................................................................... M. Oct 31 .F. Nov 4 Spring term pre-registration ....................................................... M Nov 14 .F. Dec 2 Last day to withdraw from a class ............................................................... F Nov 18 Thanksgiving recess begins ........................................................................ T h Nov 24 Classes resume .......................................................................................... M Nov 28 Classes end ...................................................................................................... F Dec 9 Final examinations begin ........................................................................ M. Dec 12 Final examinations end ................................................................................ T h Dec 15 Final grades due and Incompletes due from spring and summer '88 ............................................................... W Dec 21 Interim 1989 Classes begin ...................................................................................................... T Jan 3 Last day to register. add a class. drop a class without notation on record or move Upper/Lower Division course to Upper Division ................. W. Jan 4 Last day to designate grading option or move Upper/Lower division course to Lower Division ................ M. Jan 16 Last day to withdraw from a class .................................................................. F. Jan 20 Classes end ......................................................................................................... F Jan 27 Interim grades due ............................................................................................ F Feb 3 Spring 1989 Validation of registration ...................... . . .................................................... T Jan 31 . Classes begin ..................................................................................................... W Feb 1 Last day to register. designate grading option. add a class. drop a class without notation on record. move Upper/Lower Division course to Upper Division or Lower Division ......................................................................................T Feb 7 Mid-term break begins .................................................................................... F Mar 24 Classes resume .................................................................................................. M Apr 3 Easter break begins ........................................................................................ F. Mar 24 Classes resume .................................................................................................. M. Apr 3 Last day to withdraw from a class ................................................................ F Apr 21 Early registration for fall ............................................................. M Apr 24 .F. May 5 Classes end ....................................................................................................... F. May 12 Final examinationsbegin ............................................................................. M, May 15 . Final examinations end ................................................................................ May 18 Baccalaureate and Commencement ...................................................................................... S May 21 Final grades due and Incompletes due from fa11 '88 and Interim '89 .............................................................. W May 24 - A . Summer School 1989 Term I ......................................................................................... T May 30 .F, June 23 Term I1 ........................................................................................... M June 26 .F. Aug 4 Fall 1989 Labor Day recess ............................................................................................... M Sep 4 Upperclass validation and Freshmen registration ...................................... T u Sep 5 Classes begin .................................................................................................... W Sep 6 Last day to register. add a class. designate grading option. drop a class without notation on record. or move Upper/Lower Division course to Upper Division T . Sep 12 or Lower Division .................................................................................... Mid-term break ................................................................................................. F Oct 27 Interim registration .................................................................... M. Oct 30 .F. Nov 3 Spring term pre-registration ....................................................... M Nov 13 .F. Dec 1 Last day to withdraw from a class ................................................................ F. Nov 17 Thanksgiving recess begins ..................................................................... Th. Nov 23 Classes resume ...............................................................................................M Nov 27 Classes end .......................................................................................................... F Dec 8 M. Dec 11 Final examinations begin ............................................................................... Final examinations end ................................................................................. T h Dec 14 Final grades due and Incompletes due from spring and summer '89 .................................................................. W Dec 20 Interim 1990 . . ...................................................................... Tu. Jan 2 Classes begin ...................... Last day to register. add a class. drop a class without notation on record or move Upper/Lower Division course to Upper Division .................. W. Jan 3 Last day to designate grading option or move Upper/Lower Division course to Lower Division ............... Tu. Jan 16 Last day to withdraw from a class ............................................................... F. Jan 19 Classes end ......................................................................................................... F Jan 26 Interim grades due .............................................................................................F Feb 2 Spring 1990 Validation of registration.............................................................................. T Jan 30 Classes begin ................................................................................................. W Jan 31 Last day to register. designate grading option. add a class. drop a class without notation on record. or move Upper/Lower Division course to Upper Division T Feb 6 or Lower Division ...................................................................................... Mid-term break begins ............................................................................... Sa. Mar 24 Easter break begins .......................................................................................... F Apr 13 Classes resume ................................................................................................ M Apr 16 Last day to withdraw from a class ................................................................ F Apr 20 Early registration for fall ............................................................. M Apr 23 .F. May 4 Classes end ....................................................................................................... F May 11 Final examinations begin ............................................................................. M May 14 Final examinations end ................................................................................Th. May 17 Baccalaureate and S May 20 Commencement ...................................................................................... Final grades due and Incompletes due from fall '89 and Interim '90 .................................................................. W May 23 V Faculty Correct as of May 15,1988. (beginning year of service on faculty in parenthesis) 1 Charles S. Anderson (1976). President, B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. 1 Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph-D., University of Wisconsin-Madison. Nancy I. Aarsvold (1986). Instructor of Foreign Languages. B.A., Pacific Lutheran University; M.A., University of Minnesota. Ruth L. Aaskov (1960). Associate Professor of Foreign Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Robert W. Adney (1979). Studio Artist/Percussion, part-time. B.A., University of Minnesota. Earl R. Alton (1960). Professor and Department Chairperson of Chemistry, B.A., St. Olaf College; M.S., Ph.D., University of Michigan. (On leave Interim and Spring, 1989) Brian R. Ammann (1988). Instructor and Head Basketball Coach, Health and Physical Education. B.A., Augsburg College; M.S., North Dakota State University. Lyla Mae Anderegg (1959). Associate Professor, part-time, Psychology, B.A., University of Minnesota; M.A., Northwestern University. Barbara Andersen (1969). Associate Professor of English. B.A., Northwestern College; M.A., Northwestern University. Edwin D. Andersen (1987). Instructor, part-time, Mathematics, Weekend College. B.A., Macalester College; M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota. Kristin M. Anderson (1984). Instructor, part-time, Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Margaret J. Anderson (1%7). Associate Professor, Head Librarian. B.S., M.A., University of Minnesota. Raymond E. Anderson (1949). Professor of Speech, Communication and Theatre. B.S., M.A., Ph.D., University of Minnesota. Sheldon Anderson (1988). Instructor, part-time, History. Weekend College. Andrew L. Aoki (1988).Assistant Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., Ph.D., University of Wisconsin-Madison. Charles N. Arge (1987). Lecturer, part-time, Physics. B.S., University of Arizona. Marjorie Audette (1986). Assistant Professor, part-time, Nursing, Weekend College. B.S., Marquette University; M.A., University of Iowa. Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Catherine Bakken (1985). Lecturer, part-time, Psychology. B.A., Concordia College; M.A., University of North Dakota; M.A., United Theological Seminary; M. Div., Luther-Northwestern Seminary. Deborah Bart (1980). Instructor of Speech, Communication and Theatre. B.A., M.A., University of Minnesota. John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom (1971). Director of CHR Program and College of the 3rd Age. B.A., M.S.W., University of Minnesota. Joseph C. Bodziock (1986). Lecturer, part-time, English. B.A., St. Joseph's College; M.A., University of New Hampshire. Julie H. Bolton (1975). Assistant Professor and Department Chairperson of Speech, Communication and Theatre. B.S., M.F.A., University of Minnesota. Richard Borstad (1977). Associate Professor and Department Chairperson of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. John Bosma (1985). Instructor, part-time, Speech, Communication, and Theatre, Weekend College. B.A., Concordia College, St. Paul; M.A., University of Minnesota. Michael Brand (1979). Studio Artist/Trumpet, part-time. B.S., M.F.A., University of Minnesota. James A. Brothen (1988). Visiting Assistant Professor of History, part-time. B.A., M.A., Ph.D., University of Minnesota. Maria Brown (1980). Assistant Professor in Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Laine Bryce (1978). Studio Artist/Bassoon, part-time. B.A., University of Minnesota. Priscilla K. Buffalohead (1983). Lecturer, part-time, Sociology and Women's and Minority Studies. B.A., M.S., University of Wisconsin-Madison. Diane F. Busico (1986). Assistant Professor of Business Administration and Economics. B.S., Youngstown State University; M.B.A., Kent State University. Thomas L. Busico (1988). Instructor, part-time, Business Administration and Economics, Weekend College. B.S., Youngstown State University; M.B.A., Kent State University. John Cemto (1983). Assistant Professor in Business Administration and Economics. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. James Cleary (1986). Lecturer, part-time, Psychology, Weekend College. B.A., University of Wisconsin-Eau Claire; M.A., Ph.D., Western Michigan University. Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Lawrence E. Copes (1980). Associate Professor of Mathematics/Computer Science. B.A., Illinois Wesleyan University; M.A., Ph-D., Syracuse University. (On leave, 1988-89) John Cosgrove (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., University of Minnesota. Larry Crockett (1985). Assistant Professor of Mathematics/Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary. Wayne A. Dalton (1984). Studio Artist/Voice, part-time. B.A., University of Redlands; M.Th., Ph.D., School of Theology at Claremont. Jan Davies (1987). Instructor, part-time, Education, Weekend College. B.F.A., Illinois Wesleyan University. John Dunham (1987). Visiting Instructor and Studio Artist/Cello, part-time, Music. B.A., Syracuse University; M.M., University of Michigan-Ann Arbor. Beverly C. Durkee (1965). Professor of Mathematics/Computer Science. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. (On leave Fall, 1988 and Interim, 1989) Mary G . Endorf (1986). Assistant Professor and Department Chairperson of Education. B.A., Hamline University; M.S., SUNY-Cortland; Ph.D., University of Minnesota. Mark J. Engebretson (1976). Associate Professor and Department Chairperson of Physics. B.A., Luther College; M. Div., Luther Theological Seminary; M.S., Ph-D., University of Minnesota. Marian S. Enos (1987). Lecturer, part-time, Nursing. B.S.N., M.S., Ph.D., University of Minnesota. Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Sheldon P. Fardig (1962). Lecturer in Education. B.A., Carleton College; M.M., Ph.D., Northwestern University. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Ronald E. Fine (1987). B.A., University of Maryland; M.A., American University. Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., University of Minnesota. Marilyn Pearson Florian (1980). Instructor in Health and Physical Education. B.A., Augsburg College; M.A., St. Cloud State University. Mathew Foss (1988). Visiting Instructor of Mathematics/Computer Science. B.S., B.S.E., M.A., Northeast Missouri State University. Stephanie C. Franz (1984). Lecturer, part-time, Physics, Weekend College. B.A., Augsburg College; M.S., University of Minnesota. Robert Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College; M.A., Pennsylvania State University. Mark L. Fuehrer (1969). Professor and Department Chairperson of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. 1 Greta Gaard (1986). Instructor, part-time, English, Weekend College. B.A., Pepperdine University; M.A., Claremont Graduate School. Stephen M. Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. David L. Garrison (1986). Lecturer in English, part-time. B.A., Appalachian State University; M.A., Baylor University; Ph.D., University of Minnesota. M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University, Baton Rouge; M.A., Howard University. Jerry Gerasimo (1971). Professor of Sociology.B.A., Lake Forest College; M.A., Ph.D., University of Chicago. (On leave Interim and Spring, 1989) Richard Germundsen (1987). Assistant Professor of Education. B.S., Mankato State University; M.A., American University; Ph.D, University of Minnesota. Nancy J. Giguere (1987). Instructor, part-time, Foreign Languages, Weekend College. B.A., University of Arizona; M.A., Middlebury College; Ph.D., University of North Carolina. Peter Gillen (1988). Instructor, part-time, Business Administration and Economics, Weekend College. B.S.B., University of Minnesota. Orloue N. Gisselquist (1956). Associate Professor of History. B.A., M.A., Ph.D., University of Minnesota. Gerald Glatzmaier (1986). Lecturer, part-time. Business Administration and Economics. B.A., St. Cloud State University; M.A., University of Minnesota; M.A., Northeastern University. Joseph R. Goldman (1986). Visiting Lecturer in Political Science. B.A., M.A., Ph.D., University of Minnesota; Ph.D., University of Kansas. Paul H. Grauer (1979). Assistant Professor, part-time, Health and Physical Education. B.S., Concordia College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota. Douglas E. Green (1988). Assistant Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University. Joan L. Griffin (1986). Assistant Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Satya P. Gupta (1976). Professor of Business Administration and Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History, Interim Director. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1974). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center. B.A., University of Wisconsin-Eau Claire; M.A., University of WisconsinStout. Paul P. Halvorson (1985). Lecturer, part-time, Business Administration and Economics. B.A., Augsburg College; M.A., The American University. Mark Hassenstab (1988). Instructor, part-time, Business Administration and Economics, Weekend College. B.A., Augsburg College; M.B.A., University of Minnesota. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Kathy Heikkila (1984). Lecturer, part-time, Education. B.S., University of Wisconsin-Lacrosse; M.A., The College of St. Thomas. Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Edwina L. Hertzberg (1977). Associate Professor of Social Work, Director of Faculty Development. B.A., Cedar Crest College; M.S.W., Ph-D., University of Minnesota. Richard C. Henog (1984). Assistant Professor of Business Administration and Economics. B.S., Washington University; M.B.A., St. Louis University. Garry W. Hesser (1977). Associate Professor of Sociology, Director of MetroUrban Studies, Director of Cooperative Education Program. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Paul T. Hirdman (1985). Assistant Professor of Psychology. A.A., Waldorf Junior College; B.A., Augsburg College; M. Div., Luther Theological Seminary; M.A., Ph.D., University of North Dakota. Norman D. Holen (1964). Professor of Art. B.A., Concordia-College, Moorhead; M.F.A., University of Iowa. Bradley P. Holt (1981). Associate Professor of Religion. B.A., Augsburg College; B.Q., Luther Theological Seminary; M. Phil., Ph.D., Yale University. Paul L. Holmer (1986). Distinguished Visiting Professor of Philosophy. B.A.,M.A., University of Minnesota; Ph.D., Yale University. John R. Holum (1957). Professor of Chemistry (and Acting Department Chairperson, Interim & Spring, 1989).B.A., St. Olaf College; Ph.D., University of Minnesota. I. Khin Khin Jensen (1955-56,1959). Professor of History, Director of East and Southeast Asian Studies. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. John R. Jenswold (1985). Lecturer, part-time, History. M.A., University of Connecticut-Storrs. Barbara E. D. Johnson (1985). Lecturer, part-time, Sociology. B.S., Gustavus Adolphus College; M.S., Ph.D., University of Minnesota. Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College; B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Jeffrey E. Johnson (1985). Assistant Professor of Physics. B.S., M.A., and Ph.D., University of Minnesota. Martha B. Johnson (1988). Assistant Professor of Speech, Communication, and Theatre. B.A., M.A., and Ph.D., University of Wisconsin-Madison. Mary E. Johnson (1962). Associate Professor of Foreign Languages. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Amin Kader (1974). Associate Professor and Department Chairperson of Business Administration and Economics. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Kenneth S. Kaminsky (1987). Associate Professor and Department Chairperson of Mathematics/Computer Science. A.B., M.S., Ph.D., Rutgers State University. Jane Kammerman (1986). Lecturer, part-time, Business Administration and Economics. B.A., University of California; J.D., University of Minnesota. Robert KarlCn (1973). Professor and Department Chairperson of Music. B.M., New England Conservatory; M.A., University of Minnesota. Mary A. Kingsley (1965). Associate Professor and Department Chairperson of Foreign Languages. B.A., St. Olaf College; M.A., Middlebury College. Merilee I. Klemp (1980). Instructor and Studio Artist/Oboe, part-time. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Robert Kramarczuk (1983). Instructor, part-time, Business Administration and Economics, Weekend College. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Angela Wyatt Kretschmar (1981). Studio Artist/Clarinet, part-time. B.A., St. Olaf College. Edith V. Kromer (1983). Librarian, part-time, Weekend College. B.A., Hamline University; M.A., University of Minnesota. Joan C. Kunz (1987).Assistant Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. Roy H. LaFayette (1972). Lecturer, part-time, Business Administration and Economics. B.S.B., University of Minnesota. David V. Lapakko (1986). Assistant Professor of Speech, Communication and Theatre. M.A., University of Minnesota. Nicholas A. Lenz (1980). Studio Artist/Voice, part-time. B.A., Southwest State University; M.F.A., University of Minnesota. Ronald L. Libertus (1985). Lecturer, part-time, CHR Program and Women's and Minority Studies. B.A., University of Minnesota; M.A., Windham College. Lynn Lindow (1985). Visiting Instructor of Education. B.S., Mankato State University; M.S., North Dakota State University. Rosemary J. Link (1986). Assistant Professor of Social Work. M.Sc., London University; Ph.D., University of Minnesota. Cynthia Dunbar Lohman (1985). Studio Artist/Voice, part-time. B.A., M.M., University of Minnesota. Steven Lund (1983). Studio Artist/Trombone, part-time. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Lecturer, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. Janet M. Mathison (1986). Instructor, part-time, Religion, Weekend College. Associate Director, Center for Global Education. B.A., Alverno College; M.A., Ed.D., University of Pennsylvania, Philadelphia. Jerie McArthur (1983). Instructor in Speech, Weekend College. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Dan McNamara (1984). Lecturer, part-time, Business Administration, Weekend College. BSIE, University of Dayton; M.S., Ph.D., University of Wisconsin. Marie 0.McNeff (1968). Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska. Roberta Kagin Metzler (1974). Assistant Professor of Music. B.A., Park College; B. Music Ed., M. Music Ed., University of Kansas. Fekri Meziou (1987). Assistant Professor of Business Administration and Economics. B.A., University of Tunis, Tunisia; M.A., Ph.D., University of Minnesota. Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College; M.A., University of Minnesota. Kathryn S. Mickelson (1985). Visiting Lecturer, part-time, Music. B.S., Augsburg College; M.M.T., Southern Methodist University. Jan Miner (1984). Instructor, part-time, Speech/Communication, Weekend College. B.A., Lycoming College; M.A., Bowling Green State University. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. William Monsrna (1987). Lecturer, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. Karen Morgan (1987). Instructor, part-time, Education, Weekend College. B.S., St. Cloud State University; M.Ed., University of Minnesota. Thomas Morgan (1983). Assistant Professor of Business Administration and Economics. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon. Elizabeth Proctor Murphy (1984). Studio Artist/Cello, part-time. B.A., Cleveland Institute of Music. Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968). Professor and Department Chairperson of History. B.A., University of Nebraska; M.A. Ph.D., University of Minnesota. Catherine Christie Nicholl(1973). Professor and Department Chairperson of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson (1977). Associate Professor and Department Chairperson of Nursing. B.S., M.S., University of Minnesota. Norma C. Noonan (1966). Professor and Department Chairperson of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Patricia Nortwen (1985). Studio Artist/Piano, part-time. B.A., B.S., M.A., University of Minnesota. Celeste M. O'Brien (1975). Studio Artist/Piano, part-time. B.A., Harnline University. Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Sharon K. Ostwald (1986). Adjunct Assistant Professor of Nursing. M.S., Ph.D., University of Minnesota. James F. Palmer (1987). Instructor, part-time, Mathematics and Computer Science, Weekend College. B.A., Illinois State University, Normal; M.A., University of Minnesota. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B. Div., Bethel Seminary; M.A, Ph.D., University of Minnesota. Marlene J. Pauley (1983). Studio Artist/Clarinet, part-time. B.A., St. Olaf College; M.M., Michigan State University. Lauretta E. Pelton (1970). Associate Professor of Education. B.A., Briar Cliff College; M.Ed., Marquette University. Paul Pender (1985). Instructor, part-time, ~ u s i i e s Administration, s Weekend College. B.A., M.B.A., University of Wisconsin. Douglas D. Peny (1976). Instructor, part-time, Social Work, Weekend College. B.A., M.S.W., University of Minnesota. Curtis Peter (1983). Lecturer, part-time, Religion. B.A., Wartburg College; M. Div., Wartbug Theological Seminary. Noel J. Petit (1984). Associate Professor of Mathematics/Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Joyce Pfaff (1966). Associate Professor of Health and Physical Education and Director of Women's Athletics. B.A., Augsburg College; M.Ed., University of Minnesota. (On leave 1988-89) Diane I,Pike (1981). Associate Professor and Department Chairperson of Sociology. A.B., Connecticut College; Ph.D., Yale University. Stephen H. Pinsky (1983). Lecturer, part-time, Religion. B.A., Franklin and Marshall College; B.H.L., M.H.L., Hebrew Union College. Philip A. Quanbeck (1957). Professor and Department Chairperson of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological Seminary. Larry C. Ragland (1985). Associate Professor of Mathematics/Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Studio Artist/Guitar, Music. B.M., M.M., University of Minnesota. Bruce R Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. David Riley (1987). Instructor, part-time, Business Administration and Economics, Weekend College. B.A., St. Mary's College; M.B.A., College of St. Thomas. C.P.A. Thomas D. Rossin (1986). Assistant Professor of Music. M.F.A., University of Minnesota. Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella (1961). Professor of Business Administration and Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Hikaru S. Sakai (1987).ACTC part-time Instructor in Japanese. B.A., University of Osaka; Ed.S., M.A., College of St. Thomas. Hamed Sallam (1988). Instructor, part-time, Business Administration and Economics. B.S., Ein Shams University, Cairo; M.S., Cairo University; Ph.D., Tbilisi State Universi