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Official Publication of Augsburg College 221 1 Riverside Avenue
Minneapolis, M N 55454 (612) 330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and ...
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Official Publication of Augsburg College 221 1 Riverside Avenue
Minneapolis, M N 55454 (612) 330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and is subject to the policies and provisions as stated in the Augsburg College Catalog.
This catalog should answer most questions students have about Augsburg Weekend College and
its curriculum. Although information was current at the time of publication, it is subject to change
without notice. It is the responsibility of each student to know the requirements and academic
policies in this publication. If you have questions about anything in this catalog, consult the
Academic Advising Center, a faculty adviser, the dean of the College or the registrar. Key offices
are listed on page three of this publication for correspondence or telephone inquiries.
Published February 1998
TABLE
OF CONTENTS
Directory
................... ...................
.......................................... 3
......,.....
...................*........*.....*....4
Educational Program ..............
.................................................. 5
A Greeting from the President
Admissions Information.................................................................
9
Tuition and Financial Aid
........................................................... 12
Student Resources....................................................................... 17
Academic Information ................................................................. 27
36
Academic Majors ................................... ......................................
,. ....................................-56
Course Descriptions..............................
Maps ................................................................................. 9 8 99
Index........................................................................................ 100
FREQUENTLYCALLED
NUMBERS
Weekend College Office ........................................................................................................ 330-1782
Program Coordinator, Julie Olson ....................................................................................... .330- 1740
.
......................................................
330-1782
Administrative Assistant, Becki Frestedt ......................
Weekend College Admissions:
Director. Bill Kuehl ...............................................................................................................330-1414
Admissions Counselor, Carrie Carroll.................................................................................. .330- 1792
330-1743
Admissions Assistant, Liz Williams ........................................................................................
Other Campus Phone Numbers:
General Information ..............................................................................................................330- 1000
Academic Advising Center .................................................................................................. .330- 1025
Bookstore, Christensen Center ......................................................................................... .... 330-1122
Business Office, Science Hall:
........330-1029
Cashier 8:30 a.m.-4.00 p.m. ......................................
330-1790
Student Accounts, Jocelyn Palmer: 8:00 a.m.-4.30 p.m. ....................................................
Education Department, Sverdrup Hall ................................................................................. 3301 130
.330- 1046
Financial Aid Office, Science Hall ........................................................................................
.330- 1162
Career Services, Memorial Hall .............................................................................................
3 3 0 1160
Counseling, Memorial Hall ...................................................................................................
Lindell Library .....................................................................................................................330- 1017
.............................................................................
Nursing Department .............................
.
.330-1209
Registrar. Science Hall ............................................................................................................
330-1036
Summer School ................................................................................................................... 330-1787
.
.
Weekend College Office Hours:
Monday-Friday: 8:00 a.m. .4:30 p.m.
Class Weekends:
Friday: 8:00 a.m. .6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
Weekend College Office Location:
The Weekend College Office is located in Sverdrup Hall on the corner of 21st Avenue and 7th
Street on the Augsburg College campus (see #26 on map on page 99).
I hope you are looking at this catalog because you've enrolled at
Augsburg College. if so--Welcome to the College! All of us hope
you find, in the course of your study, a rising enthusiasm for the
work, a deepening appreciation of the profession and role to which
you feel called, and a confident sureness that you have rightly
chosen Augsburg for the purpose.
Ifyou are dipping into this little volume to figure out who and what
Augsburg College is and what education it offers-Welcome to
these pages! May they convey the fundamental proposition of our
education: that we provide an education especially serviceable in
the contemporary world because it has been designed in the midst
of and in full contact with the critical social, economic, religious,
and political phenomena of the modern city. This education,
however practical and professional, will be serviceable over the
long haul only to the degree that it respects and pursues certain of
what Martin Luther called "thefine liberal arts, " and it will be
exciting only to the degree it is offered for the sake of improving
both its students and the world itseg
The study you are undertaking at Augsburg-or thinking of undertaking-will occur on and at the core of the campus, with library,
food services, and other facilities open and operating; will be led by
permanent as well as adjunct members of the Augsburg faculty; will
be organized by the identical tried and tested curriculum used in the
day school; and will be conducted by a college that has declared the
Weekend College an integral aspect of its core educational business.
As you join the enterprise, or consider doing so, please know that
those of us who await you herefind the College an exciting setting,
full of diversity and yet dedicated to the cultivation of a learning
community, in which you can set off in new directions and in which
destinations are reachable.
Bon Voyage!
Sincerely yours,
William V. Frame
President
.I[.
1
E d u c a t i o n a l
HISTORY
OF
WEEKEND
COLLEGE
In fall of 1982 Augsburg
began Weekend College under
the directorship of
Dr. Richard Thoni. At that
time Weekend College had
three majors, 69 students, and
offered eight courses in the
first term.
;
Today with more than 1,000
students and 14 majors,
Augsburg's Weekend College
is the largest program of its
kind in the state. Faculty in
Weekend College are full-time
Augsburg professors as well
as adjunct professionals from
the work world. The Weekend
College student body is
involved in student government, and Weekend College
students participate in academic and extracurricular
activities such as the student
newspaper, travel seminars,
and the Weekend College
Commission.
Augsburg Weekend College
continues to develop to meet
the changing needs of the adult
and nontraditional student of
today.
PURPOSE
Augsburg Weekend College
provides an educational alternative to adults who desire
college experience but who
work or have other commitments during the week. It is a
means by which men and
women may earn a baccalaureate degree, gain skills for
professional advancement,
prepare for career change, or
pursue a personal interest in
one or more areas of the
liberal arts.
MISSION
OF THE
COLLEGE
Students who graduate from
Augsburg are well prepared to
make a difference in the
world. They stand as testaments to the College motto,
"Education for Service," and
to the mission of the College:
To nurture future leaders in
service to the world by
providing high quality educational opportunities, which are
based in the liberal arts and
shaped by the faith and values
of the Christian Church,
by the context of a vital
metropolitan setting, and by
an intentionally diverse
campus community.
THEADULTAS LEARNER A COMMUNITYOF
LEARNERS
Augsburg Weekend College is
designed to meet the needs
and preferences of adult
learners. The program is based
on the assumption that the
men and women who enroll in
Weekend College will be
mature, self-disciplined, and
well-motivated adult learners
who seek a balance of classroom experience and
individualized study. Each
course is therefore divided
into periods of concentrated
on-campus study separated by
time for independent study
and class preparation.
ALTERNATE
WEEKENDS
To accommodate this format
for learning, classes generally
meet on alternate weekends
for three and one-half hours
on either Friday evening,
Saturday morning, Saturday
afternoon, or Sunday afternoon. Each course selected by
the student involves commitment to one of these four class
periods. Laboratory sections or
additional class hours may be
scheduled during the week.
Weekend College students
may take from one to four
courses each term. Selected
courses are also available on
weekday evenings.
Essential to the goals of
Augsburg's Weekend College is
participation in a community of
adult learners. Learning can be
enhanced when the student is
active in a stable community
that provides opportunity and
encouragement for involvement
both in and out of the classroom. This community will be
enriched by the presence of
both men and women with a
variety of work and life experiences. To facilitate this kind of
community interaction,
Augsburg encourages Weekend
College students to make use of
College facilities such as the
Lindell Library and the
Christensen Center, to take the
opportunity of having shared
meals and coffee breaks, to
participate in optional lunchtime seminars, and to attend
other College activities such as
music and dramatic presentations and athletic events.
FACULTV
The heart of any educational
institution is its faculty, and
Augsburg College is particularly proud of the excellence
and commitment of its professors. Most faculty hold the
doctorate or other terminal
degree and all consider their
teaching to be the focus of their
activity. Faculty are involved in
social, professional, and a
variety of research activities,
but see these activities as
supporting their teaching. They
are actively involved in an
exciting faculty development
program that introduces them
to current thought in many
fields, but especially in teaching
techniques and theories.
Augsburg's size and small
classes encourage its tradition
of close involvement between
professors and students.
Faculty act as academic
advisers and participate regularly in campus activities.
History
Augsburg College and
Seminary was founded in 1869
in Marshall, Wisconsin, and
moved to Minneapolis in 1872.
In 1963 the name officially
became Augsburg College
when the Seminary left
campus as part of the Lutheran
Free Church merger with the
American Lutheran Church.
Location
Augsburg's 23-acre campus is
in the heart of the Twin Cities
metropolitan area, only blocks
from downtown Minneapolis
and the intersection of Interstate
Highways 94 and 35W. Adjacent
to the campus are the FairviewUniversity Medical Center, the
West Bank campus of the
University of Minnesota, and
the Mississippi River parkways.
Campus
Augsburg's campus consists
of 16 major buildings, which
include student housing
towers, Christensen Center,
main academic and administrative halls, Lindell Library,
Music Hall, and the Foss
Center for Worship, Drama,
and Communication.
Accessibility
We have made a major effort
to become one of the most
accessible campuses in the
region. Our skyway-tunnel
system lets you reach any of 10
major buildings without going
outside. In addition to building
changes, we have a dedicated
program to provide support for
students with disabilities.
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. Although a strong
plurality of students are Lutheran,
20 percent represent other
Protestant denominations and
21 percent represent the Roman
Catholic Church. Several other
affiliations are represented
among students and faculty.
POLICIES
It is the policy of Augsburg
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status,
gender, or status with regard
to public assistance or
disability, as required by Title
IX of the 1972 Educational
Amendments or Section 504
of the Rehabilitation Act of
1973, as amended, in its
admissions policies, education
programs, activities and
employment practices.
Inquiries regarding compliance may be directed to the
coordinators listed in the
Augsburg College Catalog, or
to the director of the
Minnesota Department of
Human Rights, Bremer Tower,
Seventh Place at Minnesota
Street, St. Paul, MN 55101.
The College and its faculty
subscribe to the Statement of
Principles on Academic Freedom
as promulgated by the American
Association of University
Professors and the Association
of American Colleges.
ACCREDITATION
AND
MEMBERSHIPS
Augsburg College is accredited by the North Central
Association of Colleges and
Schools* and the National
Council for the Accreditation
of Teacher Education
(Secondary and Elementary).
Our programs are approved by
the American Chemical
Society, the Council on Social
Work Education (BSW and
MSW), National Association
for Music Therapy, Inc., and
the National League for
Nursing. Augsburg College is
an institutional member of the
National Association of
Schools of Music (NASM),
the Council of Independent
Colleges (CIC), the American
Association of Colleges and
Universities (AACU), and the
American Association of
Higher Education (AAHE).
We are members of the
Associated Colleges of the
Twin Cities (ACTC), Lutheran
Education Council in North
America, and Minnesota
Private College Council.
Augsburg College is registered
with the Minnesota Higher
Education Services Office.
Registration is not an endorsement of the institution.
Registration does not mean that
credits earned at the institution
can be transferred to other
institutions or that the quality
of the educational programs
will meet the standards of
every student, educational institution, or employer.
*North Central Association
of Colleges and Schools
Commission on Institutions of
Higher Education, 30 N.
LaSalle Street, Suite 2400,
Chicago, IL 60602-2504,
(800) 621-7440
I
A d m i s s i o n s
n f o r m a t i o n
1
I
A d m i s s i o n s
I n f o r m a t i o n
Application for Admission
Complete the application form
and return it along with the
$20 nonrefundable application
fee to the Augsburg Weekend
College Admissions Office.
Transcripts
Have official transcripts from
all previously attended postsecondary institutions sent
directly to the Augsburg
Weekend College Office.
Applicants with less than one
year of previous transferable
college work should also have
their official high school transcript sent. The G.E.D. test
certificate may be presented
instead of the high school
transcript.
Additional Information
If there is personal information
that may have affected the
applicant's previous academic
performance, it may be
included with the application or
discussed personally with the
admissions director. Academic
recommendations may be
required by the Admissions
Committee before an admissions decision is made.
On occasion, the Admissions
Committee may also defer on
a candidate's admission until
other information has been
received. For example, test
scores, results of current
coursework, additional letters
of recommendation, or writing
samples may be requested by
the committee. If any additional credentials are needed,
the Admissions Office will
inform the candidate.
Notification of Admissions
Decision
Augsburg College uses a
"rolling" admissions plan.
Students are notified of the
admissions decision, usually
within two weeks after the
application file is complete
and has been evaluated by the
Admissions Committee.
Admission to a major, as well
as admission to the College, is
sometimes necessary. Please
check with the admissions
coordinator and major sections
in this catalog to see if admission to the major is necessary.
~raisferCredit
Augsburg College welcomes
students who wish to transfer
after completing work at other
accredited colleges or univer-
sities. College credit is granted
for liberal arts courses satisfactorily completed at
accredited institutions. The
College reserves the right not
to grant credit for courses
where it considers the work
unsatisfactory, to grant provisional credit for work taken at
unaccredited institutions, and
to require that certain courses
be taken at Augsburg.
Augsburg College limits
transfer of credit from twoyear colleges once a student
has reached junior status. If all
transfer work has been taken
at a two-year college, a
maximum of 17 Augsburg
courses, or 96 quarter credits,
will be accepted toward the
minimum of 33 Augsburg
course credits required for the
baccalaureate degree.
Transfer Credit Evaluation
An evaluation of transfer
credit is completed by the
registrar upon admission for
each degree-seeking student
who is transferring previous
college work. This evaluation
indicates which of the
student's courses have been
accepted for transfer credit at
Augsburg College and how
many course credits the
student has earned in transfer.
The registrar also determines
which transfer courses may be
used to fulfill general education requirements and may
request that the student
provide course descriptions,
syllabi or other information to
assist in this determination.
For an evaluation of transfer
courses toward major, minor,
or licensure requirements, the
student should consult the
appropriate department chair.
ACADEMICADVISING
The Academic Advising
Center advises all incoming
students, provides information
about general education
requirements, administers and
tracks entry level skill assessments, and advises students
placed on academic probation.
The Advising Center also
assists students with degree
planning and assigns each
student to a faculty adviser
during their first term at
Augsburg. The Advising
Center coordinates with the
Weekend College Office to
provide advising for New
Student Orientation.
STUDENTS WHOSEEKA
SECOND MAJOR
OR
SECOND DEGREE
If you have earned a baccalaureate degree and would like to
complete a second major or a
second degree at Augsburg,
you must submit the application form and application fee
and have official transcripts
sent to Augsburg Weekend
College from your degreegranting institution along with
transcripts from any subsequent colleges/institutions you
have attended.
FORMERSTUDENTS
Augsburg graduates and
students who have not
attended Weekend College for
more than one academic year
(three trimesters) must apply
for readmission through the
Registrar's Office. Students
who have attended any other
institution(s) during their
absence from Augsburg must
have an official transcript sent
from each institution to the
Registrar's Office.
lNTERNATIONAL
STUDENTS
Augsburg welcomes students
from countries around the
world. International students
should contact the Admissions
Office for information on the
application procedure.
Applications must be received
two months prior to the start
of the trimester.
For more information on the
admissions process, please call
(612) 330-1743 or write to:
Augsburg Weekend College
Campus Box #65
22 11 Riverside Avenue
Minneapolis, MN 55454
FEESAND PAYMENT
SCHEDULE
For the exact tuition and fees
amounts, please refer to the
Catalog Supplement covering
the current academic year of
enrollment.
FEES
Fees are set on an annual basis
and are payable in the
trimester in which they are
incurred. Fees are charged
according to the following:
Application Fee
Payable once, nonrefundable
Activity Fee
Per trimester
Lute fee
Charged per day, up to five
working days for late completion of registration
Lifetime Sports Fee
Payable upon course registration
or completion of Assessment
of Previous Learning
Nursing Clinical Fee
Payable upon course registration
Registration Change
After first class meeting for a
cancel/add/change grade option,
or a combination at one time
Student Teaching Fee
Per student teaching course,
payable upon registration
Transcript Fee
Per copy after first, which is free
Payment Schedule
Confirmation in classes is
permitted only if the
student's account for a
previous term is paid in full
as agreed. Augsburg
College will not release
diplomas or academic transcripts until a student's
account is paid in full. This
also applies to student loans
administered by the College
(e.g., Perkins Student Loan).
They must be current
according to established
repayment schedules.
Augsburg offers the
following payment options:
1) Trimester payments in full.
2 ) Three Payment Plan
A three-payment plan is
available each trimester.
Payment plans will be
approved only if previous
plans have been satisfactorily
completed.
3) Company Reimbursement
Plan
Students whose employers
have tuition reimbursement
plans are allowed the
following payment terms:
$100 per course deposit
payable in order to
confirm classes.
Balance in full due
50 days after the end
of the term.
T u i t i o n a n d
F i n a n c i a l
Employer reimbursement
verification form on file
in Business Office for
current academic year.
Responsibility for
payment of balance
should employer not reimburse for whatever reason.
Finance charge of 1% per
month on unpaid balance.
A non-sufficient fund check
used for payment at registration
will declare that registration
invalid and could affect further
credit extended by the College.
TUITIONREFUND
POLICY
Students are responsible for
cancelling courses with the
Registrar's Office in order to
be eligible for the tuition
refund. Students who unofficially withdraw (stop
attending) and do not
complete the dropladd form
are responsible for all charges.
Financial aid may be adjusted
based on the student's last
recorded date of attendance.
Augsburg College will determine the appropriate refund
calculation based on the
student's circumstances and
federal guidelines. The refund
calculation options are the
Augsburg Refund Policy, the
Pro-Rata Refund Policy, and
the Federal Refund Policy.
A i d
Augsburg Refund Policy
Applies to new and returning
Augsburg students who drop a
portion of their scheduled
course load. Also applies to
students who completely withdraw from college and do not
receive financial aid.
Through the first class
weekend100% of tuition
(less a $75 administrative fee
if withdrawing from current
term entirely)
Prior to the second scheduled
class meeting80% of tuition
Prior to the third scheduled
class meeting60% of tuition
No refund after the third
scheduled class meeting.
The Augsburg Refund
Schedule is effective whether
or not a student has attended
classes. All refunds of charges
will be applied to the account
of the student and all adjustments for aid, loans, fines,
deposits, etc, will be made
before eligibility for a cash
refund of any resulting credit
balance is determined. Please
allow two weeks for a refund.
Note: The refund is a percentage
of the full tuition charged, not a
percentage of any deposit made
toward tuition (e.g., deposits;
made under the company reimbursement payment plan).
Pro-Rata Refund Policy
Applies to new Augsburg
students who withdraw from
all courses during their first
term at Augsburg and receive
Federal Title IV financial aid.
(Federal Title IV financial aid
includes the Pell Grant, SEO
Grant, Perkins Loan, Stafford
Loan, and PLUS Loan.)
Tuition, fees, and room costs
will be calculated based on the
pro-rated portion of the term
completed. The student may
be eligible for a pro-rata
refund up to the 60 percent
point in time of the term. The
student account will be credited for that portion of tuition
and room for which he or she
was not enrolled. This calculation will use federal
government guidelines.
Federal Refund Policy
Applies to returning Augsburg
students who withdraw from
all courses for the current term
and receive Federal Title IV
financial aid. (Federal Title IV
financial aid includes the Pell
Grant, SEO Grant, Perkins
Loan, Stafford Loan, and
PLUS Loan.)
Augsburg College is required
by federal regulations to
complete two refund calculations for students who have
completed at least one full
term at Augsburg and receive
Title IV funds. Refunds will
be based on the calculation
that provides for the greatest
refund of tuition, fees, and
room charges to the student's
account and the greatest
refund of financial aid dollars
to the fund from which they
were awarded. The refund
calculations used are the
Augsburg College Refund
Policy as stated above and the
Federal Refund Policy as stipulated by federal guidelines
stated below.
Refund Amount
Refund Period
100% Through the first day
of classes (less $100
administrative fee)
90%
50%
25%
After the first day of
classes through the
10% point in time of
the term
After the 10% point in
time through the 25%
point in time of the term
After the 25% point in
time through the 50%
point in time of the term
Students may appeal refund
decisions through the Petition
Committee.
Medical Refund Policy
If a student is forced to withdraw because of accident or
illness, whether a physical or
mental health problem, the
refund may include the normal
percentage plus one-half of the
percentage adjustment.
Requests for this additional
refund must be made to the
Petition Committee and must
be accompanied by a written
report from the attending
health professional stating the
inability for, or inadvisability
of, continued study.
Students charged on a singlecourse fee basis who have
completed payment of
assessed tuition may choose
between this partial tuition
refund and a tuition-free
course retake credit. A retake
credit may be used only to
repeat the same course from
which the student withdrew.
This choice between refund
and tuition-free retake credit
must be made at the time of
the request to the Petition
Committee, and the choice of
monetary refund or retake
credit may not be changed
subsequently.
Students should be aware that
their choice of refund or
retake credit may adversely
affect their financial aid eligibility and that they bear full
responsibility for the effects of
their choices. Retake credits
must be used within one academic year or the next time the
course is offered if that is
longer than one year.
COMPANY
TUITION
ASSISTANCE
PROGRAM
Many companies, agencies,
and corporations offer full or
partial tuition assistance to
employees who participate in
work-related or degreeoriented college programs.
Augsburg provides a payment
plan by which employees may
handle tuition reimbursement.
Students should contact the
Business Office to make
payment arrangements using
the company reimbursement
payment plan
GRANTS
AND
SCHOLARSHIPS
Federal Pell Grant
This is a federal aid program,
based on need. Awards ranged
from $400 to $2,700 in
1997-98.
Minnesota State
Scholarship and
Grant Program
The Minnesota State
Scholarship and Grant Program
is available to Minnesota residents, based on financial need.
Awards ranged from $300 to
$6,180 in 1997-98.
T u i t i o n
a n d
F i n a n c i a l
Bureau of lndian Affairs,
Tribal and State Indian
Scholarships
American Indian students who
meet federal and state requirements may apply for these
scholarships. Indian grants
generally supplement other
sources of financial aid. For
assistance in application please
contact Augsburg's American
Indian Student Support
Program director at (612) 3301138 or your tribal agency.
Augsburg Tuition Grant
Augsburg College may provide
grants and scholarships to
Weekend College students
who show academic potential
and have financial need.
Federal Stafford Student
Loans
Subsidized and Unsubsidized
Stafford Loan funds are
obtained directly from a local
lender or state agency in states
that provide such programs.
Subsidized Stafford loans are
need-based loans that the
federal government subsidizes
by paying accrued interest
while in school and during the
grace period. Therefore, the
borrower is not responsible for
interest accrued while in
school or during the six-month
grace period.
Interest begins accruing on the
date of disbursement for the
Unsubsidized Stafford Loan,
A i d
and the borrower is responsible
for all interest. The borrower
may choose to make payments
while in school or may defer
payments and allow interest to
be capitalized (added to the
balance of the loan).
The interest rate for borrowers
through the Subsidized and
Unsubsidized Stafford Loan is
variable with a cap of 8.25
percent and changes annually
based on the 91-Day Treasury
Bill. The following borrowing
limits apply to the Stafford
Loan program:
Freshmen: $2,625 annually
($6,625 combined Subsidized
& Unsubsidized Stafford)
Sophomores: $3,500 annually
($7,500 combined Subsidized
& Unsubsidized Stafford)
Juniors/Seniors: $5,500 annually
($10,500 combined Subsidized
& Unsubsidized Stafford)
Aggregate maximum: $46,000
Note: Unsubsidized Stafford
loans are available only to
independent students and
dependent students who do not
meet the criteria for the
Subsidized Stafford loan.
Student Educational Loan
Fund (SELF)
This is a Minnesota state loan
program. SELF Limitsfreshmen and sophomore
students may borrow up to
$4,500 per year, juniors and
seniors up to $6,000 per year
with an undergraduate
maximum of $25,000 ($500
annual minimum). There is a
$40,000 combined maximum
for undergraduate and graduate
study. Interest rates are variable, paid by the borrower
quarterly while in school.
Principal and interest payments
begin 12 months after leaving
school. Students must apply
for financial aid and be
enrolled at least
half-time.
TO APPLYFOR
FINANCIAL AID
Financial Aid application
materials are available from
the Weekend College
Admissions Office. Applicants
must be admitted to Augsburg
as regular students or be
returning students in good
academic standing.
The Financial Aid application
will be processed when the
following documents are
received:
1) The Free Application for
Federal Student Aid (FAFSA)
or the Renewal FAFSA
2) Augsburg Financial Aid
Application
3) Federal income tax retum(s)
and W-2(s)
d e n t
r c e s
S t u d e n t
R e s o u r c e s .
ACADEMICADVISING
The Academic Advising
Center advises all incoming
Weekend College students,
provides information on
matters of general education,
and administers and tracks all
entry level skills requirements.
The center also advises
students who have been placed
on academic probation or are
re-entering Augsburg after an
academic suspension. The
center coordinates advising for
the orientation program and
provides inservice training and
development for faculty
advisers.
ACADEMICENRICHMENT
PROGRAM
The Academic Enrichment
Program is designed to offer
students study skills assistance
so they may achieve their best
from studying. The program
includes four components: the
Learning Center, the Tutor
Center, the Learning
Laboratory, and the Center for
Learning and Adaptive
Student Services (CLASS).
The Learning Center
Located in Foss Center, Room
17, the Learning Center assists
students in improving their
skills in such areas as time
management, note taking, text-
book reading and comprehension, test-taking, and
concentration, and memory
improvement. Diagnostic
testing is also available to
assess skills in reading, vocabulary, spelling, study
strategies, and learning styles.
The staff will assist students in
developing effective and efficient study skills.
The Karen M. Housh
Tutor Center
Located in Foss Center, Room
18, the Tutor Center arranges
for students to meet with
tutors for content tutoring in
most freshman- and sophomore-level courses.
The john Evans
Learning Laboratory
Located in Foss Center, Room
18, the Learning Laboratory
offers students the opportunity
to improve skills in reading,
writing, and mathematics
through the use of computer
software.
CLASS-The Center for
Learning and Adaptive
Student Services
Learning disabled students
have average or above average
intelligence but have difficulty
achieving their full potential.
Services available to such
students include educational
planning, learning aids, and
remedial instruction. If
students are concerned that
difficulties in school are more
than just temporary problems,
they can discuss their learning
style with the coordinator of
disabled students or the learning
disabilities specialists and
arrange assessment and structure assistance to increase their
potential for academic success.
Physically challenged students
also are served through this
office. Individualized attention
and services are provided for
and/or coordinated to meet the
mobility needs of students. For
more information, please
contact the CLASS office at
(612) 330-1053 to request a
copy of the CLASS brochure
and/or schedule an informational appointment with a
specialist.
CENTERFOR SERVICE,
WORK,AND LEARNING
The Center for Service, Work,
and Learning is a comprehensive center incorporating an
educational focus emphasizing
the importance and value for
all students to engage in
service and work-based
learning experiences and
design of a four-year career
plan integrating their education
with a vocation and life plan.
The programs of the Center link
employers, community organizations, and the academic
program in a way that enriches
and expands a student's educational experience and personal
development. An underlying
assumption is that a liberal arts
education is an effective preparation for careers and
citizenship. The integration of
'knowing and doing" adds
breadth and depth to the liberal
arts curriculum and assists
students in making more
informed academic, career, and
personal decisions.
The College's metropolitan
location makes possible a wide
range of opportunities. Students
have gained valuable learning
experiences in small and midrange companies, large
corporations, nonprofit organizations, schools, government
agencies, and community-based
organizations.
Cooperative Education
Cooperative education is a
college supported and monitored, paid, work-learning
experience that is closely
related to a student's major or
career objective. The goal is to
combine theory with practice in
work or service-based settings.
Students also earn money to
help defray educational costs
while gaining important on-thejob experience. Cooperative
education jobs are flexible and
can begin and end anytime.
Cooperative education is not
credited in and of itself, but a
non-credit cooperative education transcript entry is
available during the academic
terms the student is employed.
Cooperative education students
are encouraged to complete at
least one internship for credit in
conjunction with their cooperative education participation.
Cooperative education is available to Augsburg students who
have completed their freshman
year and are in good academic
standing.
Academic Internships
An internship for academic
credit is a carefully planned,
work-based learning experience
where a student focuses on
specific academic and individual learning objectives. A
learning agreement plan-negotiated with a faculty supervisor
and work supervisor, outlining
the internship objectives, strategies, and evaluation
methods-is required. An academic internship is approved,
supervised, and evaluated by a
faculty member in the department in which the student
wishes to earn the internship
credit. Upper division internships are numbered 399 and
lower division internships are
numbered 199.
Information on registering for
internships may be obtained
from the Center for Service,
Work, and Learning.
Internships are available in all
majors and can be taken during
a Weekend College trimester
or summer session. For extension of an internship beyond
one term see the section of the
catalog under grading.
Community
Service-Learning
Augsburg's Community
Service-Learningprogram
combines response to human
needs in the community with a
conscious awareness and
understanding of issues, reflection, and educational growth.
Augsburg students learn from
and about the community and
society in which they live by
participating in orientation
sessions, direct servicelearning activities, and
seminars or class discussions.
Through direct service, such as
volunteering at a homeless
shelter, tutoring, building
housing for low income people,
or working with environmental
groups, students engage in a
dynamic and interactive
educational approach that
employs reciprocal learning
between the student(s) and the
community. Service-learning
includes course-imbedded
community service, tutoring,
internships, cooperative education, and a wide range of
volunteer options.
Career Services
The Career Services Office is
committed to assisting all
students with their career planning. To aid students in this
process, Career Services offers
students the opportunity to
participate actively in career
seminars, career assessments,
one-on-one counseling, selfpaced computer career planning
modules, and use of the Alumni
Resource Network for informational interviews.
CONTINUING
EDUCATION
The mission of Augsburg
College Continuing Education
is to provide working adults
with lifelong learning opportunities that will enable them to
continue to grow personally,
professionally, and spiritually
in their homes, workplaces, and
communities. Adult students
who wish to earn traditional
course credit that may be
applied toward an undergraduate academic degree should
contact the Weekend College.
DAYPROGRAM
The day program offers a wide
variety of majors and courses.
Weekend College students
interested in taking courses in
the day program must follow
the cross-over guidelines.
Some weekday evening courses
are open to both Day School and
Weekend College students. See
the class schedule for details on
the current term.
THECENTER
FOR
GLOBAL
EDUCATION
The Center for Global
Education, founded at
Augsburg in 1982, facilitates
cross-cultural learning experiences that prepare people to
think more critically about
global issues and to work
toward a more just and sustainable world. The center's
programs explore a diversity of
viewpoints and are grounded
in the perspectives of the poor
and of others struggling for
justice and human dignity.
Students may participate in
courses offered at the center's
program sites in Mexico,
Namibia, Norway, Central
America, South Africa, and
Southeast Asia.
GRADUATE
PROGRAMS
Augsburg College offers two
graduate degree programs: the
Master of Arts in Leadership
and the Master of Social
Work. These programs require
separate admission.
LIBRARY
AND
INFORMATION
TECHNOLOGY
SERVICES
The James G. Lindell Family
Library opened at the start of
the 1997-98 academic year.
The new, four-level, 73,000square-foot facility houses all
library and information technology functions of the
College. In addition to the
165,000 volume main collection, the Lindell Library
includes the Gage Family Art
Gallery, special collections
and archives, a curriculum
library and instructional technology lab, library instruction
classroom, and facilities for
media viewing and listening.
A bridge will link the new
building to Sverdrup Hall (the
former library), which will be
renovated to house additional
computer labs and multimedia
classrooms as well as a lounge
and a vending area.
Library Resources
A service oriented staff
provides students and faculty
alike with assistance to meet
diverse information needs,
including instruction in the use
of the library, reference
service, and guidance in
pursuing research.
Arrangements are made for
access by students with physical limitations and special
needs. Students can search a
wide variety of local, regional,
national, and international
databases. Electronic access to
the world of scholarship is
also available through the
Internet, and a computerized
on-line catalog and daily
courier service provide access
to the library holdings of the
seven private liberal arts
colleges in the Twin Cities.
Appropriately equipped laptop
computers can be connected to
any of several hundred data
ports throughout the building
to access these resources.
Information Technology
Resources
Augsburg College has been a
member of the National
Science Foundation's Internet
since 1990 and has built a
reputation as a leader in its
commitment to provide
students with the best access
to information technology and
training. In Newsweek magazine's Cyberscope section on
Aug. 1, 1994, for example,
Augsburg was cited as one of
two first-rate sources for information about the Internet.
Visit Augsburg's Web site
(http://www.augsburg.edu) for
more on IT at Augsburg.
Computing
Students have access to over
180 on-campus personal
computer systems. There are
desktop machines in three
computer labs and four
computer classrooms, as well
as a suite of laptops that can
be checked out at the IT
Service Center. Other
machines are available for
student use within academic
departments. A campus-wide
network offers a full range of
network services including
printing, electronic mail, newsgroups, the World Wide Web,
and access to resources available via Gopher, Telnet, and
FTP. Appropriately equipped
student-owned machines can
also be connected to the
network to provide access
from dormitory rooms.
S t u d e n t
R e s o u r c e s .
Media
The Media Center provides a
large collection of sound
recordings, video tapes and
films as well as equipment for
instructional use. Audio and
video tape duplication within
the limits set by copyright law
is available. The Center
supplies TV sets, VCRs, video
cameras, video editing, tape
recorders, microphones, slideoverhead-, filmstrip- and
movie projectors as well as
screens and carts. Film bibliographies and advice on
materials selection are available. Facilities for classes in
broadcasting are located near
the Department of Communications in Foss Center.
Admission, advising, and
coordination services for 3M
cooperative chemistry,
computer science, and physics
majors are provided through
the Weekend College and the
Continuing Education Offices.
AMERICAN
INDIAN
STUDENT SERVICES
The American Indian Student
Support Program, located at
620 21st Avenue South, is a
multifaceted office established
to recruit and retain American
Indian students. Components
of the program are as follows:
American Indian Student
Services
This program assists in admissions procedures, financial aid
procedures (including BIA),
tribal and Minnesota Indian
State Scholarship applications,
orientation and registration,
coursework selection,
Individual Education Plans,
academic advising, career
counseling, employment,
community and professional
referrals, internships, student
housing, and crisis intervention. This program also
supports the Inter-tribal
Student Union (ITSU).
Inter-tribal Student Union
ITSU serves as a peer support
group for incoming and
currently enrolled American
Indian students. ITSU also
organizes and cosponsors
cultural events.
Minnesota Indian Teacher
Training Partnership
MNITTP is a cooperative effort
between Augsburg College and
the Minneapolis and St. Paul
public school districts, intended
to increase the number of
American Indian teachers in
the MinneapolisISt. Paul public
schools. Funded by the
Minnesota State Legislature in
1990, this project is designed
as a special grant and loan
forgiveness program. Students
who are awarded state teaching
licensure may then apply for
loan forgiveness. For each year
the student teaches, one-fifth of
the loan will be forgiven.
Anishinabe Library Project
The Library houses a variety
of journals and scholarly
publications, research materials, American Indian
magazines and newspapers,
and over 125 VHS video
tapes. The library project
offers both a historical and
contemporary perspective on
the cultures of various tribal
nations in the United States.
PAN ASIANSTUDENT
SERVICES
The Pan Asian Student
Services Program was created
to recruit and retain Asian
American students and to
enhance the quality of their
total experience while at
Augsburg College. The
program provides assistance in
the admissions and financial
aid application procedures,
orientation, registration and
coursework selection, career
development, academic and
nonacademic difficulties, and
employment and placement
referrals.
The Pan Asian Association is
affiliated with the Support
Program. The association
carries out various activities
during the academic year to
increase the network of friendship and support for Asian
American and other students
at Augsburg.
PAN-AFRIKAN
STUDENTSERVICES
The Pan-Afrikan Student
Services Office, located at 620
21st Avenue South, is
committed to enhancing the
educational and personal
development of students of
African descent, and to
promote cultural and historical
awareness, academic achievement, and social interaction. It
sponsors events and activities,
such as celebrating Martin
Luther King's birthday,
Afrikana History Month,
Ujima Mentoring Program,
and Augsburg Black Alumni
Council gatherings.
The Pan-Afrikan Student
Union (PASU) provides
support to students, including a
schedule of social and cultural
activities. The headquarters is
in the Pan-Afrikan Student
Services Office.
HISPANIC/LATINO
STUDENTSERVICES
The HispanicILatino support
program offers students
individualized attention in
many areas, including academic support and counseling.
This program assists students
with admissions and financial
aid procedures, career
counseling, housing, internships, and employment and
placement referrals.
The program advises the
Latino Student Association
and supports academic, social,
cultural, and other events and
activities to improve the academic and personal
development of Hispanic1
Latino students. The program
also provides awareness of the
unique aspects of the Hispanic
culture through events such as
Latino Week and Hispanic
Heritage Month.
WEEKEND
COLLEGE
OFFICE
The Weekend College Office
provides a variety of services
for current and prospective
students including: registration for Weekend College
students, coordination of mail
registration, orientation of
new students, seminars, and
special events.
The Weekender is a newsletter
published each class weekend
by the Weekend College Office
for Weekend students.
S t u d e n t
R e s o u r c e s .
OFFICE
OF THE
REGISTRAR
The Office of the Registrar
maintains the primary academic record of all Augsburg
students. Services provided
include: processing loan deferments, enrollment verification,
providing copies of the official
transcripts, sending out grade
reports, and processing Weekend College and day school
program cross-registration.
BUSINESS
OFFICE
Services provided by the
Business Office are: check
cashing, change of billing
address, student account information, adjustments to student
accounts, account payments,
account history copies, credit
refund requests, and collection.
FINANCIALAID
Student Financial Services
provides the following financial assistance: processing
grants, loan checks, loans,
financial aid advising, and
scholarships.
CAMPUS
MINISTRY
As a college of the church,
Augsburg is concerned about
spiritual as well as academic
and social growth. The
College's concern for spiritual
growth is evident in many
opportunities for students to
explore their own faith.
Because the campus is
comprised of individuals from
many different religious and
cultural backgrounds, worship
life is characterized by a diversity and richness of tradition.
Bible studies, growth groups,
outreach teams and community outreach opportunities,
retreats, peace and justice
forums and projects, concerts,
and gatherings are examples
of the wide variety of activities on campus.
The college pastor and campus
ministry staff have offices in
the Foss, Lobeck, Miles
Center and are available for
spiritual guidance, counseling,
support and information.
CENTER
FOR
COUNSELING
AND
HEALTH
PROMOTION
Counseling
Counseling provides a
supportive environment where
students have many opportunities to gain self-awareness
through personal exploration
with the assistance of trained,
experienced counselors.
Counselors serve as advocates
providing support and assistance with direction. Services
include individual counseling,
group counseling, assessment
and referral, workshops, and
consultation and outreach.
Through a relationship with a
skilled counselor, a student
may discuss personal issues
such as stress, depression,
family problems, motivation,
transitions, etc. Counseling is
an educational process in
which students learn to think
objectively about themselves
and learn methods of understanding themselves and
others.
Health Promotion
Health Promotion offers a
wide spectrum of activities
and events that increase
awareness of health issues and
assist students in adapting new
behaviors for a healthier
lifestyle. Health Promotion
also works with various
campus departments to foster
positive change within the
campus environment.
Professional staff offer private
consultations and group workshops to accommodate the
needs of students.
Health Service
Smiley's Family Practice
Clinic serves as the Augsburg
College Health Service and is
a family practice residency
clinic affiliated with the
University of Minnesota. The
clinic is located five blocks
from campus at 2615 Franklin
Avenue South. Many services
are free for all Augsburg
students and are listed in the
Student Guide.
Students must check their
family's health coverage to
determine if they are included;
if not, they should contact the
health service coordinator for
information regarding student
health insurance and other
services available through
Smiley 's.
FITNESSCENTER
Located on the lower level of
Melby Hall, the Fitness Center
is equipped with stationary
bicycles, stair steppers, a
treadmill, and other aerobic
workout machines. It includes
a weight room with universal
and free weight systems.
The Commons
Situated on the top floor of the
Christensen Center, this is the
main food service facility for
students, faculty, and staff.
Murphy's
Located on the ground floor of
the Christensen Center,
Murphy's features sandwiches,
grill items, pizza, soups and
salads, desserts, and beverages, and is open weekdays
and during class weekends.
GRAPHIC
CENTER
Located on the ground floor
of the Christensen Center,
Graphic Center services for
students include offset printing
and photocopying.
Fine Arts
Students have many opportunities to participate in music
and drama. In addition to
appearances on campus and in
the city, the Augsburg Choir,
Concert Band, and Orchestra
perform on national and international tours. Many other
ensembles cover the entire
range of musical styles and
participants' previous musical
experience. Students stage
several plays on campus each
year under the direction of the
Theatre Arts Department and
have the opportunity to attend
a series of on-campus workshops with visiting arts
professionals.
Intercollegiate Athletics
Augsburg is affiliated with the
Minnesota Intercollegiate
Athletic Conference (MIAC)
and is a member of the
National Collegiate Athletic
Association (NCAA) Division
111. Men annually compete in
football, soccer, cross country,
basketball, hockey, wrestling,
baseball, tennis, track and
field, and golf. Women annually compete in volleyball,
cross country, soccer, basketball, track and field, softball,
golf, tennis, and ice hockey.
Intramural Sports
Students may participate in
activities for recreation and
relaxation. The intramural
program provides competition
in a variety of team sports as
well as individual performance
activities. Broomball has been
an especially popular coed
sport. Check schedules for
times when there is open use of
the gymnasium, fitness center,
ice arena, and the air structure,
which offers a place to walk or
run during winter months.
Social, Cultural,
Recreational Activities
Throughout the year, a variety
of social and cultural activities
takes place on campus as well
as in the Twin Cities. These
activities include dances,
films, theme events, name
S t u d e n t
R e s o u r c e s .
entertainment, and visiting
personalities in various fields.
Weekend College
Commission
The Weekend College
Commission (WECC) is a
student organization that plans
educational and social
programs for Weekend
College students and their
families. Membership is open
to all students.
Academic and
Learning Services
The Academic and Learning
Services Division is comprised
of the academic programs,
services, and activities dedicated to supporting students'
educational experience at
Augsburg College.
Student Government
Through student government
students secure a closer relationship with and better
understanding of the administration and faculty, and
provide input into the decision-making process at
Augsburg. Student government also sponsors and directs
student activities, protects
student rights, and provides
the means for discussion and
action on all issues pertaining
to student life at Augsburg.
Student government is organized into the executive
branch, the legislative branch,
and the judicial branch.
Representatives from the
Weekend College are elected
each year. Eleven Weekend
College representatives and
the Weekend College president comprise the Weekend
College delegation.
Many kinds of involvement are
possible-program planning,
writing, editing, or service
opportunities. Students who
are interested should contact
the president or vice-president
of the student body in their
offices in the lower level of the
Christensen Center.
Student Guide
Augsburg publishes its policies and procedures in the
Student Guide, which is available to every student. Included
are the Academic Honesty
Policy, Policy on Sexual
Harassment and Violence,
Disciplinary Policy and
Procedure, and the Grievance
Policy and Procedure.
Students wishing to obtain a
Student Guide may contact the
Student Life office.
Student standards of
behavior, complaints,
records
The College has adopted a
statement of standards for
student behavior and has
provided for due process in
matters of disciplinary action,
grievances, and grade appeal.
The College operates in
compliance with the Family
Educational Rights and
Privacy Act. Students have the
right to inspect certain official
records, files, and data that
pertain to them, which are
maintained in the Office of the
Registrar and the Placement
Office, and to challenge
inaccurate or misleading
information.
Persons seeking additional
information on these topics
should contact the associate
dean for student affairs.
C RADUATION
REQUIREMENTS
The following are the requirements for a baccalaureate
degree:
1) Fulfillment of entry level
skill requirements in these
areas: Math Placement,
Critical Thinking, and
Writing (ENG 111
Effective Writing or
equivalent)
2) Completion of a major
'
3) Completion of courses that
fulfill the following Liberal
Arts Perspective
requirements:
Human Identity (one
course)
Aesthetics (one course)
Social World (two courses
from different departments)
Western Heritage (two
courses from different
departments)
Intercultural Awareness
(one culture course and two
courses in a modern
language)
Natural World (two courses
from different departments,
except a two-course
sequence)
Christian Faith (three
courses, or as adjusted for
advanced transfer status)
The City (one course or
community service/
internship experience)
A single course may fulfill
one perspective only.
Only one course from a
department may be used to
fulfill a single category, except
Christian Faith, language, and
a year long science sequence
for Natural World.
No more than three courses
from any one department may
fulfill perspectives.
4) Completion of courses that
fulfill the following
Graduation Skills:
Writing (two courses, one
within the major)
Critical thinking (one
course)
Speaking (one course)
Quantitative reasoning (one
course)
These courses must be
completed with a minimum
grade of 2.0 or P.
?ate: A course may satisfy both a major or minor requirement, a perspective, and a graduation skill requirement.
5) Demonstration of proficiency in two Lifetime
Sports
6) Achievement of a Math
Placement Group score of 3
(College algebra level )
The following requirements
also must be met to graduate:
1) Completion of 33 course
credits
1 1 of these must be upper
division (numbered 300 and
above); no more than 13
courses may be in any one
department with the exception of accounting and
social work.
2) Maintenance of a minimum
grade point average
A minimum GPA of 2.0 for
most majors is necessary to
graduate. A grade point
average of 2.0 is required
both in overall courses
taken and in courses that
apply toward the major.
Some majors, licensure, and
certification require higher
grades in each course or a
higher grade point average.
(For example, see
Licensure in Education,
Nursing, Social Work.) See
departmental section for
details.
3) Residency
Seven of the last nine
course credits must be
completed at Augsburg. No
less than a total of nine
course credits are to be
taken at Augsburg College.
Contact the registrar if an
official interpretation is
needed.
4 ) Muximums-no more than:
Two course credits by
independentldirected study
Four course credits of
Internship
Eight course credits with a
grade of Pass (P)
Nontraditional grading (P)
also has these limits: two in
the major, except elementary education (two in the
major plus student
teaching) and nursing (no
P/N grading is permitted);
one in the minor, if
approved by the department
chairperson.
Students who have completed
a four-year degree at an
accredited college or university may complete a second
degree at Augsburg College.
Depending on the student's
previous degree, completion of
a second major (non-degree)
may also be an option. Second
degree requirements include:
a minimum of eight course
credits taken at Augsburg,
completion of a major, and
completion of any liberal arts
requirements not covered by
the previous degree.
The responsibility for
meeting all degree requirements rests with the student.
Academic advisers, department chairpersons, the
Advising Center, and the
registrar are available for
counsel and assistance in
program planning.
Each student must apply for
graduation. Students should
apply at the start of their last
academic year to confirm
remaining graduation requirements. Application forms are
available in the Registrar's
Office.
All degree and course requirements must be completed and
verified in the Registrar's
Office prior to the anticipated
date of graduation (there may
be no incomplete courses or
open courses on the academic
record).
A c a d e m i c
(or 2.5 if receiving a
Minnesota State Student
Grant).
Registration consists of two
parts:
Scheduling (choosing
classes)-A student reserves
a space in classes for each
trimester by completing a
schedule form. Scheduling
can be done in advance of
payment.
Payment (confirmation of
schedule)-A student who
has scheduled courses must
then confirm that schedule
by paying. Dates and deadlines for scheduling and
payment are listed in the
Weekend College Catalog
Supplement.
SOMEIMPORTANT
POINTSON
REGISTRATION:
A student must be registered
for a course in order to
receive course credit for it.
A student in Weekend
College is considered fulltime if he or she registers
for two courses per trimester
Students are responsible for
obtaining registration materials from the Weekend
College Office.
A student who has not paid
or made partial payment
prior to the first day of
classes is not registered for
their course(s). The student
may register and confirm the
first class weekend, but late
fees will apply and their
space in the course(s) will
not be held.
CROSSOVER
POLICY
It is expected that Weekend
College students complete
their degree requirements in
the Weekend College
schedule; however, students
may take a course in the day
schedule as a crossover. A
Weekend College student
wishing to attend a day
schedule course, or a day
student wishing to attend a
course in Weekend College,
must schedule at the Office of
the Registrar. Students taking
courses in both the day
program and Weekend
College program schedules
that total three or more
courses on any given date will
be charged comprehensive day
program tuition. A Weekend
College student taking one day
schedule course and who has
fewer than three total courses
will be charged the current
part-time tuition for day
school.
Students will also follow these
guidelines:
Students may cross over for
one full course credit per
term.
The course selected must
have space available.
Weekend College students
may not cross over to attend
ACTC (Associated Colleges
of the Twin Cities) courses,
except when required by the
major to do so.
Courses cross-listed in the
Weekend College schedule
and the day schedule are not
subject to cross over policy.
Contact the Office of the
Registrar for more information
on the crossover policy.
WITHDRAWING
FROM
COURSES
Students may drop (also
referred to as canceling or
withdrawing) a particular
course by completing a
CancelIAddChange of
Registration form at the Office
of the Registrar before the
deadline (published in the
Weekend College Catalog
Supplement). Dropping a class
will result in a W for withdrawal on an official academic
record. Students are urged not
to abandon courses for which
they are registered because this
may result in a failing grade on
their official academic record.
The refund schedule is listed
on page 14. Note: A student
may withdraw after the refund
schedule has expired.
WITHDRAWAL
FROM
COLLEGE
Students who do not intend to
continue at Augsburg must file
a Withdrawal from College
form at the Office of the
Registrar. This is not necessary
if the student is taking a term
off; however, Weekend
College students who do not
attend courses for three
consecutive trimesters
(excluding summer) are
considered inactive and must
file an Application for
Re-admission form with the
Office of the Registrar in order
to resume their academic
program. Students are responsible for keeping the Office of
the Registrar informed of their
mailing address.
SYLLABUS
A syllabus is a course outline
written by the instructor that
may include a course description
and objectives, required text@),
course schedule, grading criteria,
and assignments. A syllabus is
especially important in Weekend
College because it advises the
student of any assignment due
the first class weekend. Students
are responsible for picking up
the course syllabus at the times
published in The Weekender,
the Weekend College informational publication.
EVALUATION AND
C RADING
Student achievement in
courses is measured by final
examinations, shorter tests,
written papers, oral reports,
and other types of evaluation.
Most courses are offered with
grading options-traditional
grading on a 4.0 scale or the
Pass/No Credit system, in
which P means a grade of 2.0
or better and N means no
credit and a grade of less than
2.0. Students who choose the
P/N option are cautioned:
In order to receive a grade
of P a student must achieve
at least a grade of 2.0.
Some graduate and professional schools do not look
favorably on a large number
of P-graded courses, or rank
each as a C.
P-graded courses do not
count toward the requirement that 14 traditionally
graded course credits be
earned at Augsburg in order
to be considered for graduation with distinction.
Transfer students should be
especially aware of this
requirement.
See P/N limitations under
Graduation Requirements on
page 29.
Note: Certain courses are
offered on one grading system
only (e.g., Lifetime Sports are
graded P/N only).
In courses where there is a
choice, students will be graded
on the traditional system
unless they indicate on their
registration that they wish to
use the P/N grading option.
Any changes in choice of
grading system must be made
according to dates published
each term. A fee is charged for
any changes made after the
published deadline for dropping without record notation.
I n f o r m a t i o n .
NUMERIC
GRADES
Numeric grades are used with
these definitions:
4.0 Achieves highest
standards of excellence
3.0 Achieves above basic
course standards
2.5
2.0 Meets basic standards
for the course
1.0 Performance below basic
course standards
0.5
0.0 Unacceptable performance
(no credit for the course)
Grades of P (Pass) or N (No
credit) are not computed in the
grade point average.
An incomplete grade (I) may
be given only in the case of
extreme emergency. To
receive an incomplete grade, a
student must receive permission of the instructor and must
file a form with the Registrar's
Office stating the reasons for
the request, the work required
to complete the course, the
plan and date for completing
the work, and comments from
the instructor. The necessary
work must be completed in
enough time to allow evaluation of the work by the
instructor and filing of a grade
before the final day of the
following trimester. If the
work is not completed by that
date, the grade for the course
becomes a 0.0.
Internships, independent
studies and directed studies
may sometimes last longer
than one term. When this is
the case, they must be
completed by the grading
deadlines within one year
from the beginning of the first
term of registration. A grade
of X is given by the instructor
to indicate that the study is
extended. It is expected that
students given X extensions
will continue to communicate
with their instructors and
demonstrate that satisfactory
progress is being maintained.
A final grade will be issued at
the end of the term in which
the work is completed and
evaluated (but not longer than
one year). An instructor has
the option of not giving an X
where satisfactory progress is
not demonstrated.
REPEATING
COURSES
A course in which a grade of
0, 0.5, 1.0, 1.5, or N has been
received may be repeated for
credit. Courses in which
higher grades have been
earned may not be repeated
for credit and a grade but may
be audited. All courses taken
and grades earned each term
remain on the academic
record. Only the credits and
grades earned the second time,
for legitimately repeated
courses, are counted toward
graduation and in the grade
point average.
AUDITINGCOURSES
Students who wish to take
courses without credit or grade
may do so by registering for
Audit (V). The charge for
auditing is listed in the current
year's Weekend College
Catalog Supplement. The
signature of the instructor is
required to register an audit.
Students who audit a course
should confer with the
instructor two weeks prior to
the beginning of the term to
determine expectations, attendance, and any other
requirements. If expectations
have been met, the course will
be listed on the transcript as
having been audited. If expectations have not been met, the
course will be listed with a
grade of W (Withdrawn).
Courses for which transfer
credit has been awarded may
not be repeated for credit at
Augsburg. This includes
courses that are substantially
similar despite different titles
or emphases.
GRADEPOINTAVERAGE
The grade point average
(GPA) is based on final grades
for all work at Augsburg. It
does not include credit and
grade points for work transferred from other colleges.
Courses taken on the P/N
grading option are recorded,
but not computed in the GPA.
The formula for computing the
GPA is:
GPA = Total grade points
divided by number of course
credits attempted.*
* Using traditionally graded
course credits only.
CLASSIFICATION
Student classifications are
updated in August and at the
end of the fall trimester.
Sophomores-Seven
credits completed.
course
Juniors - 16 course credits
completed.
Seniors-24 course credits
completed.
ACADEMIC
PROGRESS,
~ROBAT~O
AND
N
DISMISSAL
The College requires that
students maintain the
following cumulative grade
point averages (GPA):
Freshman-A student who has
taken fewer than seven credits
with a cumulative GPA of 1.6
or higher
Sophomore-A student who
has taken fewer than 16
credits with a cumulative GPA
of 1.7 or higher
Junior-A student who has
taken fewer than 24 credits
with a cumulative GPA of 1.9
or higher
Senior-A student who has
taken 24 or more credits with
a cumulative GPA of 2.0 or
higher.
It should be noted that a
minimum GPA of 2.0 is
required for graduation with
certain majors requiring a
higher minimum GPA.
Students whose academic
achievement falls below these
guidelines will either be placed
on scholastic probation at the
end of the term, will be
continued on probation, or will
be dismissed from the College.
In addition, a freshman who
receives two zero grades or a
sophomore who receives three
zero grades will be considered
for probation or dismissal.
However, dismissal from the
College is not automatic. Each
case is reviewed by the
Committee on Student
Standing. Evidence of the
student's commitment to academic progress is the major
consideration in deciding
whether or not to dismiss a
student. Those on probation
who voluntarily withdraw from
the College, as well as those
who are dismissed, must have
special permission to re-enroll.
Students may be removed
from probation when the
cumulative GPA reaches the
minimum level stated above.
Students placed on probation
as freshmen for having earned
two zero grades may be
removed from probation if
their classification changes to
sophomore, if they have not
earned additional zero grades,
and if their cumulative GPA
reaches 1.7. Students placed
on probation as sophomores,
juniors, and seniors for having
earned three zero grades may
be removed from probation if
their classification changes to
junior and their cumulative
GPA reaches 1.9.
The College reserves the right
to dismiss any student who
does not meet the guidelines
stated above. Once a student is
dismissed, he or she may
appeal the decision within 10
days to the Committee on
Student Standing.
A c a d e m i c
I
DEAN'S
LIST
The Dean's List is compiled
after each trimester, listing
students whose grade point
average for a trimester is 3.5
or better. Students must be
full-time (a minimum two full
course credits for a Weekend
College student), graded on
the traditional grading system,
with no incompletes in courses
offered for credit. If permission is given by the student, an
announcement is sent to the
hometown newspaper of each
student on the Dean's List.
ASSESSMENT
OF
PREVIOUS
LEARNING
(APL) PROGRAM
Augsburg College recognizes
that learning can and does take
place in many life situations.
Some of this learning may be
appropriate for credit recognition within the disciplines that
compose the academic
program of a liberal arts
college. The Assessment of
Previous Learning (APL)
program at Augsburg provides
a means by which a student's
previous learning, other than
that which is transferred from
another accredited institution,
may be presented for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life
experience, however, is appropriate for credit recognition at
a liberal arts college. Such
learning must meet two essential criteria: (1) it is relevant to
course work in a field of study
within the Augsburg liberal
arts curriculum and (2) it can
be objectively demonstrated
either by comprehensive
examination or committee
evaluation.
The APL program at
Augsburg provides several
means by which students may
have their previous learning
assessed for credit recognition.
The following is a brief
description of each of these
means of assessment:
The College Level
Examination Program
(CLEP)
This is a series of standardized
tests which have been developed by the College Board
and are offered to students for
a small fee at regional testing
centers. (The regional testing
center for this area is the
University of Minnesota.)
Students who score at or
above the 65th percentile on a
subject examination may
.
.
receive academic credit for
that subject at Augsburg
College. Additional information about CLEP tests is
available from the Office of
the Registrar.
Departmental
Comprehensive Exams
These are available for students
to use in obtaining credit for
previous learning if the
following conditions are met:
There is a departmental
instrument available for the
subject area in question.
There is a faculty member
designated by the department to administer the
exam.
The registrar approves the
student's request to take the
exam. Credit for departmental exams is available on
a passlno credit basis only,
and there is a charge per
exam of one-half of tuition
for a full course credit.
The Portfolio Assessment
Program
This is a credit assessment
alternative in which a faculty
team completes a credit evaluation of a learning portfolio
submitted by the student. The
faculty team is composed of
two faculty members from
.
fields of study directly related
to the student's previous
learning. Students who wish to
prepare a portfolio of previous
learning for credit assessment
should consult the Office of
the Registrar. In completing
the evaluation of a student's
previous learning, the faculty
team applies the following
criteria:
There is documentable
evidence of a cognitive
component in the previous
learning experience that
involved prescribed and/or
systematic study of content
material found within liberal
arts course work.
The learning has been objectively verified by individuals
in addition to the presenting
student.
The learning lends itself to
both qualitative and quantitative measurement.
The learning relates well to
the student's educational
goals.
The learning and skills
involved are current and
could be used at the present
time.
Students may apply for the
credit assessment process after
completing at least four course
credits of academic work at
Augsburg College with a
cumulative Augsburg GPA of
at least 2.5. It is strongly
recommended that the process
not be used when four or
fewer courses remain for graduation. There is an application
deposit to initiate the credit
assessment process and a
charge for each semester
credit applied to the student's
transcript if credit is approved.
Transcript credit will be
granted on the basis of
semester credits, and the total
number of credits granted will
be divided by four to determine the number of course
credits applied to graduation.
These credits will be recorded
with the course number of
APL 2xx. Application of this
credit toward the Liberal Arts
Perspective requirements,
upper division requirements,
and academic majors and
minors may be subsequently
addressed by the associate
academic dean in response to
a formal request by the
student.
Maximum Credit Accepted
for Previous Learning
While Augsburg College
recognizes the validity of
learning that takes place
outside the traditional classroom, this learning must be
I
.
.
placed in the context of formal
study in campus-based liberal
arts courses. Therefore,
Augsburg places a maximum
of eight course credits (about
one-fourth of a baccalaureate
degree) on transcript credit
that is obtained through
previous experiential learning.
In compiling the eight courses
of credit for previous experiential learning, the student
may use any combination of
assessment processes available
in the APL program: CLEP
exams, departmental exams,
and credit granted through
portfolio assessment.
Lifetime SportsAssessment of Previous
Learning (APL) Program
Students in the Weekend
College may complete one of
the two required graduation
skills of Lifetime Sports
through the APL process. The
Lifetime Sports graduation
skills are non-academic
courses and no credit is earned
by their completion; however,
fulfillment of two Lifetime
Sports is necessary to graduate. There is a fee for each
Lifetime Sport completed by
APL. Additional information
about Lifetime Sports APL is
available from the Weekend
College Office.
A c a d e m i c
M a j o r s .
I
ACCOUNTING-ACC
The major in accounting
prepares students for professional careers in a wide
variety of accounting-related
positions. This major has two
tracks: General Accounting
and Professional Accounting.
The General Accounting
specialization is adequate for a
wide variety of positions. The
Professional Accounting track
includes two specializations:
public accounting and
managerial accounting. The
public accounting specialization is recommended for
positions with CPA firms. The
managerial accounting specialization is recommended for
positions with large or rapidlygrowing companies.
The two professional specializations relate to two
professional designations: the
CPA and the CMA. A CPA
(Certified Public Accountant)
focuses on external reporting;
a CMA (Certified Management
Accountant) focuses on
internal reporting. The public
accounting specialization
includes the materials emphasized on the CPA exam; the
managerial specialization
includes the materials emphasized on the CMA exam.
Designations have an experience requirement in addition
to passing the national exam.
Under the rules of the
Minnesota State Board of
Accountancy, accounting
majors in the public accounting
specialization are qualified to
sit for the CPA examination
during their last semester.
Accounting Core:
14 courses are required for
this major (an exception to
the 13-course limitation):
(It is recommended that
students take the courses in
the sequence given below.)
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
MIS 175
Principles of Computing for
Business or
MIS 370
Advanced Computing
for Business
BUS 242
Principles of Management
BUS 252
Principles of Marketing
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
MIS 379
Quantitative Methods for
Business and Economics
BUS 301
Business Law
A c a d e m i c
BUS 331
Financial Management
ACC 322
Accounting Theory and
Practice I
ACC 323
Accounting Theory and
Practice I1
ACC 324
Managerial Cost Accounting
ACC 425
Advanced Accounting
Specialization in General
Accounting:
No additional courses required.
Specialization in Public
Accounting:
Accounting core plus:
ACC 326
Tax Accounting
ACC 423
Auditing
Specialization in
Managerial Accounting:
Accounting core plus:
ACC 424
Internal and Operational Audit
MIS 375
Management Information
Systems in the Organization
ART, STUDI-ART
A liberal arts college like
Augsburg is an ideal setting
for the study of art because it
provides a constant possibility
for the interaction of ideas,
disciplines, and attitudes. At
Augsburg, art study is further
enhanced by associations with
a significant number of art
galleries and museums in the
Twin Cities area.
Hundreds of specific careers
exist in the general area of art,
such as teaching in the public
schools and colleges,
ceramics, interior design,
photography, film and video
work, painting, gallery and
museum work, and design.
ART 223
Printmaking I
ART 225
Communication Design I
ART 360
Watercolor Painting
One course in three
dimensional art from:
ART 221
Sculpture I
ART 250
Ceramics I
Five additional studio arts
courses
ART 240
Art History Survey
And two additional art
history courses
Studio Art Major
Majors are required to begin
their programs with the Studio
Arts Foundations:
ART 102
Design
ART 107
Drawing
One course in two
dimensional art from:
ART 118
Painting I
Teaching Licensure Major
The State of Minnesota has
specific licensing requirements
for teachers that may differ
slightly in emphasis from the
Augsburg major requirements.
The state requirements may
also be subject to change after
publication of this catalog.
Students therefore should
consult with the Augsburg
Education Department to identify current Minnesota teacher
licensure requirements.
BUSINESS
ADMINISTRATIONBUS
BUS 252
Principles of Marketing
ECO 318
Management Science
MIS 379
Quantitative Methods for
Business and Economics
Specialization in Finance
Business core plus 4 courses:
BUS 301
Business Law
ACC 322
Accounting Theory and
Practice I
The major in Business
Administration prepares
students for professional careers
in business administration or
for graduate studies. The four
specializations within this
major share a common business
core. This common core
provides students with a broad
foundation so they can readily
adapt to internal changes in
interests and goals and to
external changes in circumstances and opportunities.
BUS 352
Marketing Research and
Analysis
and one of the following:
ECO 311
Public Finance
Business Core
10 courses including:
BUS 355
Marketing Communications or
ECO 312
Intermediate Macroeconomics
ECO 112
Principles of Macroeconomics
BUS 331
Financial Management
Specialization in
Marketing
Business core plus 3 courses:
BUS 357
Advertising
BUS 433
Financial Theory: Policy and
Practice
BUS 438
Investment Theory
ECO 313
Intermediate Microeconomics
ECO 113
Principles of Microeconomics
BUS 450
Marketing Management
ECO 315
Money and Banking
MIS 175
Principles of Computing for
Business or
Specialization in
Management
Business core plus 4 courses:
MIS 479
Intermediate Quantitative
Methods for Business and
Economics
MIS 370
Advanced Computing
for Business
BUS 340
Human Resource Management
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
BUS 242
Principles of Management
BUS 440
Operations Management
BUS 465
International Management
MIS 376
Project Management or
Specialization in
International Business
Business core plus 4 courses:
BUS 362
International Business
BUS 465
International Management
A c a d e m i c
BUS 466
International Marketing
and one additional upper
division course in either
international business or
international economics.
Students must also complete
three semesters of a foreign
language (or equivalent).
Contact the international
business coordinator for
details on language equivalents or other configurations.
Minor in Business
Administration
Seven courses including:
ECO 112 or ECO 113, ACC
221 and 222, BUS 242 and
252, BUS 331 and MIS 379.
The minor is automatically completed while completing a major
in accounting or management
information systems (MIS).
COMMUNICATIONSPC
Our quality of life, both
personally and professionally,
depends in large part upon the
quality of our communication.
A communication major at
Augsburg is designed to
enhance understanding of
communication in a variety of
contexts and to improve
communication skills.
Since careers in communication demand a broad
educational background, the
department strongly encour-
ages a second major or two
minors in fields such as business, economics, English,
history, international relations,
political science, psychology,
religion, social work, sociology, or theatre arts.
SPC 351
Argumentation
The Augsburg communication
major focuses on competency
in both speech and writing as
well as effective use of media.
Since the study and practice of
communication is grounded in
both the humanities and the
social sciences, majors are
encouraged to include such
related subjects as aesthetics,
ethics; philosophy, logic, literature, statistics, and research
methods in their programs.
SPC 355
Small Group Communication
All communication majors
must complete a core group of
seven required courses, supplemented by five electives in one
of the following concentrations: public relations and
advertising, marketing communication, human relations, or
supervisory management.
Prospective majors should meet
with a departmental adviser as
early as possible to design an
approved major program,
preferably by the end of the
sophomore year. Majors in
communication are candidates
for the Bachelor of Arts degree.
Communication Core
Six courses including:
SPC 111
Public Speaking
SPC 352
Persuasion
SPC 354
Interpersonal Communication
and at least one course from
the following:
ENG 223
Writing for Business and the
Professions
ENG 225
Intermediate Expository
Writing
ENG 226
Introduction to Creative Writing
ENG 227
Journalism
In addition, six courses must
be completed within one of
the following concentrations:
Public Relations and
Advertising
Students interested in the Public
Relations emphasis are strongly
urged to take ENG 227
(Journalism) as part of the major.
ART 132
Photography
ART 224
Publication Design
ART 225
Communications Design I
. .
BUS 242
Principles of Management
SPC 399
Internship
BUS 252
Principles of Marketing
SPC 480
Public Relationsffromotiona1
Communications
BUS 355
Marketing Communications
MIS 379
Quantitative Methods for
Business and Economics
PSY 373
Organizational Psychology
SOC 349
Complex Organizations
SPC 345
Organizational Communication
SPC 399
Internship
SPC 480
Public Relationsffromotional
Communications
POL 342
Mass Communication in
Society
Marketing
Communications
BUS 252
Principles of Marketing
BUS 352
Marketing Research and Analysis
BUS 355
Marketing Communications
BUS 357
Advertising
BUS 450
Marketing Management
POL 342
Mass Communication in
Society
Human Relations
PSY 373
Industrial/Organizational
Psychology
Y
.
.
Supervisory Management
BUS 242
Principles of Management
BUS 340
Human Resource Management
BUS 440
Operations Management
MIS 175
Computers for Business,
Accounting, Economics and
MIS
PSY 485
Counseling Psychology
MIS 379
Quantitative Methods for
Business and Economics
SOC 231
Family Systems: A CrossCultural View
PSY 373
Industrial/Organizational
Psychology
SOC 265
Culture: Ethnicity, Gender,
and Race
SOC 349
Complex Organizations
soc 349
Complex Organizations
SOC 375
Social Psychology
SPC 329
Intercultural Communication
SPC 345
Organizational Communication
SPC 399
Internship
SPC 480
Public Relations/Promotional
Communications
.
SPC 345
Organizational Communication
SPC 399
Internship
Minor in Communication
Six courses including SPC 111,
POL 342, SPC 351 or SPC 352,
SPC 354, SPC 345, or SPC 355,
and any one of the following:
ENG 223,225,226, or 227.
Prospective minors must obtain
prior approval from a communication faculty adviser.
Note: For transfer students, at
least three of these six courses
must be upper division courses
offered at Augsburg.
A c a d e m i c
M a j o r s .
COMPUTER
SCIENCECSC
CSC 340
Introduction to Networking
and Communications
The Augsburg Computer
Science Department strives to
give students a sound theoretical and practical foundation in
computer science. The
computer science curriculum
places emphasis on networks,
communications, and the use
of computers as an information
access tool. The coursework
provides students a strong base
in computer science, with
emphasis on concepts rather
than on applications.
CSC 345
Principles of Computer
Organization
Some courses may need to be
taken in an evening schedule.
Students should meet with a
faculty adviser as soon as possible
to plan their course of study.
Computer Science
Major-Bachelor of Arts
11 courses including:
CSC 160
Introduction to Computer
Science and Communication
CSC 170
Structured Programming
CSC 210
Data Structures
CSC 320
Algorithms
CSC 450
Programming Languages and
Compilers I
CSC 451
Programming Languages and
Compilers I1
MAT 122
Calculus for the
Behavioral Sciences or
MAT 145
Calculus I
And two electives from CSC
courses above 200, at least one
of which is above 300.
Computer Science Minor
Six courses including CSC
160, 170,210,345, MAT 145,
and one upper division
computer science course.
ECONOMICS-ECO
The Economics Department
offers a program that stresses a
strong theoretical background,
quantitative analysis, and an
emphasis on both national and
international issues. Students
who graduate with a major in
the Department of Economics
are well prepared to continue
their education in a variety of
fields or to work successfully
in the business world and
government because of the
strong liberal arts emphasis
within the major.
Economics Major
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 414
Welfare Economics
MIS 175
Principles of Computing for
Business
MIS 379
Quantitative Methods for
Business and Economics
MAT 114
Elementary Functions or
MAT 121
Finite Mathematics or
MAT 122
Calculus for the
Behavioral Sciences
Three additional upper division economics courses
Combined Major in
Economics/ Business
Administration:
Five economics courses
including:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
Major in Applied
Economics
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ENG 223
Writing for Business and
the Professions
ECO 311
Public Finance or
PHI 120
Ethics or
ECO 312
Intermediate Macroeconomics
ECO 312
Intermediate
Macroeconomics or
ECO 313
Intermediate Microeconomics
ECO 315
Money and Banking
One other upper division
economics course
ECO 313
Intermediate Microeconomics
Six accounting, business
administration, and MIS
courses including:
ECO 360
International Economics
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management or
MIS 379
Quantitative Methods
for Business and Economics
One other upper division business course
MIS 379
Quantitative Methods for
Business and Economics
ECO 318
Management Science or
ECO 415
Managerial Economics
ECO 413
Labor Economics
ECO 399
Internship Program or
ECO 499
Independent Study
MIS 175
Computers for Business,
Accounting, Economics
and MIS
PHI 125
Ethics and Human Identity
Economics Minor
ECO 112, 113,312,313, and
one additional upper division
economics course. Other
configurations may be
permitted on consultation with
the department.
Note: Students who plan to
major in economics are
strongly encouraged to meet
with a faculty adviser in the
department as soon as possible
in order to carefully plan their
program of study.
A c a d e m i c
M a j o r s .
EDUCATION-EDE,
EDS, EDU
NOTE: Major changes in
Minnesota teacher licensure will
be implemented fall 1998 and
beyond. As of the date of publication of this catalog, details of
these changes have yet to be
announced. All candidates for
teacher licensure will have to
meet the standards set by the
State and follow the State's
timeline. Teacher candidates are
expected to maintain frequent
contact with an Education
Department faculty adviser and
to stay informed about their
license program requirements.
Elementary Teaching
Licensure
Teaching licensure programs
are offered for both K-6 and
1-6 Elementary Education
through the Weekend College
Program. To be admitted to
the Education Department the
student will have achieved an
overall 2.5 GPA in a liberal
arts based degree plus a 2.5
GPA in hisfher major field.
All professional courses with
the exception of clinical
experience and student
teaching are available on a
weekend schedule. Clinical
experience and student
teaching courses must be
completed during regular
weekday hours in a K-6
classroom setting.
Contact an Education
Department adviser for information in your field of study
and for an application for
admission to the Department of
Education. Students wanting K6 licensure must take EDE 375.
EDE 263
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (.5 course)
One college level mathematics
course
Professional level courses
required for licensure
(enrollment with PPST and
admission to department only):
All students must be admitted
into the Education Department
prior to beginning 300-400
level courses. The State of
Minnesota requires that the
Pre-Professional Skills Test
(PPST) be taken before beginning professional education
courses (those numbered in
the 300-400 level). Any
education program course
grade below 2.0 must be
retaken.
EDE 375
Discovery in the World of
Kindergarten (-5 course)
Introductory level courses
required for Licensure:
EDE 377
K-El Science (.25 course)
HPE 114
Safety Education (.5 course)
EDE 379
K-El Art (.25 course)
HPE 115
Chemical Dependency (.5 course)
EDE 380
K-El Music (.25 course)
HPE 116
Health Concepts for Educators
(.5 course)
EDE 382
K-El Mathematics (.5 course)
EDU 210
Learning and Development in
an Educational Setting
EDU 341
Media Technology (.5 course)
EDE 350
Creating Learning
Environments (.5 course)
EDE 351
Techniques of Teaching Reading
EDE 383
K-El Health, Physical
Education, First Aid
EDU 384
K-El Social Studies, Thematic
Studies (.5 course)
EDE 386
Children's Literature (.5 course)
EDE 387
Language Arts (-5 course)
EDE 388
K-El Health (.25 course)
EDU 388
Human Relations (-5 course)
EDE 481
Student Teaching
EDE 482
Student Teaching
EDE 483
Student Teaching
EDE 484
Student Teaching
Academic Minor or
Second Major
Students must be admitted to
the Education Department
before they can be considered
for student teaching.
Applications for student
teaching must be submitted to
the Education Department by
the published due dates.
Secondary Education
Licensure
Augsburg Weekend College
grants Secondary licensure in
English-language arts and in
social studies (only for
economics, psychology, and
history majors). To be
admitted to the Education
Department the student will
have achieved an overall 2.5
GPA in a liberal arts-based
degree program plus a 2.5
GPA in hislher major field.
All professional courses with
the exception of clinical experience and student teaching
courses are available on a
weekend schedule. Clinical
experience and student
teaching courses must be
completed during regular
weekday hours in a K- 12
classroom setting.
All students must be admitted
into the Education Department
prior to beginning 300-400
level courses. The State of
Minnesota requires that the
PPST test be taken before
beginning professional education courses (those numbered
in the 300-400 level). Any
Education Program course
with a grade below 2.0 must
be retaken.
Secondary Education
Professional Courses
Introductory level courses
required for licensure:
HPE 114
Safety Education (.5 course)
(optional for 7-12 majors)
HPE 115
Chemical Dependency (.5 course)
HPE 116
Health Concepts for Educators
(.5 course)
EDU 210
Learning and Development in
an Educational Setting
EDS 252
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (.5 course)
Professional level courses
required for licensure
(enrollment with PPST and
admission to department only):
EDU 341
Media Technology (.5 course)
EDS 350
Reading in the Content Areas
(.5 course)
EDS 353
Creating Learning Environments
EDU 388
Human Relations (.5 course)
A c a d e m i c
M a j o r s .
7
EDS 478
School and Society
A major in one of five
fields:
EDS 481
Student Teaching
Economics
EDS 482
Student Teaching
Political Science (available
in day schedule)
EDS 483
Student Teaching
Psychology
EDS 484
Student Teaching
Special Methods in Licensure
Field
Students must be admitted to the
Education Department before
they can be considered for
student teaching. Applications
for student teaching must be
submitted to the Education
Department by the published
due dates.
Licensure in Social Studies
Students preparing to teach
social studies on the high
school level must complete:
The professional requirements within the
Department of Education
History
Sociology
The social science core, a
competency program
designed to provide a broad
foundation in the social
sciences (6 courses):
ECO 112
Microeconomics or
ECO 113
Macroeconomics
HIS 222
20th Century U.S.
History
POL 158
Political Patterns and
Processes
SOC 121
Introduction to Human
Society
SOC 336
Cultural Anthropology
(available in day schedule)
Human Geography (not
available in Weekend
College or day schedule)
Students considering a career in
social studies education must
consult the Augsburg Department of Education and the social
studies coordinator as soon as
possible in order to make full
use of their time at Augsburg.
Transfer students with a B.A. in
history or another major in the
social science field from another
college must take at least two
courses within their disciplinary
major or the social science core
at Augsburg (preferably upper
division). These courses must
be taken before the department
can recommend a student for
student teaching.
Licensure in EnglishLanguage Arts
Students preparing to teach
English-Language Arts on the
high school level must complete,
in addition to the professional
requirements to be met within
the Department of Education, a
competency program designed to
provide a foundation in English.
Specific requirements for the
English-language arts licensure
program are outlined under the
English major in this catalog
and are subject to change per
the Department of Education.
Those who study English
believe that an intense concern
for words, ideas, and images
helps people understand who
they are and who they can
become. Writing helps us
clarify and share our thoughts.
Literature helps us contemplate the pains and joys of
human existence. Through the
study of English we see life's
complexity, experience life as
some others do, and understand better the world in
which we live and work.
English relates closely to other
majors. With the other arts,
English is concerned with the
pleasure that comes from
artistic creation and with the
contemplation of works of art.
With psychology and sociology, English is concerned
with individual and group
behavior. With philosophy,
English is interested in ideas
and the relation between
meaning and language. With
science, English is interested
in discovering order and determining structures. With speech
and communication, English
studies the effective use of
language. With history and the
other social sciences and
humanities, English studies the
way people have acted and
thought at different times and
indifferent cultures.
ENG 336
British Literature: 17th and
18th Centuries
Students with an English
major pursue careers in
elementary, secondary, and
college education, journalism,
government, law, the ministry,
library science, medicine,
advertising, public relations,
publishing, writing, and other
professions and businesses.
ENG 337
British Literature: the
Romantics and the Victorians
English Major:
Nine courses above ENG 111,
including:
ENG 225
Intermediate Expository Writing
ENG 245
Introduction to Literature
One course in European
literature:
ENG 27 1
European Literature: Homer to
Dante or
ENG 272
European Literature:
From the Renaissance to
the Modern Period
Two survey courses in British
literature from:
ENG 33 1
British Literature: Medieval to
Elizabethan
One upper division course in
American literature:
ENG 350
American Literature to 1920 or
ENG 35 1
American Literature
Since 1920
One 400-level course
Two additional electives.
Majors are encouraged to
consult their departmental
adviser regularly. A student
with a double major or special
program that involves considerable work in the English
Department should also work
closely with an adviser in the
English Department.
Note: Transfer students must
take at least three of their
English courses at Augsburg.
English-Language Arts
Teaching Major:
10 courses, including those
listed under the major, and:
ENG 345
Introduction to the English
Language
ENG 399
Internship in Teaching Writing
EDS 364
English Methods
and one course with a component in non-Western literature
(for example, ENG 361
Studies in Modern Fiction).
In addition, two ACTC
courses-Communications Skills
in the English Classroom and
Teaching Mass Media-are
required. Courses in early
American literature,
Shakespeare, and film are
recommended. Some of the
required courses, including the
internship, are not offered on
weekends. Students in this
program must work with advisers
in the English Department and
the Education Department in
order to meet the professional
requirements within the
Education Department as well as
requirements in the major.
Transfer students with a B.A.
in English from another college
must take at least two of their
English courses at Augsburg
(preferably upper division
courses). These courses must
be taken before the department
can recommend a student for
student teaching. Students
should consult the English
Department chair soon after
enrolling.
Prerequisites
ENG 111 Effective Writing is
strongly recommended but not a
prerequisite for a lower
division literature course.
Prerequisite for an upper
division literature course is ENG
245 or consent of the instructor.
Minor:
Five courses above ENG 111
including ENG 245; an upper
division literature course; and
an additional writing course.
History is to society what
memory is to an individual; it
brings to a civilization an
understanding of its identity.
The distinguished medievalist
J.R. Strayer expressed it this
way: "No community can
survive and no institution can
function without constant
reference to past experience.
We are ruled by precedents
fully as much as by laws,
which is to say that we are
ruled by the collective
memory of the past. It is the
memory of common experiences which makes scattered
individuals into a community."
The English Placement Test:
A writing sample is required
of students to determine their
placement in an appropriate
writing class. Students who do
not show competence in
composition skills such as
stating and supporting a thesis,
organizing clearly, and
constructing paragraphs and
sentences are required to
enroll in ENG 101
Developmental Writing, where
they will receive more individual instruction than is
possible in ENG 11I Effective
Writing. These students must
pass ENG 101 Developmental
Writing before enrolling in
ENG 111 Effective Writing.
HISTORY-HIS
The study of history enables
us to deal more knowledgeably with continuity and
change in society. The
construction of an informed
sense of our past is a fundamental ingredient in
appreciating and understanding the present as well as
anticipating the future. History
majors are prepared to be
active and contributing
members of their society. The
study of history, which has long
held a major role in the liberal arts,
is an entry to elementary and
secondary education, graduate
study in several fields, and a wide
range of employment opportunities that require abilities in
communication, conceptualhtion,
and processing of information.
Degree and Major
Requirements
Major
Eight courses plus one
seminar. At least four of these
courses must be upper division. A major must have at
least one course (either survey
or upper level) from each of
the four areas: ancient and
medieval, modern Europe,
U.S., and non-Western.
Minor
Five courses, at least three of
which must be upper division.
Other Requirements
First-year students should
enroll in one or more of the
101- 104 courses; 200-level
courses are normally reserved
for sophomore or upper division students. Upper division
courses are numbered
300 and above.
Prerequisites
Satisfactory completion of a
lower division course is
normally required before
enrolling in an upper division
course. See instructor for
permission.
Transfer Students
Transfer students planning a
major must normally take at
least three of their courses at
Augsburg. A minor normally
requires two courses taken at
Augsburg.
MANAGEMENT
INFORMATION
SYSTEMS
(MIS)
The major in management
information systems prepares
students for professional careers
in information systems. MIS
studies information systems as
both a resource and a tool for
decision-making. Students learn
to analyze and evaluate existing
systems and to design and
program new systems. MIS is an
extensive major (16 courses) and
includes courses from computer
science, mathematics,
economics, business, and
accounting as well as fmm MIS.
MIS Major
16 courses including:
A. Six courses in economics,
business, and accounting:
ECO 113
Principles of Microeconomics
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
B. Three courses in mathematics
and computer science:
CSC 170
Structured Programming
MAT 114
Pre-Calculus (for students at
MPG 3)
MAT 121
Finite Mathematics or
any higher level math course
(for students at MPG 4)
CSC 340
Introduction to Networking
and Communications
C. Seven courses in MIS
MIS 175
Principles of Computing for
Business * or
CSC 160
Introduction to Computing
and Communications
MIS 370
Advanced Computing for
Business or
CSC 352
Data Base Management
and Design
MIS 375
Management Information
Systems in Organizations
MIS 376
Project Management
MIS 379
Quantitative Methods for
Business and Economics
MIS 475
Systems Analysis and Design
MIS 476
Information Systems Projects
* MIS 175 is waived (without
credit) for students who do not
take MIS 175 and pass MIS
370. Students who pass MIS
370 without receiving credit
for MIS 175 (or a similar
course) and who desire academic credit ( P N grading) for
MIS 175 may obtain credit by
applying for an APL
(Assessment of Previous
Learning) through the
Registrar's Office.
Minor in MIS
MIS 175, ACC 221, BUS 242
or BUS 252, MIS 370, MIS 375,
and one of the following: MIS
376,475,479, or ECO 318.
NURSING-NUR
The Augsburg nursing
program is designed exclusively for registered nurses
who want to increase their
opportunities in the health
care field.
The scope of nursing practice
is changing and expanding.
Nurses are being called on to
function in a variety of
settings that differ from those
in the past. Today nurses work
in hospitals, clinics, corporations, government agencies,
schools, and community organizations; some are selfemployed, running their own
businesses. Nurses provide
health care for individuals
from all cultures and socioeconomic levels throughout their
life span.
The bachelor's degree equips
nurses with a working knowledge of the biological,
physical, social, behavioral,
and nursing sciences. The
nursing program at Augsburg
also provides the educational
opportunities to increase
skills in critical thinking,
clinical investigation and
decision-making that prepare
nurses to handle challenging
new positions in today's
health care field.
Augsburg's nursing program,
leading to a Bachelor of
Science degree with a major in
nursing, is accredited by the
National League for Nursing.
Graduates of the program are
eligible to apply for Public
Health Nurse registration in
Minnesota. With two additional courses, they are
eligible to apply for School
Nurse certification.
Nursing Major
Ten courses including:
NUR 305
Contemporary Nursing I:
Communication
NUR 306
Contemporary Nursing 11:
Paradigms in Nursing
NUR 310
Community Health Nursing I
NUR 311
Community Health Nursing 11:
Practicum
NUR 330
Trends and Issues in Nursing
NUR 350
Introduction to Nursing
Research
NUR 403
Contemporary Nursing 111:
Families
NUR 423
Practicum in Nursing I:
Nursing of the Family
NUR 43 1
Leadership and Management:
Theory and Practice
PHI 380
Ethics of Medicine and Health
Care
Courses in the nursing major,
including PHI 380, may not be
taken on a PIN grading basis.
Other requirements:
A minimum grade of 2.0
in each nursing course
A cumulative GPA of 2.5 at
the completion of Level I
and Level I1 courses of
study is required. Students
also must complete
Augsburg's residence and
General Education
requirements.
Courses in the nursing major
are offered on weekends with
clinical courses requiring additional weekday time. While
courses are designed so that
the major may be completed
within two years, more time
may be required to complete
the total course of study
depending on the number of
credits transferred from other
colleges or universities.
Students interested in pursuing
the nursing major should
consult with an adviser from
the Nursing Department for
program planning.
Nursing Honors Major:
Requires a GPA of at least 3.6
in the major and 3.3 overall;
application to the department
chairperson by Nov. 1 of the
senior year; recommendation
by nursing faculty; honors
thesis to be defended before a
faculty committee by April 15,
(Candidates register for NUR
499 to complete the thesis.)
If the practicums in nursing
are not taken concurrently
with their respective theory
courses, students are required
to consult with faculty prior to
registration regarding review
of the theoretical content.
Nursing Program Entrance
Requirements
The following steps may be
taken in any order, but all
must be completed prior to
application for admission into
the nursing major:
1.Admission to Augsburg
College: Before you can
apply to the nursing
program, you must first be
admitted into Augsburg
College. All applicants must
present a high school
diploma or equivalent and a
2.0 GPA.
2. Unencumbered RN
Licensure in Minnesota:
Applicant must be a registered nurse licensed in
Minnesota or be registered
to take the State Board
Exams prior to beginning at
Augsburg.
3. Prerequisite course content:
The following courses must
have been completed with a
GPA of 2.0 or better: chemistry, anatomy, and
physiology, microbiology,
English composition, introductory sociology, and
introductory psychology.
These courses may be taken
at Augsburg or at another
accredited college or
university.
4. Current clinical practice:
applicants must give
evidence of current nursing
clinical practice (within the
past five years). This may
include: graduation from a
school of nursing (a
minimum overall GPA of
2.5 is required), work experience, or completion of a
nursing refresher course or
an acceptable equivalent.
A c a d e m i c
1
PSYCHOLOGY-PSY
Psychology is an exploration
of behavior and mental
processes. As an integral part
of a liberal arts education,
psychology contributes to the
understanding of individual
and group behavior.
Psychology's scientific
method also equips students to
understand and use scientific
research and to make more
informed judgments about
claims in the popular media.
To prepare students for graduate study and work in
psychology, the major emphasizes the complementary
components of a strong foundation in research and
theoretical work with application of knowledge and skills in
coursework, research experience, and internships within
the community. The curriculum's emphasis on
problem-solving skills and
current information about
human development and interaction is also relevant to
careers in many related
settings-business, education,
social services, research, law,
government, church, and
medicine.
Faculty members in the
Department of Psychology
have varied professional
specializations-clinical,
counseling, physiological,
developmental, social, cognitive, environmental, and
industriallorganizational
psychology-as well as expertise in psychological
applications to health, law,
and public policy. Students
may tap this expertise through
a variety of learning experiences-within and outside the
classroom, with group and
individual projects, and
through association with
Augsburg's active Psychology
Club, Psi Chi Honor Society,
and faculty-student research
teams.
Psychology Major
10 courses including:
PSY 102
Individual in a Social World or
PSY 105
Principles of Psychology
PSY 200
Psychological Science
Laboratory
PSY 230
Research Methods: Design,
Procedure, and Analysis I
PSY 330
Research Methods: Design,
Procedure, and Analysis I1
PSY 399
Internship
And at least one course from
the following:
PSY 354
Perception and Cognition
PSY 355
Biopsychology
PSY 359
Assessment
And at least one course from
the following:
PSY 491
Advanced Research Seminar
PSY 493 Seminar:
Contemporary issues
And at least three additional
psychology courses. (Majors
are strongly encouraged to
take more than 10 psychology
courses; no more than 13
count for graduation.)
Note: A minimum of five
courses must be from
Augsburg. No more than two
courses from PSY 299, 399, or
499 may be counted.
Transfer course policy for
majors and minors: all transfer
courses, including ACTC
courses, must be approved in
writing by the chair. Only
those psychology courses
successfully completed (2.0 or
above) within the last 10 years
will be considered. In general,
courses that meet the transfer
guidelines may only be applied
to elective or PSY 105 credit
for the major.
WEC psychology courses are
offered on an alternating year
basis.
All psychology majors must
have an adviser in the
Psychology Department.
Psychology Minor
Five courses including PSY
102 or 105 and four electives.
A minimum of two courses
must be from Augsburg. Not
more than two courses from
PSY 299,399, and 499 may
be counted toward the minor.
RELIGION-REL
Religion asks fundamental
questions of life and meaning.
Who are we as human beings?
Where did we come from?
Where did the world come
from? What do good and evil
mean in this time and place?
Students will wrestle with
these questions and with
responses from the Christian
traditions and from the
perspectives of the other major
world religions.
Through this study of religion,
students will learn to understand, appreciate, and
articulate the Christian faith,
as based in the Bible, as lived
in the Christian fellowship, as
embodied in the Christian
Church and its history, and as
interactive in the contemporary world and with other
world religions. Students will
also develop the ability to read
and interpret the Bible, other
religious texts, and various
expressions and practices of
faith so that their meaning for
human life in relation to God
becomes evident. In addition
students will develop skills for
becoming leaders in the religious communities to which
they belong and for living as
responsible citizens with
others whose religious views
and practices differ from their
own. A religion major encourages students to seek their
future in the world and/or
church through a sense of
vocation, serving as pastors,
associates in ministry, nurses,
and youth and family ministry
lay professionals in congregations, and as social service and
human resource professionals
in a wide variety of settings.
Religion Major
Eight courses including:
REL 111
Introduction to Theology
REL 221
Biblical Studies
REL 356
History of Religions
REL 481
Contemporary Theology
REL 495
Seminar
Three additional religion
courses, two of which must be
upper division courses.
Note: Seminar, especially for
majors, should be taken in the
junior or senior year. (Before
taking the seminar, each major
must have written one formal
research paper and placed it
on file with the department
chair.)
Department approval is necessary before courses taken at
other colleges can be accepted
for Religion Department
course credit.
All majors must consult with
the department chair.
Completion of this major may
require enrollment in one or
more courses offered in an
evening weekday schedule.
Religion Minor
Five religion courses.
Note: Not all courses that meet
the Christian faith perspective
are religion courses. Only
Religion Department courses
count toward the religion
major and minor.
SOCIAL WORK-SWK
The Social Work major
prepares graduates for entrylevel generalist professional
practice in the field of social
work. The program is accredited by the Council on Social
Work Education and leads to a
Bachelor of Science degree.
The program is based on a
generalist model of practice,
enabling graduates to work
with individuals, families,
groups, and communities, and
to develop and analyze social
policy. Courses within the
program utilize a student
empowerment model for
teaching and learning.
Augsburg's social work major
also provides a strong foundation for graduate studies in a
variety of fields. Augsburg
also offers a full-time Master
of Social Work degree on a
weekend schedule.
Social Work Major
10 core courses:
SWK 301
History and Analysis of
Social Policy
SWK 306
Social Work Practice I:
With Individuals
SWK 307
Field Work I: Integrative
Seminar
SWK 316
Social Work Practice 11:
With Families and Groups
SWK317
Field Work 11:
Integrative Seminar
SWK401
Research: Evaluation of
Practice and Programs
SWK 406
Social Work Practice 111:
With Communities and
Policies
SWK 407
Field Work 111:
Integrative Seminar
SWK419
Social Worker as Professional
Seven supporting courses:
SWK 257
Exploring Human Services
soc
121
Introduction to Human Society
SOC 231"
Family Systems: A CrossCultural Perspective
SOC 265
Culture: Ethnicity, Gender and
Race
A minimum grade of 2.0 is
required for each course in the
core program and a 2.0
average is required in the
supporting program.
Students interested in social
work should begin their
program with the required
supporting courses. The
professional sequence will be
offered when a sufficient
number of students are ready
for that portion of the
program.
SWK 260
Humans Developing
*See adviser for optional
substitution of electives.
BIO 101
Human Biology
Social Welfare Minor
Six courses including SWK
257 or department approved
alternative internship, SWK
260, SWK 301, SWK 406,
SOC 265, and one course from
SWK 465, POL 121, POL
158, POL 325.
PSY 105
General Psychology
Students may not earn both
the major and minor.
ADDITIONAL
MINORS
In addition to minors offered
in business, communication,
economics, English, MIS,
psychology, religion, and
social welfare (listed under
each respective major),
Weekend College students are
able to complete minors in the
following areas:
American Indian Studies
The American Indian Studies
minor offers courses that
encompass the range of
American Indian contributions
to North American culture,
including art, religion, literature, and history.
Requirements: Five courses
including INS 105 and at least
one upper division course
from the list below. Indian
Studies courses may also be
taken as part of majors or
minors in other academic
subjects or to meet general
education requirements.
Courses offered include:
ART 290
Tribal Arts and Culture
ENG 216
American Indian Literature
INS 105
Introduction to American
Indian Studies
INS 233
Women: A Cross-Cultural
Perspective
INS 260
Contemporary American
Indians
INS 264
American Indians in the
Cinema
INS 320
American Indian Women
Requirements: Five courses
which must include INS 201
Foundations in Women's
Studies; three electives, one of
which must be upper division;
and INS 495 or 499. Each
student's program must have
the written approval of the
women's studies coordinator.
REL 370
American Indian Spirituality
and Philosophical Thought
Course options include:
OJB 111 and 112
Beginning Ojibwe
ENG 2361436
Women and Fiction
Sociology
Sociology is the study of society
as a whole and of human social
organization in groups. The
sociological perspective
provides a way to better
understand the social world
and how human beings come
to think and act as they do.
INS 233
Women: A Cross-Cultural
Perspective
Requirements: Five courses
including SOC 121
Introduction to Human Society
and two upper division sociology courses, at least two of
which must be taken at
Augsburg College.
Women's Studies
The program in women's
studies provides students with
the opportunity to critically
examine women's contributions and experience in various
historical and cultural contexts.
ART 352
Women's Art History
INS 320
American Indian Women
INS 499
Independent Study
HIS 380
The History of Women in the
West to 1870
HIS 381
The History of Women in the
West Since 1870
POL 124
American Women and Politics
ENG 480
Criticism
WST 201
Foundations in Women's
Studies
WST 495
Women's Studies Seminar
A~ENDANC
POLICY
E
It is expected that students
attend every class. If more
than one class meeting will be
missed, the student should not
register for the course. Some
faculty and courses require
100 percent attendance for a
student to earn a passing
grade. Most Weekend College
classes meet seven times
during a trimester plus Finals
Class Weekend. Some courses
meet for the entire period on
Finals Class Weekend.
Classes marked with an
asterisk (*) on the Class
Schedule require or recommend that students attend
additional class meetings, the
dates and times of which are
either listed on the course
syllabus or determined by the
class at the first meeting.
CLASSSCHEDULE
There are three trimesters in
Weekend College-fall,
winter, and spring. A calendar
of class weekends for each
trimester and a tentative
schedule of courses offered
can be found in the Weekend
College Catalog Supplement.
Many courses are offered at
least once a year; however,
since some courses are offered
in alternate years, it is important that the student review
major requirements and
course offerings with an
adviser to ensure that all
requirements can be met.
Descriptions and schedules for
courses offered in the day
schedule, January Interim,
Summer School, the Master of
Arts in Leadership, and the
Master of Social Work
programs are published in
separate publications.
NUMBERING
Courses numbered below 300
are lower division courses.
Courses numbered 300 and
above are classified as upper
division.
CREDITS
One course credit at Augsburg
is approximately equivalent to
four semester credits or six
quarter credits.
The majority of Augsburg
courses are one course credit.
Some courses in the education, health and physical
education, and music departments have .5 credit value
(one-half course) or .25 credit
value (one-quarter course).
A prerequisite is a course or a
specific skill level, e.g. Math
Placement Level, which must
be completed before the
student enrolls in a higherlevel course. Prerequisites are
listed in the course description. When a prerequisite has
not been fulfilled, a student
may enroll in the course only
if there is prior approval from
the course instructor.
LIBERAL
ARTS
PERSPECTIVES
AND
GRADUATION
SKILLS
Liberal Arts Perspectives and
Graduation Skill requirements
that are fulfilled by completing
a course are listed in the
course descriptions.
Additional courses may have
been approved to meet these
requirements since the publication of this catalog. See the
Perspectives and Skills list
available in the Registrar's
Office for the most current
information.
C o u r s e
D e s c r i p t i o n s .
ACCOUNTING
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts, and fundamentals of accounting,
the accounting cycle and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities, accounting for
corporations. Basic concepts and fundamentals of managerial accounting, planning
and controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining
to financial statements, income concepts, valuation concepts, FASB statements, and
other relevant issues as applied to assets. (Prereq.: ACC 222)
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis on
accounting theory pertaining to financial statements, income concepts, valuation
concepts, FASB statements, and other relevant issues as applied to liabilities and
stockholders' equity. (Prereq.: ACC 322)
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
Tax Accounting
The more common and important provisions of planning and compliance for
income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of
instructor)
Internship Program
A student may receive course credits through an internship program which is
applicable to graduation but not to the major. This program will afford the student
the opportunity to spend one full term working with an organization. In addition,
the student will write a report on histher activities. (Prereq.: consent of instructor)
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to form the
basis of opinion on a set of financial statements. Graduation Skills: Writing and
Speaking (Prereq.: ACC 323)
ACC 323
ACC 324
ACC 326
ACC 399
ACC 423
ACC 424
Internal and Operational Audit
Integrating the business arts of accounting, finance, management, marketing, and
MIS to incorporate and learn the techniques of internal and operation auditing. Also
integrated are the professional skills of oral and written communications, problemsolving in an unstructured environment, and team projects. (Prereq.: ECO 113,
ACC 221,222, BUS 242,252,331, MIS 175,379)
ACC 425
ACC 499
ASL 101,102
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting,
partnership accounting, and fund accounting. (Prereq.: ACC 323)
Independent Study
The student may earn independent study credits through individually supervised
projects designed to afford himher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
Beginning American Sign Language
An introduction to deaf culture and the signs and syntax of ASL. Students observe
the demonstration of signs, practice their own signing, and learn the facial expression and body language needed to communicate clearly with deaf and
hard-of-hearing people.
ART
ART 102
Design
A study of design as the unifying foundation for the visual arts. Two- and threedimensional projects demonstrating the use of the basic design elements and
principles. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
ART 106
Calligraphy
Introduction and practice of calligraphic writing and designing with emphasis on
the broad-edged pen. Liberal Arts Perspective: Aesthetics
ART 107
Drawing
Drawing in graphite pencils, pen, and pastel pencils. Subjects include still-life,
figures, building interiors, and exteriors and experimental work. Liberal Arts
Perspective: Aesthetics
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil. Liberal Arts
Perspective: Aesthetics
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black and white photographic processes. Students need access to a
35mm, single lens reflex camera. Materials will cost approximately $175-200.
Liberal Arts Perspective: Aesthetics
C o u r s e
ART 221
Sculpture I
An introduction to sculpture in the medium of clay. Liberal Arts Perspective:
Aesthetics
ART 224
Publication Design I
An introduction to traditional design concerns and procedures related to publication
design as well as design for desktop publishing. Theory and practice of coordinating visual images and typography with content in publications. Study of design
in magazines, newspapers, newsletters, books, and miscellaneous publications.
Students design and produce a publication as a group project. Liberal Arts
Perspective: Aesthetics
ART 225
Communication Design I
An introduction to the principles and techniques of graphic design. Students will
develop visual communication skills working with typography, symbols, logos, and
illustration. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times. Includes
reading, research, viewing of slides, and visits to museums. Liberal Arts
Perspectives: Western Heritage, Aesthetics; Graduation Skill: Critical Thinking
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on hand building and
glazing. Liberal Arts Perspective: Aesthetics
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures of the Americas, particularly within the
United States, is explored through the visual arts. Other content includes poetry,
dance, mythology, ritual, religion, and drama of many American Indian tribes.
Students will produce various art projects in weaving, basket-making, pottery,
jewelry, sculpture, or prints.
ART 306
Calligraphy II
Advanced work in calligraphic media and design. Liberal Arts Perspective:
Aesthetics
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American woinen. Liberal Arts
Perspective: Aesthetics; Graduation Skill: Writing
ART 478
Sculpture II
Advanced work in sculpture in the medium of clay. (Prereq.: ART 221)
BIOLOGY
BIO 101
BIO 102
BIO 103
BIO 105
BIO 185
BIO 231
Human Biology
Basic biological concepts from an anthropocentric point of view: what makes a
human just another member of the biotic fold? Do humans have a niche in the
ecosystem? What influence do humans have on the environment? What influence
does the environment, especially the urban environment, have on humans? (Threehour lectures. A student may not receive credit for both BIO 101 and 103.) Liberal
Arts Perspective: Natural World 2
The Biological World
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and
analyze data, purpose and test theories are considered. Three hours of laboratory for
each class meeting are required. Lab time is usually scheduled for an evening.
Liberal Arts Perspective: Natural World 1 or 2; Graduation Skill: Critical Thinking
Human Anatomy and Physiology
A professional course in the structure and function of the human body. Lecture and
laboratory. Additional time per class meeting is required for the laboratory, usually
scheduled on an evening. (A student may not receive credit for both BIO 101 and
103.)
Biology and Society
A consideration of the biological basis of some of the problems facing society, such
as toxic pollutants in air, water, and soil, genetic engineering, AIDS, genetic
diseases, and counseling, extinction, wilderness ethics, global warming, cancer,
hunger, drugs, biodiversity. (Does not apply to the major or minor.) Liberal Arts
Perspective: Natural World 2
The Biology of Aging
At some time in our lives most of us will directly experience aging or be influenced
by people undergoing age-related changes. This course will concentrate on the
biological aspects of such changes. Liberal Arts Perspective: Natural World 2
The Biology of Women
The objective of this course is to provide a basic understanding of the structure and
functioning of the female human organism as well as to evaluate misconceptions
about women that have arisen in the history of biology. Liberal Arts Perspective:
Natural World 2
C o u r s e
BUSINESS
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning, and
control. The nature of authority, accountability and responsibility, analysis of the
role of the professional manager.,
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product,
promotion, marketing channel, and pricing decisions.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market the idea
for the benefit of all. Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Ethics
Examines individual choices in business using various ethical standards. Reviews
critical thinking skills in relation to moral reasoning. Analyzes and evaluates
various business practices and policies. Emphasizes conceptual precision in
thinking, writing, and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or
juniorlsenior standing)
BUS 302
BUS 331
Financial Management
Theory of acquisition, allocation, and management of funds within the firm.
Sources and uses of long- and short-term funds, cost of capital, capital budgeting,
leverage, dividend policy, and related topics. (Prereq.: ECO 113, ACC 222, MIS
379, and MPG 3)
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human resources;
desirable working relationships; effective integration of the worker with the goals
of the firm and society. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making in marketing management; research
methodology; marketing research results; evaluation of the effectiveness of
research in marketing. (Prereq.: BUS 252, 379, ECO 113, or consent of instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion, and personal selling
into a coherent promotion mix. Emphasis is placed on the design and evaluation of
marketing communications programs. (Prereq.: BUS 252) Note: Either BUS 355 or
357 can be taken for graduation credit but not both.
BUS 357
BUS 362
BUS 368
BUS 399
BUS 433
BUS 438
BUS 440
BUS 450
Advertising
An introduction to print and broadcast advertising and promotion as important
elements in modern marketing and communications. Note: Either BUS 355 or 357
can be taken for graduation credit but not both.
International Business
Introduction to the problems and possibilities of doing business in an international
context. Appreciation of the perspective required for successful planning and
management of any enterprise operating abroad is emphasized by foreseeing both the
opportunities and the difficulties inherent in international business. (Prereq.: ECO 112
or 113, and BUS 242 or 252, or consent of instructor) Graduation Skill: Writing
Responding to the Challenge of Japan
An examination of current Japanese business practices using a cultural perspective.
A multimedia approach will be employed, involving film, television documentaries,
and readings from current periodicals in addition to text materials. A seminar
model will be used with substantial participation expected on the part of students.
(Prereq.: junior standing or consent of instructor) Liberal Arts Perspective:
Intercultural Awareness 1
Internship Program
A student may receive course credits through an internship program that is applicable to graduation but not to the major. This program will afford the student the
opportunity to spend one full term working with an organization. In addition, the
student will write a report on hisher activities. (Prereq.: consent of instructor)
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decision
making, presentation through literature, readings, lectures, and case material. (Prereq.:
BUS 331)
Investment Theory
Appraisal of the risktreturn relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital
markets and portfolio management. (Prereq.: all core courses or consent of instructor)
Operations Management
Concepts and principles related to the management of operating functions. Taught
from a managerial viewpoint with examples from various industries and sectors.
(Prereq.: BUS 242)
Marketing Management
Integration of marketing with other business functions; marketing management and
decision making, planning marketing programs, channels of distribution, pricing,
product selling promotion policies. (Prereq.: BUS 352 and either BUS 355 or 357)
Graduation Skill: Writing
C o u r s e
D e s c r i p t i o n s .
BUS 465
lnternational Management
To provide the student with a private sector manager's perspective on the influence
of national and international institutions on the multinational corporation and on the
strategies, structures, practices, and effects of the national corporation in the world
today. (Prereq.: BUS 242. BUS 362 is recommended) Graduation Skill: Writing
BUS 466
lnternational Marketing
This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according
to the international marketing environment. (Prereq.: BUS 252, 362)
Contemporary Issues in lnternational Business and Trade
Conditions and motivations for world trade, business, and industrial cooperation.
Practical applications of the commercial policies of the major trading nations.
Examination of the impact of systematic changes on the volume and structure of
world trade. (Prereq.: BUS 465, 466)
BUS 468
BUS 499
'
Independent Study
The student may earn independent study credits through individually supervised
projects designed to afford himher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
CHEMISTRY
CHM 100
CHM 101
Chemistry for Changing Times I
This is a non-laboratory course based on a popular book by John H. Hill of the
same title. It is not a traditional chemistry course and does not assume a science
background. Most of the problems we face are molecular in nature. What then but
chemistry can help us to understand ourselves, our society, our world, and our
universe? Come join us as we take a molecular look at the human condition. This
course does not apply toward a major or minor in chemistry nor does it meet any
chemistry prerequisite requirements. (Prereq.: MPG 2) Liberal Arts Perspective:
Natural World 2
Chemistry for Changing Times II
Designed for liberal arts students. Emphasis is on developing basic chemistry
concepts, through films and articles relating chemistry to life and society. CHM
101 includes laboratory. Does not apply as prerequisite for other chemistry courses.
(Prereq.: MPG 3) Liberal Arts Perspective: Natural World 1; Graduation Skill:
Quantitative Reasoning
CSC 160
Introduction to Computing and Communications
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, finite automata,
context-free languages, Turing machines, network concepts, and the Internet.
(Prereq.: MPG 3)
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development, and' programming
using a high-level programming language Three hours of lecture, 1.5 hours of lab.
(Prereq.: CSC 160 or MIS 370 and one of MAT 114 or MAT 122 or MIS 379 or
MPG 4) Graduation Skill: Critical Thinking
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Prereq.: CSC
170) Graduation Skill: Critical Thinking
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student has a
knowledge of programming methods and has done programming in some other
language. (Prereq.: CSC 170 or another course with a study of a programming language)
UNIX and C
Study of UNIX operating system and the C programming language. It is assumed
that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of
a programming language)
Algorithms
A systematic study of algorithms and their complexity, including searching and
sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and
graph traversal algorithms. The limitations of algorithms, Turing machines, the
classes P and NP, NP-complete problems and intractable problems. (Prereq.: CSC
210 and MAT 145 or 122 or 124) Graduation Skills: Quantitative Reasoning,
Critical Thinking
lntroduction to Networking and Communications
Principles and methods of data communications, information theory, distributed
processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 170, MAT 122 or 124 or
145)
Principles of Computer Organization
An introduction to computer architecture, processors, operating systems, instruction
sets, and assembly language programming. (Prereq.: CSC 210)
CSC 272
CSC 320
CSC 340
CSC 345
c o u r s e
-m
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization and
security, and the development of database systems. (Prereq.: CSC 210)
CSC 399
Internship
A work-based learning experience in which a student, faculty member, and site
supervisor design a learning agreement which links the ideas and methods of
computer science to the opportunities found in the placement. Students must
consult with the Computer Science Department and Internship Office before registering for academic credit. May be taken on a PIN grading basis only.
CSC 440
Advanced Networking and Operating Systems
Network management; clienttserver databases and workstations; TCPDP and other
network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed
study of the effects of computer architecture on operating systems. (Prereq.: CSC
340 and 345)
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages.
Topics include formal languages, programming language syntax and semantics,
parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320)
Programming languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and the
run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345 and
450)
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated when the topics vary but may not be counted
more than twice as part of the requirement for the major. (Prereq.: consent of
instructor)
Independent StudyIResearch
Topics defined through consultation between student and the department.
CSC 450
CSC 451
CSC 495
CSC 499
ECONOMICS
ECO 110
ECO 112
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools
introduced to facilitate discussion of various topics, e.g. crime prevention, education, discrimination. (This is a basic course designed for those students who do not
plan to major in economics or business administration or MIS.) Liberal Arts
Perspectives: The City, Social World 1 or 2
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and fiscal
policy, international trade. Application of elementary economic theory to current
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 41 3
ECO 414
economic problems. May be taken independently of ECO 113. ECO 112 and 113
may be taken in either order. (Prereq.: MPG 2) Liberal Arts Perspective: Western
Heritage
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to
market policy. May be taken independently of 112. ECO 112 and 113 may be taken
in either order. (Prereq.: MPG 2) Liberal Arts Perspective: Social World 1 or 2
Public Finance
Analysis of the principles of taxation and public expenditures; the impact of fiscal
policy on economic activity; debt policy and its economic implications. (Prereq.:
ECO 113)
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the role of
expectations. (Prereq.: ECO 112)
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry;
the pricing of factors of production and income distribution; introduction to welfare
economics. (Prereq.: ECO 113)
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks,
the Federal Reserve System and its role in relation to aggregate economic activity.
Emphasis placed on monetary theory and policy. (Prereq.: ECO 112)
Management Science
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions.
Emphasis is on applications, which are taken from the areas of transportation,
marketing, portfolio selection, environmental protection, the shortest route, inventory models, information systems, etc. (Prereq.: ECO 113, MPG 3) Graduation
Skills: Quantitative Reasoning, Writing
International Economics
A study of the underlying forces affecting the economic relations among nations.
Development of the basis for international trade, balance of payments, exchange
rate systems, and commercial policy. (Prereq.: ECO 113)
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of wage
collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic
theory. (Prereq.: ECO 313)
l
,
c o u r s e
D e s c r i p t i o n s . L-
EDUCATION
EDE 263
EDE 350
EDE 351
EDE 375
EDE 377
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
Kindergarten-ElementaryClinical Experience (.5 course)
Students should enroll for K-Elementary Clinical Experience in the first or second
trimester of their K-Elementary course sequence. Includes 160 hours of field experience. Seminars are arranged by the instructor in the Education Department.
Creating Learning Environments: Kindergarten-Elementary (.5 course)
The study of strategies and methods of teaching and learning in the contexts of
educational, psychological, and sociological theories. (Prereq.: PPST and admission
to dept.)
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. (Prereq.: PPST and
admission to dept.)
Discovery Learning in the World of Kindergarten (.5 course)
Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Science (.25 course)
Examination and preparation of materials and resources for science at the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Art (.25 course)
Examination and preparation of materials and resources for art at the kindergarten
and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Mathematics (.5 course)
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Health, Physical Education,
First Aid
Examination and preparation of materials and resources for physical education and
health at the kindergarten and elementary levels. (Prereq.: PPST and admission to
dept.)
Kindergarten-ElementaryCurriculum: Social StudiesIThematic
Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and
admission to dept.)
EDE 386
Kindergarten-ElementaryCurriculum: Children's Literature (.5 course)
Examination and preparation of materials and resources for children's literature at
the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
EDE 387
Kindergarten-Elementary Curriculum: Language Arts (.5 course)
Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. (Prereq.: PPST, EDU 264 and admission to dept.)
Graduation Skill: Writing
EDE 388
Kindergarten-ElementaryCurriculum: Health (.25 course)
Examination and preparation of materials and resources for health instruction at the
kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
EDE 389
Kindergarten-ElementaryCurriculum: Physical Education (.5 course)
Examination and preparation of materials and resources for physical education
instruction at the kindergarten and elementary levels. (Prereq.: PPST and admission
to dept.)
EDE 481, 482,
483,484
Student Teaching K-6 and Seminar (1 .O each course)
Observing and teaching at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Students must apply for Student
Teaching at least three months prior to enrolling for the courses. A full term of
student teaching is required for all students pursuing an initial license. (Prereq.: All
K-Elementary course work satisfactorily completed and admission into the
Education Department licensure program) Graduation Skill: Speaking
EDS 252
Clinical Experience (.5 course)
Students should enroll for Clinical Experience by the second trimester of their
secondary course sequence. Includes 60 hours of field experience. Seminars are
arranged by the instructor in the Education Department.
EDS 350
Reading in the Content Areas (.5 course)
The study and utilization of a variety of techniques and resources to assist students
in teaching reading through the content areas. Major: Required for Secondary
Education. Upper division. (Prereq.: PPST and admission to dept.)
EDS 353
Creating Learning Environments: Secondary
The study of strategies, methods, and evaluation of teaching and learning in the
context of educational, psychological, and sociological theories. (Prereq.: PPST and
admission to dept.))
EDS 364
English Methods
Materials and methods suitable for students in secondary schools. Emphasis on the
preparation of lesson and unit plans. Some teaching experience in a local high
school. The study of adolescent literature is included. Joint Day and WEC.
(Prereq.: EDS 354 and PPST and admission to dept.)
c o u r s e
-m
EDS 375
Social Studies Methods (.5 course)
Introduction to the teaching of social sciences and history in secondary school
classrooms. Emphasis on instructional strategies and curriculum development.
Consult with the Education Department. Joint Day and WEC. (Prereq.: EDS 354
and PPST and admission to dept.)
EDS 390
Communication Skills in the English Classroom
This course is for English-education majors who plan to teach high school English.
It is designed to improve students' skills in public speaking, oral interpretation,
listening, and small group discussions as well as explore the methodologies for
teaching and incorporating these skills in the high school English cumculum.
(Prereq.: PPST and admission to dept.) Summer school only
EDS 478
School and Society
The emphasis in this course is on the school in relation to society. Current major
issues in education will be studied. Students should enroll as closely as possible to
the same term as their student teaching. (Prereq.: PPST, EDU 264, EDS 353, and
Methods in Subject Area)
EDS 481, 482,
483,484
Student Teaching and Seminar (1.0 each)
Observe and direct learning at the secondary level under supervision of college and
secondary school personnel. Three courses required of all 7-12 Licensure majors.
Four courses required of K-12 art, music, and physical education licensure majors.
Four courses required of double majors. (Prereq.: completion of all education
course work and admission to the Department) Graduation Skill: Speaking
EDU 210
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. (PSY 105 Principles of
Psychology is strongly recommended.) Liberal Arts Perspective: Human Identity
EDU 264
Orientation to Education in an Urban Setting (.5 course)
Study and investigation of various aspects of the teaching profession as students
evaluate their interest and suitability for a career in teaching. Open to all students.
(Prereq.: ENG 111) Liberal Arts Perspective: The City
EDU 282
Introduction to Special Education
An examination of the nature, causes, and educational interventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment,
learning disabilities, behavior disorders, and giftedness.
EDU 341
Media Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production, and evaluation of
effective audio-visual materials for teachingtlearning situations. Computer training
will be included in this course. (Prereq.: PPST and admission to dept.)
EDU 388
Human Relations (.5 course)
Emphasis on the study of values, of communication techniques, and of the major
minority groups in Minnesota for the development of interpersonal relations skills
applicable to teaching and other professional vocations. Open to all.
ENGLISH
ENC 101
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by a writing sample (the English Placement Test) as needing
additional preparation in composition. Students receive course credit, but this does
not fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENC 111
Effective Writing
Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing,
organizing and developing topics, thinking critically, and revising for clarity and
style. A writing lab is provided for those needing additional help. The minimum
passing grade is 2.0.
American Indian Literature
A study of poetry and fiction by selected American Indian writers. Discussion and
analysis will focus on ways in which literature reflects and illuminates American
Indian culture and traditions.
ENC 216
ENC 223
ENC 225
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is
emphasized. Students are encouraged to use material from their own areas of
specialization. (Prereq.: ENG 111) Graduation Skill: Writing
Intermediate Expository Writing
This course builds on the practices and methods of ENG 111 Effective Writing. Its
workshop format stresses style and organization, the process of revision, self and
peer evaluation, and the relationship between reading and writing. (Prereq.: ENG
111) Graduation Skill: Writing
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative writing
and to various genres, emphasizing poetry and short fiction, but including journal
keeping and creative prose. (Prereq.: ENG 111) Liberal Arts Perspective: Aesthetics
ENC 227
Journalism
An introductory news writing course with emphasis on writing for the print and
broadcast media, including practice in writing for radio and television. Students
consider how to recognize news, gather and verify facts, and write those facts into a
news story. An introduction to legal and ethical questions is included. (Prereq.:
ENG 111) Liberal Arts Perspective: The City; Graduation Skill: Writing
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on works
from several periods, different cultures and races, and male and female writers. As
the prerequisite for all upper level courses in literature, Introduction to Literature
aims in particular to develop students' critical and analytical skills in reading literature and writing about it. Liberal Arts Perspective: Aesthetics.
ENC 2361436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions that
have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and they ways in which women
writers have contributed to and modified the Western literary heritage. Upper division option includes reading of theoretical essays. (Prereq.: For ENG 436, consent
of instructor.)
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including works by such
authors as Homer, Virgil, Aeschylus, Sophocles, Euripides, Aristophanes, Ovid,
and Dante. These works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring
relevance. Liberal Arts Perspective: Western Heritage; Graduation Skill: Writing
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire,
and Ibsen. Liberal Arts Perspective: Western Heritage; Graduation Skill: Writing
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year are listed in the class schedule
for that year. Recent offerings have included Contemporary Poetry, Women and
Fiction, and Grow Old Along with Me.
ENC 327
Advanced Journalism:Interviewing and Editing
Emphasis is on interviewing, organizing, and writing the story, and editing the
work of others. Students conduct interviews and critique the interview skills of
others. They edit their own work and that of other writers. An brief introduction to
layout and design is included. (Prereq.: ENG 227)
ENC 331
British Literature, Medieval to Elizabethan
A study of Chaucer and the medieval milieu as well as the development of English
poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of
instructor)
ENC 336
British Literature, 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to the Pre-Romantics, with attention to the historical, intellectual and
social influences and the major literary movements. (Prereq.: ENG 245 or consent
of instructor)
ENC 337
British Literature, the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and Victorian
poetry, Victorian prose, and two or three novels of the period. Relationships among
these writers are emphasized as well as their relationship to their own age and their
lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent
of instructor) Graduation Skill: Critical Thinking
ENC 341
ENC 345
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre as announced in the class schedule. (Prereq.: ENG 226 or
consent of instructor on the basis of submitted work)
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning the
English language, including theories of language acquisition. Students will be introduced to the primary components of linguistics, the development of the English
language, and the social impact of language. (Prereq.: ENG 245 or consent of
instructor)
ENC 347
Quantitative journalism: Computer-Assisted Reporting and Research
This course introduces students to computer-assisted informational investigation
and the interpretation of quantitative data in the writing of expository essays and
news reports. This course is designed for persons wishing to explore the use of
computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor, MPG 3)
C o u r s e
ENG 350
American Literature before 1920
Reading of selected writers from colonial times to the beginning of the the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility
will be discussed.
ENG 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic, and
racial diversity of the men and women who have responded significantly in literary
works to the changing conditions of modern American life. (Prereq.: ENG 245 or
consent of instructor)
ENG 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly non-Western, of
the 20th century. (Prereq.: ENG 245 or consent of instructor) Liberal Arts
Perspective: Intercultural Awareness 1; Graduation Skill: Writing
ENG 399
Internship
The department offers on-campus internships in teaching writing and English as a
Second Language and various off-campus internships in writing and editing. Interns
meet with faculty advisers or seminar groups. Interested students should consult the
department chair.
ENG 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th century beginnings to the 20th century. Novels studied are selected from the works of such
authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot,
Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor)
ENG 438
Shakespeare
Study of major plays-comedies, histories, and tragedies. Additional plays are
assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor)
ENG 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques
for gathering information. (Prereq.: ENG 225)
ENG 480
Criticism
The course focuses on a variety of recent critical theories 'and approaches with which
graduate programs in English expect some familiarity. In a seminar setting, students
read and discuss original theoretical essays and experiment with applications to a small
group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor)
ENG 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year are listed in the class schedule
for that year.
ENG 499
Independent Study
Open to junior or senior En@h w a r s with an werall GPA d 3,O or consent of
department chair. Designed to enable advanced students to pursue a topic not
covered by course offerings. The student must define a topic and a tentative reading
list, then seek a faculty member willing and able to supervise the project.
Department chair approval required.
FRENCH
FRE 111, 112
Beginning French
Aims to develop communication skills of understanding, speaking, reading, and
writing. Through conversations, classroom practice, and readings, these courses
work toward the discovery of French culture and way of life. Additional three-hour
laboratory per class meeting is required, usually scheduled on a weekday evening.
Liberal Arts Perspective: Intercultural Awareness 2 & 3
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and the student
services available at Augsburg College. The course also focuses on improving
those skills so important to academic success: reading rate and comprehension, note
taking and textbook reading, time management, vocabulary, spelling, test taking,
concentration and memorization, conflict management, assertiveness training,
career planning, and decision making.
GST 200
Quantitative Reasoning
Critical thinking about statistical claims. Primary focus is on evaluating the strength
of arguments involving predictions and explanations. Topics include reading and
evaluating tables, graphs, and statistical models as well as traditional confidence
intervals and hypothesis tests. Emphasis on interpretation, evaluation, and cornrnunication. (Prereq.: MPG 3) Graduation Skill: Quantitative Reasoning
GST 209
City Seminar: Experiential Education (no course credit)
Students engage in a minimum of 50 hours of internship/service/cooperative education and use that experience as a catalyst for learning about the Twin Cities as an
urban community system. Students do a series of five or six reflective assignments
designed to introduce them to a systematic way of thinking about how their particular organization interacts with the larger community. The seminar meets six times
and enables the student to utilize experiential education options to meet the objectives of the City Perspective. (Prereq.: consent of instructor) Liberal Arts
Perspective: The City
GER 111, 112
Beginning German
Aims at developing basic skills. Classroom practice in speaking, understanding and
reading basic German. Goals: ability to read extended narratives in simple German,
insights into German culture and participation in short conversations. Laboratory materials available. Additional three-hour laboratory per class meeting is required, usually
scheduled on a weekday evening. Liberal Arts Perspective: Intercultural Awareness 2 & 3
HEALTH
AND PHYSICAL
EDUCATION
HPE 002 I003
HPE 101
Lifetime Sports (no course credit)
Two hours per week. Two Lifetime Sports meet the General Education requirements. No course credit.
Fitness for Life
A course designed to provide the knowledge and skills to modify personal health
and fitness. Liberal Arts Perspective: Human Identity
HPE 115
Health and Chemical Dependency Education (.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services.
HPE 116
Health Concepts for Educators (.5 course)
A course to prepare future teachers for their role in the school health program.
Includes common childhood health problems with an emphasis on prevention.
HISTORY
HIS 101
HIS 102
HIS 103
HIS 104
HIS 195
The Beginning of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the middle ages of Europe into the 13th century. Liberal
Arts Perspective: Western Heritage
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the Middle
Ages through the remodeling of Europe by Napoleon. Liberal Arts Perspective:
Western Heritage
The Modern World
A study of the main currents in Western civilization from the time of Napoleon to
the present. Liberal Arts Perspective: Western Heritage
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years. Liberal Arts Perspective: Intercultural Awareness 1
Topics in History
An introduction to selected historical topics not regularly offered in lower division
classes. The specific topics to be offered will be announced prior to registration.
HIS 220
America to 1815
The historical evolution of America to 1815 beginning with the contact of
American, African, and European cultures, then turning to the political, religious,
and racial diversity of colonial life. After treating independence and the creation of
a new republic, the course will conclude with the examination of the expansion and
democratization of that republic. Liberal Arts Perspective: Western Heritage;
Graduation Skill: Critical Thinking
HIS 221
19th Century U.S.
A historical survey of the United States during the 19th century, emphasizing the
social changes brought about by immigration, expansion, sectionalism and the
slavery debate. After considering the Civil War and Reconstruction, the course will
conclude with an examination of political, economic, and cultural changes influenced by industrialization and urbanization. Liberal Arts Perspective: Western
Heritage; Graduation Skill: Critical Thinking
HIS 222
20th Century U.S.
A historical survey of the United States in the 20th century, focusing on the
nation's adjustment to industrialization and urbanization, the emergence of the U.S.
as a world power, the rise of a strong federal government, the implications of
increasing racial and ethnic diversity, and the impact of affluence. Liberal Arts
Perspective: Western Heritage; Graduation Skill: Critical Thinking
HIS 225
History of the Twin Cities
A local history course using the MinneapolisISt. Paul metropolitan area as a case
study for examining large themes and issues in U.S. urban history. Topics considered include frontier urbanism, industrialization, and economic change,
transportation, immigration and ethnicity, and urban politics and reform. Liberal
Arts Perspective: The City
HIS 242
History of African-American Civil Rights, 1619-1915
A survey of the development of African-American civil rights focusing on legal,
economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves.
HIS 243
History of African-American Civil Rights, 1915-1972
A continuation of History 242 with special emphasis on the contributions of
W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood
Marshall, and Martin Luther King, Jr.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined in
other departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and North
America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles and familial roles in the Renaissance, early American,
Enlightenment, and Victorian periods.
C o u r s e
- D e s c r i p t i o n s .
HIS 381
HIS 440
HIS 474
HIS 495
History of Women Since 1870
This class emphasizes class, racial, and ethnic differences among women, and
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
Topics in World History
This course will investigate topics in world history that are not included in regular
course offerings. The specific topics to be offered will be announced prior to registration.
The World and the West
This course begins with Europe's discovery of the rest of the world, considers
cultural interaction and conflict, the building of European empires in Asia and the
Americas, and concludes with the breakdown of these imperial systems at the end
of the 18th century.
History Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required. (Offered at
least once each year, during the Fall term)
INTERDISCIPLINARY
STUDIESIWOMEN'S
STUDIES
INS 105
WST 201
INS 225
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian Studies
cumculum, including an overview of American Indian history and literature,
federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. (Required for American Indian Studies minor.)
Liberal Arts Perspective: Intercultural Awareness 1
Foundation in Women's Studies
This multidisciplinary course introduces students to the contributions of women in
history, religion, literature, philosophy, sciences, and the arts, and how the questions
and methodologies of these disciplines differ when seen from women's perspectives.
Students will also study the diversity of women's experiences in terms of race, sexual
orientation and class, and other contemporary issues. Graduation Skill: Speaking
lntroduction to Islam
This course is designed by a practicing Muslim to present his perception of Islam to
non-Muslims. The course will cover the ideological foundations of Islam, its basic
concepts and tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be a consideration of the
differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also
be some effort to deal with the similarities and differences between Islam and both
Christianity and Judaism, including a visit to one of the mosques in the Twin
Cities. Liberal Arts Perspective: Intercultural Awareness 1
INS 232
The African-American Experience in America
An overview of the major issues related to the African-American experience,
focusing on historical, sociological, economic, legal, and psychological aspects of
that experience. Liberal Arts Perspective: Intercultural Awareness 1
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary,
and historical origins of women's roles and status in society. Comparative roles of
women are examined in tribal contexts across various indigenous cultures. Studies
include the role of women in Native American and African tribes, peasant societies
of Eastern Europe, Mexico, the Middle East, and China. Liberal Arts Perspective:
Intercultural Awareness 1
INS 260
Contemporary American lndians
This course examines the situation of American Indians in the United States since
the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal
sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is
highlighted. Liberal Arts Perspective: Intercultural Awareness 1
American lndians in the Cinema
The course will be an historical survey of Hollywood movies that created and
continue to foster images to the North American Indian in American society. Movies
will include: "Drums Along the Mohawk," "Shadow Catcher, Broken Arrow,"
"Little Big Man," and "Pow-Wow Highway." Issues to be discussed will be authenticity, misrepresentation, stereotypes, and the use of Indian and non-Indian actors.
Liberal Arts Perspective: Intercultural Awareness 1
American Indian Women
The focus is on the roles played by women in the tribal cultures of North America.
It explores the continuity of women's roles over time, as well as changes in these
roles, precipitated by the influence of Western colonialism. It examines the life
histories of Indian women and assesses their contributions to Indian community life
today. (Prereq.: one course in Women's Studies or American Indian Studies or
consent of instructor.) Liberal Arts Perspective: Intercultural Awareness 1
INS 264
INS 320
WST 495
INS 499
Women's Studies Seminar
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not
elect to do an Independent Study (INS 499).
Independent Study
The student must present a written proposal containing rationale, objectives, and
methodology of the proposed study according to program guidelines. (Must be
approved by the Women's Studies Coordinator.)
C o u r s e
D e s c r i p t i o n s .
MATHEMATICS
MPC 1-5
Math Placement Croup (MPC)
Before enrolling in any mathematics course, students must have the required math
placement. All students are required to have their Math Placement Group (MPG)
determined. In some cases, students who have transferred in a mathematics course
taken at another college may have their Math Placement Group determined by the
Registrar's Office. Students who have passed the College Board Advanced Placement
Exam in calculus should consult with the Mathematics Department. All other students
must take the Augsburg Math Placement Exam, which is administered by the
Academic Advising Center. The exam is given during college registration sessions
and at other announced times during the year. Practice questions and other information about the Math Placement Exam are available from the Academic Advising
Center.
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models. Emphasis on applications to the social and natural sciences, business, and everyday life. Successful
completion advances students to MPG 3. Students in MPG 3 or 4 should consult
the department, as should students preparing for MAT 114. (Prereq.: MPG 2 and
either a year of high school algebra or consent of instructor.)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear programming, and graph theory. Emphasis on quantitative reasoning. Students who have
completed MAT 271 may not register for credit. (Prereq.: MPG 3.)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the social and
behavioral sciences. Emphasis on quantitative reasoning. Students who have
completed MAT 145 may not register for credit. (Prereq.: MPG 3.)
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics and
that of western civilization. Primarily for students not intending further study in
mathematics. (Prereq.: MPG 3)
MAT 132
Numeracy for Contemporary Society
An examination of mathematics in an interdisciplinary and applied setting with an
emphasis on quantitative reasoning and connections to students' life, work, and
interests. Primarily for students not intending further study in mathematics.
Students who have completed another Quantitative Reasoning Graduation Skill
course may not register for credit. (Prereq.: MPG 3).
MAT 173
Math of Interest
Concepts from elementary financial mathematics such as annuities, loan payments
and mortgages, and life insurance. Emphasis on quantitative reasoning. (Prereq.:
MPG 3).
MANAGEMENT
lNFORMATION SYSTEMS
MIS 175
Principles of CompUtlng for Business
An introduction to miorocomputer-based information systems. Introduction to business applications, operating systems, computer hardware, and languages. Strong
emphasis on spreadsheets (basic commands, functions, graphics, and database).
Lesser emphasis on database. Emphasis on concepts and relation to business. (To
waive MIS 175, pass either a comprehensive exam or MIS 370.) (Prereq.: MPG 3)
MIS 370
Advanced Computing for Business
An investigation of programmable systems using personal computers. Examine
basic algorithms and associated flow charts. Apply these concepts by programming
various applications (spreadsheets, word processing and database) and applicationoriented languages such as Visual Basic. (Prereq.: MPG 3. Also, MIS 175 or CSC
170, or, with permission of instructor, extensive experience with spreadsheets, and
personal computers.)
MIS 375
Management lnformatlon Systems in the Organization
Use of a systms approach in analyzing the role of information system in o m zations. Analyze various kinds of information systems in terms of their computer
components and their benefits to staff and management. Introduction to a CASE
tool such as Excelerator. (Prereq.: ACC 221, BUS 242 or 252, and one computer
course such as MIS 175, 370, CSC 160 or 170. Recommended: ECO 113, ACC
221, BUS 242, MIS 379, BUS 331.) Graduation Skill: Writing
MIS 376
Project Management
Dsvelops project management gkilIs n
&me,
d to
plan, Icad, modtor, and
complete projects. Combines theories, techniques, group activities, and computer
tools such as Microsoft Project. Emphasizes technical and communications skills
needed to manage inevitable changes and problems associated with project management. (Prereq.: ACC 221, BUS 242, MIS 175 or 370) Graduation Skill: Speaking
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation and hypothesis testing. Emphasis on their use in applied
problems in business and economics. Computer software may be used to analyze
survey data. (Prereq.: MIS 175 and either Math Placement Group III or a grade of
at least 2.0 in MAT 104) Graduation Skill: Quantitative Reasoning
MIS 399
Internship Program
A student may receive credit through an internship program that is applicable to
graduation but not to the major. This program will afford the student the opportunity to spend one full term working with an organization. In addition, the student
prepares a written report on the activities involved. (Prereq.: consent of instructor)
r
C o u r s e
MIS 475
Systems Analysis and Design
Identify the necessary steps of systems analysis and design. Investigate various
representations for information, processes, and relationships. Utilize analytical tools
such as data flow diagrams and CASE tools such as Excelerator. Complete a rudimentary systems design. (Prereq.: MIS 375)
MIS 476
Information Systems Projects
Using skills developed in MIS 37.5 and 475, generate a complete and extensive
project of systems analysis and design. (Prereq.: MIS 475)
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include PATH
analysis, Monte Carlo simulations, queuing models and ANOVE. (Prereq.: MIS
379)
MIS 479
MIS 499
Independent Study
The student may earn independent study credits through individually supervised
projects designed to analyze a topic in depth. (Prereq.: consent of instructor)
MUSIC
MUS 130
MUS 241
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For non-music
majors. Liberal Arts Perspective: Aesthetics
The History of jazz
Jazz is a national treasure that has influenced our national music identity and inspired
composers and performers throughout the world. This course will examine the
evolution of jazz from its black secular roots to the electronically influenced contemporary idiom. Performers from each period will be analyzed as well as the influence
of this art form on artists of other disciplines. Daily listening and reading assignments
will supplement lectures, demonstrations, and selected films and video tapes.
MUS 272
Human Identity Through the Creative Arts
A study of the aesthetic expression and experience as they relate to human identity,
with an emphasis on psychological, cultural, and biological aspects of musical
behavior. An understanding of the relationships of the creative therapies of art,
music, drama, and movement. Liberal Arts Perspective: Human Identity
NORWEGIAN
NOR 111, 112
Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading and
writing. Stress on spoken rather than literary Norwegian. Additional three-hour
laboratory per class meeting is required, usually scheduled on a weekday evening.
Liberal Arts Perspective: Intercultural Awareness 2 & 3
NURSING
NUR 305
Contemporary Nursing I: Communication
A course that introduces the components of the professional role and begins the profes-
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
NUR 403
sional socialization process. The communicative process is emphasized as one means
by which the nurse-client relationship is negotiated. Interactive and group theories are
explored for their applicability to changing professional roles and practice. Graduation
Skill: Writing
Contemporary Nursing II: Paradigms in Nursing
An introduction to theories and conceptual thinking in the process of professional development. The function of theory in guiding nursing practice is emphasized. Selected
nursing conceptual models are studied and their application to practice is examined.
Community Health Nursing I
This course focuses on community health delivery systems. Health care is examined within the cultural, political and economic diversity of the city. Students
complete an assessment of an elderly person and an urban community and critically discuss the ethical issues of health care delivery. Liberal Arts Perspective:
The City
Community Health Nursing II: Practicum **
This course provides a clinical experience in the practice of public health nursing
in which students give direct care to culturally diverse clients and groups. Students
will provide care to both disease and disability and health promotion clients.
Students analyze a specific community system and the community's provision of
health-related services. (Prereq.: NUR 3 10)
Trends and Issues in Nursing
This transitional course is designed to investigate the current responsibilities of the
professional nurse. Current economic, social, political, and professional trends and
issues are explored in relation to their implications for nursing practice. Graduation
Skill: Speaking if NUR 431 is also taken
Introduction to Nursing Research**
The research process and methods appropriate to nursing are emphasized in this
course. Issues of ethics in nursing research are explored. Students critique nursing
research for its applicability to nursing practice and design a research proposal.
Graduation Skills: Critical Thinking, Quantitative Reasoning
Contemporary Nursing Ill: Families
This course provides a theoretical basis for nursing interventions with culturally
diverse families and explores theories related to family structure and functioning
throughout the life span. Consideration is given to the role of the nurse in family
health care. (Prereq.: NUR 3 11) Graduation Skill: Writing
** This course involves an additional clinical fee.
NUR 423
Practicum in Nursing I: Nursing of the Family **
A clinical practicum that offers the student an opportunity to provide complex
nursing care to families in a selected practice setting. (Prereq.: NUR 403)
NUR 431
Leadership and Management: Theory and Practice **
This course examines the professional nurse roles of leader and manager. Concepts
of change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs in
selected practice settings. (Prereq.: NUR 423) Graduation Skill: Speaking if NUR
330 is also taken
NUR 432
Topics in Nursing
A course designed to provide in-depth exploration of selected topics in nursing. The
subjects studied will vary depending upon the interests of the faculty and students.
NUR 499
Independent Study
This learning experience provides the opportunity for the student to study a
selected topic or issue in depth. Students consult with faculty and submit written
proposals, objectives, and methods of evaluation prior to registration.
OJIBWE
OJB 111, 112
Beginning Ojibwe
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is
on vocabulary, reading, writing, and conversational skills. Classroom practice will
include linguistic patterns and oral interaction. Liberal Arts Perspective:
Intercultural Awareness 2 & 3
Introduction to Philosophy
Philosophy raises some of the most basic questions that human beings can ask
about meaning, ideas, beauty, and truth. The purpose of this course is to provide
the student with some experience in examining these concepts, thereby to sharpen
the critical and analytical skills required to evaluate and construct a system of ideas
and beliefs. Liberal Arts Perspective: Human Identity
PHI 120
Ethics
Ethics studies our moral beliefs and helps students consider the bases they use to
make moral judgments. The course explores the major philosophical approaches to
evaluating moral actions, and then applies them to contemporary personal and
social moral issues. Throughout the course Christian ethics will inform our considerations. Students taking PHI 120 may not take PHI 125. Liberal Arts Perspective:
Christian Faith 3; Graduation Skill: Critical Thinking
** This course involves an additional clinicalfee.
PHI 125
Ethics and Human Identity
This course is a philosophical study of the role of human understanding, feelings,
and action with respect to the pursuit of happiness. We begin by asking what the
end or purpose of human life is; assess the role of reason, will and passion with
respect to this end; and then decide on the moral and intellectual virtues required to
reach the end. The topic of friendship and human love is investigated next. The
course ends with an analysis of human happiness. Students taking PHI 125 may not
take PHI 120. Liberal Arts Perspective: Human Identity
PHI 175
Philosophy of Love and Sex
Study of some common conceptions and misconceptions of romantic love and look at
some philosophers' definitions of it. What it is like to be in love with someone, and
how this differs from just being friends, or desiring that person sexually. Exploration of
ethical issues concerning sex. Liberal Arts Perspective: Human Identity
Logic
Students learn to distinguish arguments from exposition. Then they learn the rules
that govern valid arguments and develop their ability to recognize and construct
sound arguments. The last part of the course focuses on inductive reasoning.
Graduation Skill: Critical Thinking
PHI 230
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical thought
in Western civilization. In this course students read and analyze some of the key
works by Plato and Aristotle as well as work in Stoicism, Epicureanism and
Neoplatonism. Liberal Arts Perspective: Western Heritage
PHI 350
Philosophy of Religion
What is the relation between faith and reason? Does God exist, and if so, what can
be said about God? Can we reconcile the goodness of God with human and animal
suffering? We will conduct a systematic inquiry into these questions that form the
basis of Western religious beliefs. (Suggested: one prior course in philosophy)
Liberal Arts Perspective: Christian Faith 2 or 3
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of health care
and delivery, human experimentation, genetic engineering, abortion, care for the
dying, and euthanasia. Liberal Arts Perspective: Human Identity
PHYSICS
PHY 101
Astronomy
A descriptive course covering our solar system, stars and galaxies. In addition the
course traces the development of scientific thought from early civilization to the
present day. Night viewing and laboratory sessions are important components of the
course. (Prereq.: MPG 2) Extra laboratory hours are required. Lab time may be
scheduled for an evening. Liberal Arts Perspective: Natural World 2
-m
c o u r s e
D e s c r i p t i o n s .
PHY 106
Introductory Meteorology
A survey of the basic principles involved in understanding Earth's weather and
climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and
ozone depletion. (Prereq.: MPG 2) Three hours of laboratory per class are required.
Lab time is usually scheduled for an evening. Liberal Arts Perspective: Natural
World 1 or 2; Graduation Skill: Critical Thinking
POLITICAL
SCIENCE
POL 121
American Government and Politics
The politics of American government including the forms of political ideas; the
pattern of participation; the dynamics of congressional, presidential, and bureaucratic policy making; and current issues in American society. Liberal Arts
Perspective: Social World 1 or 2
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities, and focusing on
actors, structures, and other influences on urban public policy. Discussion-lecture,
case studies of Twin Cities' metro and meetings with public officials and activists.
Liberal Arts Perspectives: The City, Social World 1 or 2
POL 124
American Women and Politcs
This course investigates the roles women play in the political system as citizens,
activists, and office holders. It focuses on two questions: how women affect
government, politics, and public policy; and how government, politics, and public
policy affect women. Political, economic and social issues will be explored from
contemporary and historical perspectives.
POL 140
Social Justicein America
Development and defense of standards of social justice and examination of conditions
in the United States against these standards. Involves active exchange of ideas and
student involvement. Liberal Arts Perspective: The City
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making process
with some comparison of major political systems and discussion of contemporary
issues. Liberal Arts Perspective: Social World 1 or 2
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a focus
on recent problems. Liberal Arts Perspective: Social World 1 or 2
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues. Liberal Arts
Perspective: Social World 1 or 2
POL 342
Mass Communications in Society
A study of the effects of new information technology, of new communications
networks such as the Internet, and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Includes issues such as ethics, censorship, and internationalism. (Prereq.: sophomore standing)
POL 495
Seminar in Communications
Selected topics. Consult department chair concerning terms and subject matter.
PSYCHOLOGY
PSY 101
Self-Identity and Values
A study of personal life and the role of the individual in the larger social context.
Topics include the development of identity and gender roles. (This course does not
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
Liberal Arts Perspective: Human Identity
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes, and
consumer issues. Research participation is required. (This course may substitute for
PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications of
psychological concepts to everyday situations are emphasized. Research participation is required. Liberal Arts Perspective: Human Identity
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The focus is
application of psychological principles to real-world issues. Emphasis on data
collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure and Analysis I
Part one of a two-term sequence. Scientific method as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, computer-assisted data analysis, and APAstyle presentation of research findings. PSY 230 must precede PSY 330. (Prereq.:
PSY 200; MPG 3) Graduation Skill: Quantitative Reasoning
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include: social cognition, group behavior, social influence,
attitude formation, and change. (Prereq.: PSY 200 or consent of instructor)
PSY 330
Research Methods: Design, Procedure, and Analysis II
Part two of a two-term sequence (see PSY 230). PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course credit
without taking PSY 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
Graduation Skill: Writing
PSY 351
Child Development
Emphasis on normal child development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or PSY 105)
PSY 352
Adolescent and Young Adult Development
Emphasis on normal development and behavior. Practical implications of data and
theory are stressed. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive and
negative aspects of aging. Content is especially relevant to those who study and
work with the largest growing segment of our population-the elderly. (Prereq.:
PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention,
perception, pattern recognition, memory, mental imagery, problem solving, decision-making, and language. (Prereq.: PSY 230)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning
and cognition, emotions, abnormal psychology, personality, normal, and altered
states of consciousness. (Prereq.: PSY 230)
PSY 356
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105)
Liberal Arts Perspective: The City
PSY 357
Behavior Analysis
Principles of learning behavior change and their application to self-management,
family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 102
or PSY 105) Graduation Skill: Writing
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on
behavior. Examination of a variety of tests, concepts of reliability and validity, and
legal and ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
Theory, research, and assessment of behavior patterns of individuals. Historical and
current views of personality with attention to cultural factors. (Prereq.: PSY 102 or
PSY 105)
PSY 362
Abnormal Psychology
An introduction to maladaptive human behaviors from social, organic, and psychological points of view. (Prereq.: PSY 102 or 105)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
Industrial/Organizational Psychology
The theoretical and applied study of organizations: group processes and organizational change; member characteristics, and appraisal. (Prereq.: PSY 102 or 105)
PSY 373
PSY 381
Historical Perspectives
Consideration of psychological questions and theoretical positions as they developed historically. Changes from philosophical roots to scientific method and
postmodernism. (Prereq.: two psychology courses)
PSY 399
Internship
A work-based learning experience in which a student, faculty member, and site
supervisor design a learning asreement that links the ideas and methods of
psychology with the opportunities found in the placement. Participation in a
concurrent seminar is required. Students must consult with the department and the
Internship Office before registration. (Prereq.: PSY 330)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of goals
and ethical guidelines for the counseling relationship. (Prereq.: three PSY courses
and junior standing)
Current Topics in Psychology
Specific topics will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate school and
those electing an honors major. (Prereq.: PSY 330 or comparable course approved
by instructor)
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological
viewpoint. Faculty-supervised student research. (Prereq.: 230 and junior standing)
Graduation Skill: Critical Thinking
PSY 490
PSY 491
PSY 493
RELICION
(REL
I I 1, 221,or 33 1 is a prerequisite for all other religion courses.)
REL 111
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue between
the church and the world that concerns Christian doctrine. Liberal Arts Perspective:
Christian Faith 2 or 3
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents. The task
of biblical interpretation. The history of Israel a& the emergence of the church.
Liberal Arts Perspective: Christian Faith 1 or 3
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism. Liberal Arts Perspective:
Christian Faith 3
REL 263
REL 331
REL 339
REL 353
REL 356
World Justiceand Hunger: Developing a New World View
The course will survey and discuss the most recent reports and analysis of the current
holocaust of global hunger including the root causes, the inter-connectedness of other
issues, the biblical mandate, and the roles of justice, charity, oppression and liberation.
The purpose will be to build greater global awareness, become sensitized to ethical
choices, energize us for action and responsible living, and explore pedagogical principles for social justice. Liberal Arts Perspectives: Social World 2, Christian Faith 3
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith that focuses on writing and advanced critical thinking skills. Open
only to junior or senior transfer students. Not accepted for credit for students who
have taken REL 111 or REL 221. Liberal Arts Perspective: Christian Faith 1, 2 or 3
Television and Religion
After considering the role of television in American life, this course considers religion's relationships with television in order to understand popular perceptions of
religion. Topics include news coverage of religion, religion in commercial
programs, television evangelists, television influences on religious practice, and
television as a religion.
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian denominations
and of many contemporary American religious groups. Some controversial religious
movements will also be considered. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
History of Religions
An introductory survey of some of the major living religions of the world including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus
some discussion of primary documents from these religious communities. (Prereq.:
REL 111,221 or 33 1) Liberal Arts Perspective: Christian Faith 3
m
REL 361
REL 362
REL 363
REL 366
REL 370
REL 386
REL 420
.
,
.
.
*,
The Church in the First Four Centuries
A study of the early Christian Church, including such topics as persecution and
martyrdom, the development of the creeds, Christianity in conflict with Gnosticism
and mystery religions, monasticism and mysticism, early Christian worship, and
theology. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2
or 3
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the 16th
century. Special attention to the writings of Martin Luther and other representative
figures. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2
Religion in America
A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the
challenges of its environing culture. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political oppression, and social injustice in Latin America. Central to the course is an examination
of the emerging "Theology of Liberation" as articulated by prominent Latin
American theologians as well as by people directly involved in local parishes and
development projects in Cuernavaca. Special attention will be given to the complex
interactions between women and religious institutions. Global Education travel
seminar. (Prereq.: one course in religion or theology) Liberal Arts Perspectives:
Christian Faith 3, Intercultural Awareness 1
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are
studied. Within these broad areas, the subjects of medicine, healing, shamanism,
dreams, visions, myths, and spiritual power are also included. Tribal similarities
and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.:
REL 111, 221 or 331) Liberal Arts Perspectives: Christian Faith 3, Intercultural
Awareness 1
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretation through
study of the characters and values portrayed in Genesis and related biblical texts.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1 or 3;
Graduation Skill: Speaking
The Russian Orthodox Church
This course will explore the history, theology, and liturgical life of the Eastern
Orthodox Christian Church. Theology and history will be considered primarily
from the perspective of those Christians who live in Greece, Turkey, and Eastern
Europe, with special attention to the Orthodox Church in Russia. (Prereq.: REL
111, 221 or 33 1) Liberal Arts Perspective: Christian Faith 2 or 3
REL 430
REL 440
REL 441
REL 471
REL 472
REL 473
REL 481
REL 483
Christians Seeking Unity
This course will introduce students to the effort in unifying the Christian church
which began in 1910 and continues today through bilateral dialogues. The goal is
for the churches to be in full communion with each other. Students will examine
the current conversations and assess the gains that have been made. Churches
involved include Roman Catholic, Orthodox, Lutheran, Anglican, and Reformed.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2 or 3
Varieties of Christian Spirituality
A study of selected spiritualities from the Christian tradition and of contemporary
developments, including 12-step spirituality, feminist, ecological, and non-Western
Christian spiritualities. An introduction to the basic practices of spiritualities, especially prayer and meditation. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
Feminism and Christianity
This course will consider the central ideas of Christianity and feminism and how
they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact
of feminism on Christian theology, especially in terms of language and metaphor.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1, 2 or 3
Jesusand His Interpreters
Consideration of the New Testament documents, particularly the Gospels, dealing
with their context, literary structure, and relationships. Attention to the variety of
interpretations given the person of Jesus, including the "quests for the historical
Jesus." (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1
or 3
Paul the Apostle
A study of the Apostle Paul including his historical background, his relationship to
the early church, and some of the themes found in his writings. (Prereq.: REL 111,
221 or 331) Liberal Arts Perspective: Christian Faith 1 or 3; Graduation Skill:
Critical Thinking
The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of Hebrew
thought with emphasis on the message of the prophets. (Prereq.: REL 111, 221 or
331) Liberal Arts Perspective: Christian Faith 1 or 3
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. By arrangement. (Prereq.: REL 111,221 or
331) Liberal Arts Perspective: Christian Faith 2 or 3
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological
dynamics. Emphasis on developing a constructive perspective for critical reflection
upon moral action. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective:
Christian Faith 2 or 3
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the traditional
Christian view of human nature. Special attention will be given to the classics in
the field by Freud, Jung, and William James, and to those Christian theologians
who have been influenced by them. (Prereq.: REL 111,221 or 331)
REL 495
Seminar
Selected topics. Required of major in hisfher junior or senior year. Others by
permission of instructor. (Prereq.: REL 111, 221 and 356 or 481) Graduation Skill:
Writing
SOCIAL WORK
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation to a
possible major or future career in social work. Students must arrange to perform 80
hours of work in a human service agency and must attend the seminar. Liberal Arts
Perspective: The City
SWK 260
Humans Developing
This course provides the knowledge basic to an understanding of human growth
through the life cycle and of the sociocultural, biological, and psychological factors
that influence the growth of individuals and families. Growth related to diverse
populations and groups or special stresses is also a focus. Liberal Arts Perspective:
Human Identity
SWK 301
History and Analysis of Social Policy
This course describes the historical and contemporary systems of human service.
The values and social movements that form the charitable and governmental
responses to human needs will be explored. (Prereq.: junior standing or consent of
instructor) Liberal Arts Perspective: Social World 2
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals and small groups,
and development of relationship building skills. Includes videotaping laboratory
sessions. (Prereq.: previous or concurrent registration with SWK 301, junior
standing)
SWK 364
Field Work I: Integrative Seminar
Beginning supervised professional practicum experience in a social work agency
that focuses on interviewing experience and relationship building. A total of 120
hours, plus small group integrative seminars. (Prereq.: SWK 301, junior standing,
concurrent with SWK 306)
C o u r s e
SWK 401
Research: Evaluation of Practice and Programs
Overview of commonly-used research methods, especially experimental designs
and applications to program and practice evaluations, plus use of data-processing
equipment for statistical analysis. (Prereq.: MPG 3) Graduation Skill: Quantitative
Reasoning
SWK 316
Social Work Practice II: With Families and Croups
Enlargement and refinement of practice skills recognizing adaptations of the
problem-solving model to diverse populations through lecture, classroom exercise,
and regular class work. Enlargement of social group and family work skills,
emphasis on development of generalist practice skills, and eclectic approaches with
a focus on diversity of professionals and client populations. (Prereq.: SWK 306,
307, concurrent with SWK 3 17) Graduation Skill: Writing
Field Work II: lntegrative Seminar
Continuation of practicum begun in Field Work I. A total of 120 hours, plus
integrative seminars. (Prereq.: candidacy status, concurrent with SWK 461)
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization, development and social action with emphasis on history, theories and issues relevant to
social change, understanding of communities and human service agencies, and
practice in the local community.
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and methods
of analysis. Development and implementation will be viewed firsthand through
work with a public policy agency or official. (Prereq.: senior standing or consent of
instructor) Graduation Skill: Critical Thinking
Field Work Ill: lntegrative Seminar
Beginning of second practicum plus integrative seminars. (Prereq.: concurrent with
SWK 406)
Field Work IV: lntegrative Seminar
Continuation of SWK 407; 120 hours plus integrative seminars. (Prereq.: candidacy
status)
The Social Worker as Professional
This course reviews ethical practice, bureaucratic survival, professional job attainment, strategies for agency change, and empowering clients. (Prereq.: candidacy
status) Graduation Skill: Writing
SWK 317
SWK 406
SWK 465
SWK 407
SWK 41 7
SWK 419
Soclo~oc~
SOC 121
SOC 21 1
Introduction to Human Society
What is society and how does it make us who we are? As a unique way of understanding, sociology offers insights into discovering the world and one's place in it.
Course study focuses on an understanding of culture, social structure, institutions,
and our interactions with each other. Liberal Arts Perspective: Social World 1 or 2
Human Communities and the Modern Metropolis
The course asks a fundamental question of our times: how is community possible
in the face of multicultural, economic and ideological forces that are characteristic
of urban life? The cultural and structural dynamics of the Twin Cities are a basis
for exploring this possibility. Liberal Arts Perspective: The City
SOC 231
Family Systems: A Cross-Cultural Perspective
The human family system is explored in its variations among world cultures and
within sub-cultures in the United States. Students prepare and deliver oral reports
on three topics of their choice: a world family pattern, an American sub-cultural
pattern and a family process. Liberal Arts Perspective: Intercultural Awareness 1;
Graduation Skill: Speaking
SOC 265
Gender, Race and Ethnicity
Who gets what, when, and how? Individuals and groups from diverse backgrounds-such as race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige within our society. This course focuses on
both the collective and individual processes involved in social inequality. Liberal
Arts Perspective: Intercultural Awareness 1
SOC 349
Complex Organizations
What is the nature of these modern organizations in which we spend so much of
our daily lives? Organizations as corporate actors are analyzed with respect to their
goals, culture, technology, and structure, as well as corporate deviance. (Prereq.:
SOC 121 or consent of instructor) Graduation Skill: Critical Thinking
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological
analysis, with particular emphasis on contemporary sociological research on religious movements in American society. Liberal Arts Perspective: Christian Faith 2 or 3
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and society, as
well as the major questions, issues, perspectives and methods of the field. (Prereq.:
SOC 121 or consent of instructor)
SPA 111, 112
Beginning Spanish (1.0 each)
Aims to develop the four basic skills: understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the culture of the Spanish-speaking world.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 2 & 3
SPA 21 1
Intermediate Spanish
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class discussions.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 3
SPEECH/COMMUNICATION
SPC 111
Public Speaking
Theory and practice of effective speaking and critical listening. Students give
several speeches and receive feedback from the class and the instructor. The course
focuses on developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical
thinking and listening. Graduation Skill: Speaking
SPC 329
Intercultural Communication
This course explores both the problems and potential of communication among
persons of different cultural groups. Factors such as ethnocentrism, stereotyping,
prejudice, role expectations, values, language, and non-verbal symbols are examined in this course. Liberal Arts Perspective: Intercultural Awareness 1
SPC 345
Organizational Communication
An examination of the dynamics of communication in organizational settings.
Focuses on topics such as superior-subordinate relationships, formal and informal
communication networks, management styles, power and authority, motivation of
employees, organizational culture, performance appraisal, effective use of meetings, and sources of communication problems in the workplace.
SPC 351
Argumentation
Application of standards for sound evidence and reasoning in public speaking,
discussion, and debates. Stresses skill in analyzing the quality of argumentative
claims, understanding tests for evidence and fallacies in reasoning, and learning to
apply principles of argumentation to contemporary public issues. Students enhance
their skills in debate and discussion and learn to analyze and critique arguments
they encounter in their daily lives. Graduation Skill: Critical Thinking
SPC 352
SPC 354
Persuasion
Theory of how people are influenced to change attitudes and behavior. Examines
obstacles to persuasion; cultural dimensions of persuasion; the use of logical and
psychological appeals; empirical research in persuasion; how persuasion is used in
politics, sales, advertising and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical
issues related to persuasion.
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. This course combines theory and practice to help the
student understand and manage communication problems more effectively.
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership, and conflict management. This course combines
lecture with practical experiences to help the student become a more effective and
productive member of a task-oriented small group.
SPC 399
Internship
(Consult faculty in area of emphasis.)
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing and business.
An overview of public relations as a career and a survey of basic promotional
communication in profit and nonprofit organizations.
SPC 480
SPC 495
Topics: Effective Business Speaking
Theory and practice of effective oral presentations in professional settings. Topics
include developing an effective oral style, organizational patterns for complex
presentations, creating and using visual aids using computer software, Q&A
sessions, speaking impromptu, and dealing with hostile audiences. Students are
encouraged to use actual presentations from work as the basis for speaking practice
sessions. (Prereq.: SPC 111 or consent of instructor)
THEATRE
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays, artists;
dramatic structure; values; basic concepts, and techniques of the play production
process. Students attend and review live productions. Crew requirement. Liberal
Arts Perspectives: Aesthetics, Western Heritage
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss,
practice and perform readings in prose, poetry, and drama before small and large
groups. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
DOWNTOWN
MINNEAPOLIS
Directions to Campus
35W from the NorthTake Washington Avenue exit
and turn left off Washington
(bends right to become Cedar
Avenue), turn left at Riverside
Avenue, right at 21st Avenue
South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at
25th Avenue, turn left at Riverside
Avenue, turn left at 21st Avenue
South.
1-94 West from St. PaulTake Riverside exit, turn right at
Riverside Avenue, turn left at 21st
Avenue South.
35W from the SouthFollow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit and turn left at
Riverside Avenue, turn left at
21st Avenue South.
Weekend College Office
Location
The Weekend College Office is in
Sverdrup Hall and is located on
the comer of 21st Avenue South
and 7th Street.
Public Parking
All posted Augsburg College lots
are free and open for use from
490 p.m. Friday through
Sunday evening. Lots are
between 21st and 22nd Avenues
off Riverside and north or south
of 8th Street between 24th and
25th Avenues. Most street
parking is four-hour parking,
Seven days a week. The
Fairview-University Medical
Center ramp is free Weekend
College students on weekends
when class is in session.
College Map Information
1. Admissions Weekday Program
2. Air Structure Entrance
Mmmber chmgh M m h
3. Amarlan lndlan Student Support
P m p m and Pnn-Afrlkim Student
Serv~ces
4. Anderson-Nelson Athletic Field and
Seasonal Air Structure
5. Center for Global Education and
International Programs
6. Christensen Center, Informatlon
Desk
7. East Hall
8. Foss, Lobeck, Miles Center for
Worshi~.Drama and
~ommtkication
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Maintenance and Grounds Shop
13. Mortensen Tower
14. Murphy Place
15. Murph Square
16. Mus~c&all
17. Nord~cCenter
18. Old Main
19. Oscar Anderson Hall
20. Public Relations and
Communication
21. Quad
22. Science Hall
28. Urness Tower
29. Youth and Family Institute
30. James G. Lindell Family Library
Parkinq Lots
Ramp
Pay parking available
About Augsburg . . . . . . . . . . .7
Academic Advising . . . . . . 11. 18
Academic and Learing
Services . . . . . . . . . . . . . . .26
Academic Information . . . . . . 27
Academic Progress. Probation
and Dismissal . . . . . . . . . .33
Academic Enrichment
Program . . . . . . . . . . . . . .18
Academic Majors . . . . . . . . . .36
Accessibility . . . . . . . . . . . . . . .8
Accounting Courses . . . . . . . . 58
Accounting Major . . . . . . . . .37
Accreditation and
Memberships. . . . . . . . . . . .8
Activites . . . . . . . . . . . . . . . .25
Admissions Information . . . . . . 9
Advising . . . . . . . . . . . . .1 1. 18
American Indian Studies. . . . . 55
American lndian Student
Services . . . . . . . . . . . . . . .22
American Sign Language . . . . 59
Anishinabe Library Project
22
Application Procedures . . . . . 10
Applied Economics Major. . . . 43
Art Courses . . . . . . . . . . . . . .59
Art Major . . . . . . . . . . . . . . .38
Assessment of Previous Learning
(APL) Program . . . . . . . . . .34
Athletics . . . . . . . . . . . . . . . .25
Attendance Policy . . . . . . . . .57
Auditing Courses . . . . . . . . . . 32
...
B
Biology Courses . . . . . . . . . . . 61
Bureau of Indian Affairs . . . . . 16
Business Administration
Major . . . . . . . . . . . . . . . .39
Business Courses . . . . . . . . . . 62
Business Office. . . . . . . . . . . . 24
C
Calendar . . . . . . . . . . . . . . . . .7
Campus Location. . . . . . . . . . 98
Campus Map . . . . . . . . . . . .99
Campus Ministry . . . . . . . . . .24
Career Services . . . . . . . . . . .20
Center for Counseling and
Health Promotion . . . . . . .24
Center for Global Education . . 20
Center for Learning
and Adaptive Student
Services (CLASS) . . . . . . . .18
Center for Service. Work
and Learning . . . . . . . . . . .19
Characteristics of the
Educational Program . . . . . .5
Chemistry Courses . . . . . . . . . 64
Church Affiliation. . . . . . . . . . .8
CLASS Program . . . . . . . . . . .18
Class Schedule. . . . . . . . . . . .57
Classification (Class Year) . . . . 33
College Level Examination
Program (CLEP) . . . . . . . . . 34
Commons. The . . . . . . . . . . .25
Communication Courses . . . . 96
Communication Major . . . . . . 40
Community Service Learning 20
Company Reimbursement
Payment Plan. . . . . . . . . . .13
Company Tuition Assistance
Program
15
Computer Resources . . . . . . . 21
Computer Science
Courses . . . . . . . . . . . . . . .65
Computer Science Major . . . . 42
Computing . . . . . . . . . . . . . 21
.
..............
Continuing Education
Program . . . . . . . . . . . . . .20
Cooperative Education. . . . . . 19
Counseling and Health
Promotion . . . . . . . . . . . . . 24
Course Descriptions . . . . . . . .56
Credit for Previous Learning 35
Credits . . . . . . . . . . . . . . . . . 57
Crossover Policy. . . . . . . . . . .30
Cultural Activities . . . . . . . . . .25
..
D
Day Program . . . . . . . . . . . . .20
Dean's List. . . . . . . . . . . . . . .34
Departmental Comprehensive
Exams . . . . . . . . . . . . . . . .34
Discrimination Complaints
26
Directory . . . . . . . . . . . . . . . . .3
Disabled Student Program
18
Dismissal . . . . . . . . . . . . . . . .33
...
..
E
Economic Courses . . . . . . . . .66
Economics Major . . . . . . . . . .43
Education Courses . . . . . . . . .68
Education Major . . . . . . . . . .44
Educational Program . . . . . . . .5
Elementary Education
Courses . . . . . . . . . . . . . . .68
Elementary Education Major 44
English Courses . . . . . . . . . . .71
English Language Arts
Teaching Major . . . . . . . . .48
English Major . . . . . . . . . . . . 47
Entry Level Skills . . . . . . . . . .28
Evaluation and Grading . . . . . 31
Evangelical Lutheran Church
in America (ELCA) . . . . . . . .8
..
...
F
Faculty . . . . . . . . . . . . . . . . . .7
Fees and Payment Schedule I3
Finance Specialization
39
Financial Aid . . . . . . . . . .15. 24
Financial Policies . . . . . . . . . . 1 3
Fine Arts . . . . . . . . . . . . . . . . 25
Fitness Center
25
Food Service . . . . . . . . . . . . .25
Former Students . . . . . . . . . . 1 1
French Courses . . . . . . . . . . .75
Full-time Students . . . . . . 13. 30
..
......
............
C
General Accounting
Specialization . . . . . . . . . . . .38
General Education
Curriculum . . . . . . . . . . . .28
General Education
Development (GED) Test . . 10
General Studies Courses . . . . . 75
German Courses . . . . . . . . . . 76
Global Education Center . . . . 20
Grade Point Average . . . . . . . 33
Grading . . . . . . . . . . . . . . . . 31
Graduate Programs . . . . . . . .21
Graduation Level Skills . . . . . . 57
Graduation Requirements . . . .28
Grants . . . . . . . . . . . . . . . . . .15
Graphics Center . . . . . . . . . .25
Greeting from the President . . . 4
H
Health and Physical
Education Courses . . . . . . . 76
Health Promotion . . . . . . . . . 24
Health Service . . . . . . . . . . . .25
HispaniclLatino Student
Services . . . . . . . . . . . . . . 23
.
History Courses . . . . . . . . . . . 76
History Major . . . . . . . . . . . . 48
History of Weekend College
6
Hours . . . . . . . . . . . . . . . . . . .3
Human Relations . . . . . . . . . .41
I
Incomplete Grade . . . . . . . . .32
lnformation Technology
Resources . . . . . . . . . . . . .21
Intercollegiate Athletics . . . . . 25
Interdisciplinary Studies1
Women's Studies . . . . . . . . 78
International Business
Specialization. . . . . . . . . . .39
International Students . . . . . . 1 1
Internet . . . . . . . . . . . . . . . . .21
Intertribal Student Union . . . . 22
Internships . . . . . . . . . . . . . .19
Intramural Sports . . . . . . . . . .25
Jt
Kt L
Kindergarten-Elementary
Teaching Licensure . . . . . .44
Language Courses . . . 75. 84. 95
Latino Support Program. . . . .23
Learning Center . . . . . . . . . . .18
Learning Laboratory........ 18
Learning Disabilities Program. . 18
Licensure. . . . . . . . . . . . . . . .44
Liberal Arts Perspectives
57
Library and lnformation
Technology Services. . . . . . 21
Library Resources. . . . . . . . . .21
Lifetime Sports . . . . . . . . . . .35
Loan Assistance . . . . . . . . . . .15
Location Map . . . . . . . . . . . .98
.....
M
Management lnformation
Systems Major . . . . . . . . . .49
Management Specialization 39
Managerial Accounting
Specialization. . . . . . . . . . .38
Maps. . . . . . . . . . . . . . ..98.99
Marketing Communications . . 41
Marketing Specialization . . . . 39
Mathematics Courses. . . . . . . 80
Mathematics Placement Group
(MPG) Requirements . . . . . 80
Media . . . . . . . . . . . . . . . . . .22
Medical Refund Policy . . . . . . 15
Memberships . . . . . . . . . . . . .8
Ministry. Campus . . . . . . . . .24
Minnesota Indian Teacher
Training Partnership. . . . . . 22
Minnesota State Scholarship
and Grant Program . . . . . . 15
Minors . . . . . . . . . . . . . . 38/55
Mission Statement . . . . . . . . . . 6
Murphy's . . . . . . . . . . . . . . .25
Music Courses . . . . . . . . . . . .82
..
N
No-Credit Grades . . . . . . . . . 32
Norwegian Courses . . . . . . . - 8 2
Numbering of Courses . . . . . . 57
Numeric Grades . . . . . . . . . . 32
Nursing Courses . . . . . . . . . .83
Nursing Major . . . . . . . . . . . .50
0
Office Hours . . . . . . . . . . . . . . 3
Ojibwe Courses . . . . . . . . . . . 84
pt
3M. Augsburg Cooperative
Program . . . . . . . . . . . . . .22
Majors and Minors. . . . . . 38. 55
Management lnformation
Systems Courses
80
........
Q
Pan-Afrikan Student Services . 23
Pan Asian Student Services
23
Part-time Students . . . . . 13. 30
Pass/No Credit . . . . . . . . . . .31
Payment Schedule . . . . . . . . .13
...
Pell Grant . . . . . . . . . . . . . . .15
Perspectives. . . . . . . . . . . . . .28
Philosophy Courses . . . . . . . .85
Physical Disabilities Program. . 18
Physics Courses . . . . . . . . . . .85
Policies . . . . . . . . . . . .8. 14. 30
Political Science Courses . . . . 86
PortFolio Assessment
Program . . . . . . . . . . . . . .34
Pre-ProfessionalSkills
Test (PPST) . . . . . . . . . . . .44
Prerequisites . . . . . . . . . . . . .57
President's Greeting. . . . . . . . .4
Probation . . . . . . . . . . . . . . .33
Psychology Courses . . . . . . . .87
Psychology Major . . . . . . . . .52
Public Accounting
Specialization. . . . . . . . . . . 38
Public Relations and
Advertising . . . . . . . . . . . .41
R
Recreational Activities. . . . . . . 25
Refund Policy . . . . . . . . . . . . 14
Registrar's Office . . . . . . . . . . 24
Registration . . . . . . . . . . . . . . 30
Religion Courses . . . . . . . . . . 90
Religion Major . . . . . . . . . . . . 53
Religious Affiliation. . . . . . . . . .8
Repeating Courses . . . . . . . . . 32
Residency . . . . . . . . . . . . . . .29
Service Learning . . . . . . . . . . 20
Sign Language . . . . . . . . . . .59
Skills Requirements . . . . . . . . 57
Social. Cultural. Recreational
Activities . . . . . . . . . . . . . .25
Social Welfare Minor . . . . . . . 54
Social Work Courses . . . . . . .93
Social Work Major . . . . . . . . .54
Sociology Courses . . . . . . . . .95
Sociology Minor . . . . . . . . . .55
Spanish Courses . . . . . . . . . .96
Speech/Communication
Courses . . . . . . . . . . . . . . .96
Sports. Intramural . . . . . . . . . 25
Stafford Loan . . . . . . . . . . . . .16
Standards of Behavior . . . . . . 26
Student Affairs . . . . . . . . . . . .25
Student Financial Services . . . 16
Student Government . . . . . . . 26
Student Guide . . . . . . . . . . . .26
Student Life . . . . . . . . . . . . . .25
Student Records . . . . . . . . . .26
Student Resources . . . . . . . . .17
Student Standards of Behavior.
Complaints. Records . . . . . 26
Studio Art Major . . . . . . . . . .38
Supervisory Management
Specialization. . . . . . . . . . .41
Support Programs . . . . . . . . . .22
Syllabus . . . . . . . . . . . . . . . . .31
T
S
Schedule of Alternate
Weekends . . . . . . . . . . . . . . 7
Scholarships . . . . . . . . . . . . . 15
Second Degree or
Second Major . . . . . . . . . .11
Secondary Education . . . . . . .45
SELF Loan . . . . . . . . . . . . . . .16
Teaching Licensure (see
also Majors) . . . . . . . . . . . .44
Telephone Numbers . . . . . . . . 3
3M. Augsburg Cooperative
Program . . . . . . . . . . . . . .22
Transcripts. . . . . . . . . . . . . . .10
Transfer Credit . . . . . . . . . . . .11
Transfer Students. . . . . . . . . .11
Tribal and State Indian
Scholarships. . . . . . . . . . . .16
Tuition and Financial Aid . . . . 12
Tuition Grants . . . . . . . . . . . . 16
Tuition Refund Policy . . . . . . . 14
Tutor Center . . . . . . . . . . . . . 18
Theatre Courses. . . . . . . . . . . 97
U-z
Weekend College
Commission. . . . . . . . . . . .26
Weekend College Office . . . . . 23
Weekend College Office Hours. . 3
Withdrawal from College . . . . 31
Withdrawal from Courses. . . . 31
Women's Studies . . . . . . . . . .78
World Wide Web Access . . . . 22
NOTES
NOTES
Show less
-
-
Title
-
Master of Arts in Education (MAE) Catalog, 1990-1992
-
Collection
-
Course Catalogs
-
Search Result
-
MASTER OF ARTS IN
EDUCATIONLEADERSHIP
AUGSBURG
COLLEGE
1990-1992
·'
-.Jnformation Sessions
MASTER OF ARTS IN EDUCATION-LEADERSHIP
Individuals interested in the Master of Arts in EducationLeadership program at Augsburg College are encouraged to
attend an information session. These free,...
Show more
MASTER OF ARTS IN
EDUCATIONLEADERSHIP
AUGSBURG
COLLEGE
1990-1992
·'
-.Jnformation Sessions
MASTER OF ARTS IN EDUCATION-LEADERSHIP
Individuals interested in the Master of Arts in EducationLeadership program at Augsburg College are encouraged to
attend an information session. These free, two-hour sessions are
scheduled at various times prior to the beginning of each trimester. Please call the Master of Arts inEducation- Leadership Office
(330-1786) for details or to register for one of these information
sessions:
Thursday, May9, 1991
Tuesday, June 18, 1991
Thursday, July 18, 1991
Saturday, October 26, 1991
Saturday,Februaryl,1992
Tuesday, May 12, 1992
Tuesday, June 16, 1992
Thursday, July 16, 1992
7:00 - 8:00p.m.
10:00 a.m. - noon
10:00 a.m. - noon
9:00 - 11:00 a.m.
10:00 a.m. - noon
10:00 a.m. - noon
10:00 a.m. - noon
10:00 a.m. - noon
For more information write or call:
Master of Arts in Education-Leadership Office
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
~·
Augsburg Colleg0
731 21ST AVENUE SOUTH
MINNEAPOLIS, MN 55454
3/91
·:.....·-·-·.
..
,6iee and Payment
Schedule
~
~ . ;:
~
..
·=·
.., ...·.·
Application Fee (payable once, non-refundable)
Tuition (per trimester course)
(one course =6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable,
applicable to first semester's tuition)
Leadership Practicum Fee (per term for six terms)
Thesis Continuation Fee $100.00
Late Fee, per day (charged to any student registering
after the scheduled registration date).
Late registration includes incomplete registration as
defined: a) Unsigned Registration Form or
b) Unapproved Payment Plan
Registration Change after First Class Meeting
(cancel/add/change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free)
Finance Charge: A finance charge is applied at a
simple rate of 1% per month on any account with
an open balance of 30 days or more.
$25.00
$884.00
$100.00
$125.00
$50.00
$5.00
$2.00
Fees
The application fee ($25) is due on or before the application deadline
for a given term. The $100 non-refundable deposit (applied to first
semester's tuition) reserves a place in the program in a given term,
once a person is accepted. Tuition is due at the time of registration.
Payment Options*
1) Payment in Full: Due day of registration.
2) Payment Plan: Upon application and after college approval, a 3pay plan is available each trimester. Payment plans will be offered
only if previous plans have been adhered to.
3) Company Reimbursement: Full courses, or equivalent, which are
company reimbursed require a deposit of $150 per course reimbursed,
with full payment due within 50 days after the end of the term.
Tuition is set on an annual basis, payable in three equal installments at
the beginning of each trimester. Registration is permitted only if the
student's account for a previous term is paid in full as agreed. Augsburg
College will not release diplomas or academic transcripts until all student
accounts are paid in full. This also applies for student loan funds
administered by the college (Perkins Student Loan); they must be current
according to established repayment schedules.
•A non-sufficient-funds check will declare your registration invalid and could affect
further credit extended by the college.
~-
•nformation Sessions
MASTER OF ARTS IN EDUCATION-LEADERSHIP
Individuals interested in the Master of Arts in EducationLeadership program at Augsburg College are encouraged to
attend an information session. These free, two-hour sessions are
scheduled at various times prior to the beginning of each trimester. Please call the Master of Arts inEducation- Leadership Office
(330-1786) for details or to register for one of these information
sessions:
Thursday, May 9, 1991
Tuesday, June 18, 1991
Thursday, July 18, 1991
Saturday, October 26, 1991
Saturday,Februaryl,1992
Tuesday, May 12, 1992
Tuesday, June 16, 1992
Thursday, July 16, 1992
7:00 - 8:00p.m.
10:00 a.m. - noon
10:00 a.m. -noon
9:00 - 11 :00 a.m.
10:00 a.m. - noon
10:00 a.m. - noon
10:00 a.m. - noon
10:00 a.m. -noon
,r"'
.~~,::·
' \ ...:f
.>-a
'l-·~r
~··-·
tr1
~·
·t.rj". ...
~:-.:
For more information write or call:
Master of Arts in Education-Leadership Office
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/33~1786
Augsburg Col leg0
731 21ST AVENUE SOUTH
MINNEAPOLIS
3/91
MN 55454
z ·: .· ·
~:
B alendar
1991- '92
Saturday Schedule: 8:30 a.m. - Noon and 1:15 - 4:45 p.m.
Thursday Schedule: 6:00 - 7:30 p.m. and 8:00 - 9:30 p.m.
Fall Trimester 1991
Class Dates
Thursday, September 5
Saturday, September 14
Thursday, September 19
Saturday, September 28
Thursday, October 3
Saturday, October 12
Thursday, October 17
Saturday,October26
Thursday, October 31
Saturday, November 9
Thursday, November 14
Saturday, November 23
Thursday, December 5
Leadership Practicum Dates
Saturday, September 7: Workshop for returning students
Saturday, September 21: Assessment Center for new students
Saturday, October 5: Assessment Center for new students
Other Important Dates
Monday, August 19: Application deadline
Wednesday, September 4: Orientation
Monday, September 9: Last day to register and/or drop
Saturday, November 23: Last day to withdraw from class
Monday, December 16: Final grades due
Winter Trimester 1992
Class Dates
Thursday, January 9
Saturday, January 18
Thursday, January 23
Saturday, February 1
Thursday, February 6
Saturday,February15
Thursday, February 20
Saturday,February29
Thursday, March 5
Saturday, March 14
Thursday, March 19
Saturday, March 28
Leadership Practicum Dates
Saturday, January 11: Workshop for returning students
Saturday, January 25: Assessment Center for new students
Other Important Dates
Monday, December 2: Application deadline
Wednesday, January 8: Orientation
Monday, January 13: Last day to register and/or drop class
without record notation
Saturday, March 14: Last day to withdraw from class
Monday, April 6: Final grades due
.·- -~ ~.~
.·: ·.
Spring Trimester 1992
Class Dates
Thursday, April 2
Saturday, April 11
Thursday, April 16
Saturday, April 25
Thursday, April 30
Saturday, May 9
Thursday, May 14
Thursday, May 21
Saturday, May 30
Thursday, June 4
Saturday, June 13
Thursday, June 18
Saturday, June 27
~·
C/)f
~1
~
tr
~
~
tr.f ~,
z·
Leadership Practicum Dates
Saturday, April 4: Workshop for returning students
t·
~
;::
'!
b·
Other Important Dates
Monday, March 9: Application Deadline
Wednesday, April 1: Orientation
Monday, April 6: Last day to register and/ or drop without notation
Saturday, May 30: Last day to withdraw from class
Monday, July 6: Final grades due
....
~'
~
v
~-:-··
...,
,,.
"
II.•.•.
):
ljee and Payment
Schedule
-~.
Application Fee (payable once, non-refundable)
Tuition (per trimester course)
(one course= 6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable,
applicable to first semester's tuition)
Leadership Practicum Fee (per term for six terms)
Thesis Continuation Fee $100.00
Late Fee, per day (charged to any student registering
after the scheduled registration date).
Late registration includes incomplete registration as
defined: a) Unsigned Registration Form or
b) Unapproved Payment Plan
Registration Change after First Class Meeting
(cancel/add/change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free)
Finance Charge: A finance charge is applied at a
simple rate of 1% per month on any account with
an open balance of 30 days or more.
$25.00
$884.00
$100.00
$125.00
$50.00
$5.00
$2.00
Fees
The application fee ($25) is due on or before the application deadline
for a given term. The $100 non-refundable deposit (applied to first
semester's tuition) reserves a place in the program in a given term,
once a person is accepted. Tuition is due at the time of registration.
Payment Options*
::.::-.
~--
'
+
1) Payment in Full: Due day of registration.
2) Payment Plan: Upon application and after college approval, a 3pay plan is available each trimester. Payment plans will be offered
only if previous plans have been adhered to.
3) Company Reimbursement: Full courses, or equivalent, which are
company reimbursed require a deposit of $150 per course reimbursed,
with full payment due within 50 days after the end of the term.
"";,:-<
"'
w
<
~··
~-
t,
,,
"
~
-=:
~:
·:~-.-..;
d
Tuition is set on an annual basis, payable in three equal installments at
the beginning of each trimester. Registration is permitted only if the
student's account for a previous term is paid in full as agreed. Augsburg
College will not release diplomas or academic transcripts until all student
accounts are paid in full. This also applies for student loan funds
administered by the college (Perkins Student Loan); they must be current
according to established repayment schedules.
> ::.:
::-.~
~-
•A non-sufficient-funds check will declare your registration in'Clalid and could affect
further credit extended by the college.
"'r
1 he most important key to developing a collective will to
overcome many of our commonplace problems is leadership.
Certainly leadership is characterized by more than knowing. It is
also more than acting. It is ultimately defined in coalescing others
to act when they otherwise might not have. Leadership, including
teacher leadership, is ultimately proven in the efforts of others to
attempt to scale heights of human achievement and plunge depths
of human caring not otherwise envisioned."
-Ken Howey
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
Calendar for 1990-'91 .................................................................... 4
Introduction to the Master of Arts in Education-Leadership ... 6
Leadership Development Model ................................................. 7
Curriculum Design ....................................................................... 9
Course Descriptions .................................................................... 10
Graduate Faculty ........................................................................ 12
Library .......................................................................................... 12
Accreditation and Affiliations ................................................... 12
Student Support Services ........................................................... 13
Student Rights ............................................................................. 13
Admission Requirements ........................................................... 14
Application Procedures ...... ......... ..... ........... ..................... ...... .... 14
Evaluation Standards ................................................................. 15
Academic Policies ....................................................................... 16
Fee and Payment Schedule ........................................................ 17
Financial Aid ...... ................... ...................................................... 18
About Augsburg ......................................................................... 21
Campus Map ......................................................... .......... ............ 22
Campus Location ............................... ........... .............................. 23
B alendar
1990-'91 Calendar
Saturday Schedule: 8:30 AM - Noon and 1:15 - 4:45 PM
Thursday Schedule: 6:00 - 7:30 PM and 8:00 - 9:30 PM
Fall Trimester 1990
. ...
"
Class Dates
Thursday, September 6
Thursday, September 13
Saturday, September 22
Thursday, September 27
Saturday, October 6
Thursday, October 11
Saturday, October 20
Thursday, October 25
Saturday, November 3
Thursday, November 8
Saturday, November 17
Thursday, November 29
Saturday, December 1
Leadership Practicum Dates
Saturday, September 8
Saturday, September 15
Other Important Dates
Monday, August 20: Application Deadline
Wednesday, September 5: Orientation
Monday, September 10: Last day to register and/ or drop
class without record notation
Saturday, November 17: Last day to withdraw from class
Monday, December 17: Final Grades Due
Attendance Policy
Because leadership issues are presented, discussed and analyzed in the classroom, regular attendance is highly important and should be considered a responsibility, not only to
one's self, but to one's classmates and the course instructor.
Irregular attendance may, at the discretion of the instructor,
adversely affect one's grade.
Winter Trimester, 1991
Class Dates
Thursday, January 3
Saturday, January 12
Thursday, January 17
Saturday, January 26
Thursday, January 31
Saturday, February 9
Thursday, February 14
Saturday, February 23*
Thursday, February 28
Saturday, March 9
Thursday, March 14
Saturday, March 23
Thursday, March 28
Leadership Practicum
Saturday, January 5
*One week between classes
Other Important Dates
Monday, December 3: Application Deadline
Wednesday, January 2: Orientation
Monday, January 7: Last day to register and/ or drop
class without record notation
Saturday, March 16: Last day to withdraw from class
Monday, April 1: Final Grades Due
Spring Trimester 1991
Class Dates
Thursday, April 11
Saturday, April 20
Thursday, April 25
Saturday, May 4
Thursday, May 9
Saturday, May 18
Thursday, May 23
Saturday, June 1
Thursday, June 6
Saturday, June 15*
Thursday, June 20
Saturday, June 22
Thursday, June 27
Leadership Practicum
Saturday, April 6
*One week between classes
Other Important Dates
Monday, March 4: Application Deadline
Wednesday, April 10: Orientation
Monday, April 15: Last day to register and/ or drop
class without record notation
Saturday, June 1: Last day to withdraw from class
Monday, July 8: Final Grades Due
6,Jntroduction to the
Master of Arts in
Education-Leadership
Developing Leaders for Education
The Masters of Arts in Education-Leadership is a program for
educators who value and enjoy their direct contact with
students and want to retain that focu in their careers. It is a
program that at the outset promotes the imp rtance of teaching.
It is also a program that values the role educators can play as
leaders within their places of work.
People who become part of this Master of Arts program will
have opportunities to:
• Examine what "leadership" is and who leads;
• Explore who they are as leaders, both within an educational
setting and outside of it;
• Gain specific knowledge of education and leadership that
can support their development; and
• Develop skills that can increase the effectiveness of their
leadership.
This program values the role that good educators play in the
lives of students and operates from the belief that educators
need to exercise leadership within the workplace without relinquishing the role of teacher.
Accommodating the Full-Time Work Schedule
The Master of Arts in L adership pr gram is designed to meet
the needs and preferences ol working adults. The pr gram is
bas don the assum,ption that the men and women who enroll
are employed, self-disciplined and well-motivated individuals
who seek a balance of classroom experience, group interaction
and individual study. Each course is, therefore, divided into
period of tudy, group effort and clas pr paration. To accommodate this format for learning, each cla s meet on alternate Saturdays for thr e-and- ne-half hours and alternate
Thursday evenings for one-and-one-half hours.
Leadership Development Model
Th Ma ter of Art in Education-L adership program promotes
leadership as a pl'oce which 1) inspires cooperation among
people who must compete for limit d resource , 2) pr motes
productivity within and beyond the organizati n, and 3) works
toward progress. To accomplish this, individuals aspiring to
positions of leadership must possess thre k y attributes: a
sen e of vision, the ability to persuade and the ability to direct
action. Underlying thes attributes is a broad range of abilities
and awarenesse . Thes abilitie and awarenesses, outlined in
the diagram on page 7, serve as specific outcomes for the
Leadership Development Model
Leadership
Sense of
Vision
Orientation
Toward Action
/
Ethical
+ Social awareness
+ Environmental
awareness
+ Tolerance of
religious and
philosophical
differences
+ Appreciation
of situational
complexity
/1
Facility for
Persuasion
/
Communicative
Creative
+ Long-term
perspective
+ Flexibility
+ Adaptability
+ Innovativeness
+ Effective listener
• Effective speaker
+ Effective writer
+ Diplomatic
ability
+ Effective team
member
+ Interpersonal
sensitivity
I
Risk Assumptive
+ Curiosity
+ Achievement
motivation
+ Self-esteem
Decisive
+ Self-confidence
+ Analytical ability
+ Ability to think
critically
+ Understanding of
research
+ Ability to manage
conflict
""'
Culturally
Aware
+ Appreciation
for cultural
differences
• World-view
perspective
• Tolerance of
individual
differences
Master of Arts in Education-Leadership. Augsburg's model of
leadership development is designed to assess, promote, enhance
and refine these capabilities within the individual.
Community of Learners
Essential to the goals of the Master of Arts in Education-Leadership is participation in a community of learners. Learning can be
enhanced when the student is involved in a stable community
that provides opportunity and encouragement for active participation both in and out of the classroom. This community will be
enriched by the presence of men and women who bring to the
program a variety of work and life experiences.
. ...
To facilitate this kind of community interaction, Augsburg
encourages graduate students to make use of college facilities
such as the library, meeting rooms and the Christensen Center; to
take the opportunity to share meals and coffee breaks; to participate in optional lunchtime seminars; and to attend other college
activities such as music and dramatic presentations and athletic
events.
Leadership Practicum
Master of Arts in Education-Leadership students enroll in a half
course called "Leadership Practicum." Students are required to
enroll in this professional assessment and development course
for six terms during their graduate work at Augsburg. Upon
completion of the entire practicum, students receive a half-course
credit.
Early in the program a major component of this practicum is a
full day professional assessment to determine students' abilities
and potential relative to each of the outcomes of the Leadership
Development Model (see page 3). Assessment instruments
include paper and pencil exercises and simulation and group
experiences. Following the assessment, students meet individually with a trained assessor who provides guidance in personal
goal setting and in the creation of a professional development
plan focused on dimensions of leadership.
In subsequent terms "Leadership Practicum" includes workshops designed to meet the needs of students in the following
areas: communication skills, self-assessment measures, group
processes, and other professional development topics identified
by graduate students and staff. These workshops are developed
by students enrolled in the course "Creativity and Problem
Framing. " The Assessment and Leadership Practicum also asks
students to focus on leadership opportunity within their
workplace, or in an appropriate volunteer setting. Students will
develop a learning agreement which outlines the scope of their
project and what they hope to accomplish and learn through that
project. Students will be supported throughout this project by
peer and faculty coaching sessions which meet as an ongoing
part of the Assessment and Leadership Practicum.
B urriculum Design
The Master of Arts in Education-Leadership program is
composed of 12 courses. Each course uses a variety of learning
techniques appropriate to adult learners including case study,
debate, written and oral seminar presentations and small group
activity. These courses develop targeted leadership abilities
and understandings as a boundary crossing endeavor in need
of the leadership skills and visions of people from all levels of
an organization.
The Master of Arts in Education-Leadership will provide opportunities for students to:
conceptual frameworks of leadership
issues of leadership
history of education
current issues in education
conceptual models of teaching and learning
Study
•
•
•
•
•
Reflect
• on the various natures of leadership
• on themselves as leaders
• options and opportunities for leadership in
education
• on ethics and values in leadership
Assess
• themselves as leaders
• situations in which they lead
• programs, projects and ideas
Exercise
• creative leadership both individual and collective
• a variety of thought processes
Integrate • viewpoints on leadership with p r anal experiences
• viewpoints on education from a variety of
disciplines
Required Courses Include:
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
510
511
512
513
514
515
516
517
500
590
591
592
Ethics and Leadership
Legacy of Education
Models of Teaching and Learning
Diversity and Education
Evaluation and Documentation
Creativity and Problem Framing
Models of Educational Process
Politics and Public Policy of School Offerings
Assessment and Leadership Practicum
Thesis Research Seminar I
Thesis Research Seminar II
Thesis Consultation
a ourse Descriptions
EDU 510 Ethics and Leadership
Study of leadership within the context of personal and professional ethics, values and faith. Weighing and balancing competing values within an ethical framework will be explored as a
part of experiential exercises. Leadership issues of gender,
ethnic origins, and culture will be explored. Leaders of past and
present, recognized and unrecognized, will be studied. This
course views the nature and purpose of leadership from a
variety of disciplines and perspectives.
EDU 511 Legacy of Education
Comparative study of education through political, historical,
economic and sociological perspectives. This course will provide a knowledge base for students to discharge their leadership
responsibilities with wisdom gained from knowing the past.
EDU 512 Models for Teaching and Learning
Study of the teaching and learning processes. Recent research
findings about teaching and learning will be examined. Interpretation of the research findings in light of prejudgments
concerning teaching and learning will be explored. Technological applications to the field of teaching and learning will be
included.
EDU 513 Diversity and Education
An exploration of the interrelatedness of world concerns and
cultural diversity as they impact on the field of education.
EDU 514 Evaluation and Documentation
Evaluation and documentation of programs, projects, and ideas
as they relate to educational policy and practice. Qualitative
and quantitative tools will be discussed.
EDU 515 Creativity and Problem Framing
Study and application of the thinking processes as they affect
problem solving and decision making. Models of goal formation, program planning and implementation will be included.
Students will create seminars, to be conducted for peers in the
program.
EDU 516 Models of Educational Process
Exploration of supervisory and consultative models, both
within and outside the field of education. Major topics include
mentoring, peer collaboration, varieties of administrative
processes and procedures and observational techniques.
Developing partnerships and collaborative ventures among
programs and institutions within the community will be a part
of this course. An underlying focus of this course is that of
change: identifying where it's needed, initiating the process,
and adapting to the outcomes.
EDU 517 Politics and Public Policy of School Offerings
Study of school curriculum; selection of curricular offerings,
society's impact on school offerings, politics of curricular
change and offerings, curriculum development and research in
content areas.
EDU 500 Assessment and Leadership Practicum
A professional assessment and practicum which spans six
terms. This course includes a full-day professional assessment;
subsequent seminars designed by the students in the course,
"Creativity and Problem Framing"; and opportunity to design
and implement a leadership project within the workplace with
the support of peer and faculty coaching. Half course. Graded
on a P /N basis.
EDU 590 Thesis - Research Seminar I
This course provides each individual the opportunity to
develop a research topic and to synthesize previous study and
work experience. Graded on P /N basis.
EDU 591 Thesis - Research Seminar II: Synthesis of
Findings
This seminar focuses on the results of individual projects
developed in Research Seminar I. At the completion of the
seminar, students present their final results orally and submit
written theses. Graded on P /N basis.
EDU 592 Thesis Consultation
A series of meetings with a faculty thesis advisor simultaneous
with EDU 591 and during the term in which the thesis is being
prepared for final submission. Half course. Graded P /N.
(Students not completing the thesis during the same term in
which they enrolled in EDU 591 are required to pay a thesis
continuation fee during each subsequent term until the thesis
is completed.
a raduate Faculty
Faculty who teach in the Master of Arts in Education-Leadership
program are full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team taught by
bringing together faculty from different disciplines or combining
a faculty member with professionals from relevant fields. In
these situations, at least one member of the team has a Ph.D. and
substantial teaching experience. All of the program faculty have
extensive experience teaching adult learners.
The Augsburg library houses over 160,000 books, periodicals,
records, tapes and films. Music, chemistry and art history libraries are located within the departmental areas. Access to over
1,000,000 volumes is available via daily interloan and courier
service among seven private liberal arts colleges and the Hill
Reference Library. Through Minitex, the statewide network, the
additional resources of the Minnesota and Wisconsin libraries
are accessible to Augsburg faculty and students.
'Blccreditation and
Affiliations
Students who successfully complete Augsburg's EducationLeadership program will receive a Master of Arts Degree.
Augsburg is accredited by the North Central Association of
Colleges and Schools. The college is a member of the Associated
Colleges of the Twin Cities (ACTC), Lutheran Education Council
in North America and Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement
of the institution. Registration does not (necessarily) mean that
credits earned at the institution can be transferred to other
institutions or that the quality of the educational programs
would meet the standards of every student, educational institution, or employer.
~tudent
Support Services
The Augsburg Master of Alis i11 Education-Leadership
Program assists stud nts i:n making education and career
plans, in working on their personal developme1\t, and in
participating in activities beyond th classroom. Some of thes
service, are listed below.
Academic Planning
In addition to the facu lty who provide consultation and advice,
academic planning is guided by the Leadership Practicum assessors, thesis advisers, and Ma ter of Arts in
Education-Leadership staff.
Career Services available include:
• Professional assessment through the Leadership Practicum
• Self/ career assessment counseling through the Career
Services Office (330-1162)
• Development of a resume and a career-search plan through
the Career Services Office
• Work experience related to a student's field of specialization
through the Coop rative Education Office (330-1148)
• tudent Rights
The College has adopted a statem nt f student rights and responsibilities and ha pr vided for du proce sin the matters
of disciplin, ry action, grievances and grade appeal. Students
who wish to identify appropriate procedmes for complaint
hould contact the Vic President for Student Affair (3 0-1160).
Th College operates in compliance with the Family Rights and
Privacy Act and Title IX. Students hav the right to insp ct aJJ
official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office
(except where a waiver f access ha been signed) and to
challenge inac urate or misleading information. Students hav
a right t experienc education free from discrimination ba ed
on sex, race, tlmic or cultural background, handicap, creed,
marital status or age.
A)dmissions Requirements
Applicants to the programs must hold a baccalaureate degree
from an accredited four-year college or university.
Applicant to the program are expected to have a minimum
undergradua te grade point average of 3.0 on a 4.0 scale in an
accredited master's program or demonstration of 3.0 course
work b yond the bachelor' plus a probationary term.
Applicants to the program must have two years of experience
(or equivalent) in a position demonstrating leadership potential
in an educational setting.
Decisions about admission to the program will be made on an
individual basi . Ad mi sion to each entering graduate class will
be given t the most highly qualified individuals. Selection of
candidates will be made on the basis of an evaluation of each
applicant's:
• previous college record
• letters of recommendation
• experience and organizational background
• Miller Analogies Test scores
• written statement and possible interview
m pplication Procedures
To apply, student must submit the following materials to the
Master of Arts in Leader hip Office:
• Completed application form with $25 (non-refundable)
application fee.
• Written statement relating the applicant's career and life
goals focusing on leadership a pirations.
• Letter of recommendation from an immediate supervisor,
assessing leadership potential.
• Letter of recommendation from a co-worker (at the same
level) describing applicant's work style and potential as a
leader.
• Official transcripts of undergraduate and graduate work from
each institution attended indicating degrees conferred.
• Official set of re ults on the Miller Analogies Test, or for
applicants whose nativ · language is not English, a minimum
score of 600 on the Test of English as a Foreign Language
(TOEFL).
• Possible interview with a graduate program staff member.
ID valuation Standards
Evaluation of academic performance for the Master of Arts in
Education-Leadership will be based on number grades using a
4.0 point scale with these definitions:
4.0
3.5
3.0
2.5
2.0
P
N
W
I
Achieves highest standards of excellence
Achieves above basic course standards
Achieves the minimum passing standard
Achieves at or above the 2.0 level (not computed
in grade point average)
Does not meet minimum course standards (no credit and
non-punitive-not computed in grade point average)
Grade given when course is dropped
Incomplete grade given when student is unable
to complete course requirements for reasons beyond the
student's control (to receive an incomplete, a student
must file a petition with the Graduate Program staff
stating reasons for the request, the plan and date for
removing the incomplete grade, the signature of the
instructor, and any other necessary docw11entation).
No more than two courses with a grade below 3.0 will count
toward the degree. No more than two courses with a grade
below 2.0 can be repeated. Only the credits and grades earned
the second time are counted in the grade point average.
Academic Probation and Dismissal
"
Student must maintajn a 3.0 cumulative grade point average.
If a tudent falls bel w a 3.0 average, the student will be plac d
on probation for the following term. A 3.0 cumulatjve grade
point average must be restored in order for a student to b
removed from probation. If a student receives a grade of N in
a course, the student must petition successfully with the
Graduate Program Committee before being permitted to continue in the program. A plan for the student to follow would
be outlined at that time. If the cumulative grade point average
again fall s below 3.0, the student may be dismissed from the
program by the Graduate Program Committee. Students also
may be dismissed by the Graduate Program Committee for
behavior detrimental to the program such as a gross violation
of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were
followed .
Credit for Prior Education, Training and Experience
Transfer credits will be evaluated on an individual basis. No
more than three courses will be accepted for transfer into the
Masters of Leadership-Education program.
Credit and Contact Hours
Each graduate course in the Master of Arts in EducationLeadership program is the equivalent of four semester credits
or six quarter credits. Students meet in class a total of 30 hours
and are responsible for a significant amount of individual
study and preparation.
Enrollment Policy/Leaves of Absence
Students may take either one or two courses each trimester.
Enrolling in two courses per trimester enables a student to
complete the program in two years. All students are required
to comple te th program within fou r years. Extensions beyond
four y ars will b considered on the basi of petition to the
Graduate Program Committee. Students who leave the program for more than one term mu t request a leave of absence
in writing from the Graduate Program Committee.
Last Date to Withdraw from Class
The last date on which students may withdraw from a class
and receive a "W" on their records is noted on pp. 4 and 5.
ee and Payment
Schedule
Application Fee (payable once, non-refundable)
Tuition (per trimester course)
(one course = 6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable,
applicable to first semester's tuition)
Leadership Practicum Fee (per term for six terms)
Thesis Continuation Fee
Late Fee (charged to any student registering
after the scheduled registration date.)
Late registration includes incomplete registration as
defined: a) Unsigned Registration Form or
b) Unapproved Payment Plan
Registration Change after First Class Meeting
(cancel/add / change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free)
Finance Charge: A finance charge is applied at a
simple rate of 1% per month on any account with
an open balance of 30 days or more.
$25.00
$815.00
$100.00
$125.00
$100.00
$50.00
per day
$5.00
$2.00
Fees
The application fee ($25) is due on or before the application
deadline for a given term. The $100 non-refundable deposit
(applied to first semester's tuition) reserves a place in the program in a given term, once a person is accepted. Tuition is due
at the time of registration.
Payment Options*
1) Payment in Full: Due day of registration.
2) Payment Plan: Upon application and after college approval,
a 3-pay plan is available each trimester. Payment plans will be
offered only if previous plans have been adhered to.
3) Company Reimbursement: Full courses, or equivalent,
which are company reimbursed require a deposit of $150 per
course reimbursed, with full payment due within 50 days after
the end of the term.
Tuition is set on an annual basis, payable in 3 equal installments at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is paid
in full as agreed. Augsburg College will not release diplomas
or academic transcripts until all student accounts are paid in
full. This also applies for student loan funds administered by
the college (Perkins Student Loan); they must be current according to established repayment schedules.
*A non-sufficient-funds check will declare your registration invalid and
could affect further credit extended by the college.
Refund Schedule
A per-course tuition refund will be made on the following
basis: (In order to be eligible for the refund, students are responsible for cancelling courses with the Registrar's Office.)
Prior to
Prior to
Prior to
Prior to
Prior to
Prior to
the first scheduled class meeting-100 %
the second scheduled class meeting-90%
the third scheduled class meeting-80 %
the fourth scheduled class meeting-70%
the fifth scheduled class meeting-60%
the sixth scheduled class meeting-50 %
Iiinancial Aid
In a number of ways, students may receive assistance in meeting Graduate Program costs. Enrollment in two courses per
trimester allows the student to be classified as full-time . One
course is considered half-time enrollment. The Office of Student Financial Services (330-1046) assists students in assessing
financial aid eligibility and offers financial aid from available
alternatives, including the following:
Augsburg Tuition Grant
Augsburg College may provide grants and scholarships to
graduate students who show academic potential and have financial need.
Funded Scholarships
Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of limited financial means as well as individuals working for volunteer agencies and other organizations
not likely to provide tuition reimbursement.
Company Tuition Assistance Programs
Many companies, agencies and corporations offer full or partial
tuition assistance to employees who participate in work-related
or degree-related college programs. Augsburg College provides several payment plans by which employees may handle
tuition reimbursement.
Bureau of Indian Affairs, Tribal and State Indian
Scholarships
American Indian students who meet federal, state or tribal
requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance in application please contact Augsburg's American Indian
Support Program Director at 330-1138 or your tribal agency.
Federal and State Aid Programs
The Office of Student Financial Services determines eligibility
for any Federal or State financial aid programs available to
graduate students. Determination of eligibility is based on
standard, nationally accepted methodology.
+ Perkins Student Loan-Joint Augsburg College-federally
funded program administered through the College for students who demonstrate financial eligibility. No interest
accrues nor do payments have to be made on the principal at
any time while you are enrolled at least half-time. Simple
interest of 5% and repayment of the principal (at the minimum
of $30 a month) begin six months after you leave school (nine
months for new borrowers after 7-1-87). Repayment may
extend up to 10 years. The maximum which may be borrowed
for combined undergraduate and graduate study is $18,000.
+ SLS (Supplemental Loans for Students)-A Federal loan
program. Independent students may borrow up to $4,000 per
year to a maximum of $20,000 and must be enrolled at least
half-time. Variable interest rate is set annually with a cap of
12%; payment usually begins within 60 days after disbursement. Principal may be deferred until the student ceases halftime enrollment. Interest may, at the lender's option, accumulate until the in-school deferment ends. Students must apply
for financial aid.
+ SELF (Student Educational Loan Fund)-A Minnesota
State loan program. Students may borrow up to $4,000 per
year ($16,000 cumulative) as undergraduates with a $25,000
aggregate maximum when graduate study is included ($1,000
minimum). Interest rate is variable, paid by the borrower
quarterly while in school. Principal payments begin 13 months
after leaving school. Students must apply for financial aid and
be enrolled at least half-time.
+ Stafford Student Loan (formerly the Guaranteed Student
Loan)-Loan funds are obtained directly from a local lender or
state agency in certain states. While the student is attending at
least half-time, there is no interest charge. Simple annual
interest of 8% on the loan balance and repayment of the
principal begin six months after leaving school. Repayment
may extend up to 10 years. The maximum loan is $2,625 for
the first two years and $4,000 for the remaining years of undergraduate study and $7,500 per year for graduate study. The
cumulative undergraduate and graduate maximum is $54,750.
To Apply for Financial Aid:
1) Complete the Application for Admission and indicate your
desire to also apply for financial aid.
2) The Office of Student Financial Services will send you the
necessary application and financial statement form (or you
may pick them up in the Office of Student Financial
Services, 152 Science Hall, or the 'Master of Arts in
Education-Leadership Program Office, 2222 Murphy Place).
3) All students must have a Financial Aid Transcript on file
with Augsburg from each previously attended institution
even if they did not receive aid. Forms are available from
the College.
4) Complete and return the financial aid forms by the
deadlines indicated.
5) Accept the financial aid offered, in whole or in part, within
the deadline stated.
\.
• bout Augsburg
History
Augsburg was the first seminary founded by Norwegian
Lutherans in America. Named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530,
Augsburg opened in September, 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872.
Campus Location
Augsburg's campus is located in the heart of the Twin Cities
surrounding Murphy Square, the oldest of 155 parks in the
"City of Lakes." Adjacent to the campus are Fairview and
St. Mary's Hospitals, the West Bank campus of the University
of Minnesota and Mississippi River parkways.
Accessibility
Augsburg College has made a major effort to become one of
the most accessible campuses in the region. Skyways, tunnels
and elevators provide accessible connections between nine of
the 14 major buildings-student housing towers, Christensen
Center, main academic and administrative halls, the library
and music building. In addition, there are programs for
students with learning and physical disabilities.
Church Affiliation
Augsburg is a college of The Evangelical Lutheran Church in
America. About 59 percent of the students are Lutheran,
14 percent other Protestant and 19 percent Roman Catholic.
Several other affiliations are represented among students and
faculty.
Non-Discrimination Policy
Augsburg College does not discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational
Amendments of Section 504 of the Rehabilitation Act of 1973
as amended in its admission policies, educational programs,
activities, and employment practices.
D ampusMap
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Admissions House
George Sverdrup Library
Science Hall
Old Main
West Hall
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal
Memorial Hall
Music Hall
2222 Murphy Place
Melby Hall
Ice Arena
Stage II Theatre
Center for Global
Education
Scandinavian Center
Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
Youth and Family Institute
19. Office Annex House
20. Tutor House
21. American Indian Support
and Minority Education
Partnership
A. Admissions Parking
B. Student Parking
c.
Visitor Parking
D. The Quad
E. Faculty /Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview I St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
I6. I
Accessible Entrance
N
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DOWNTOWN
MINNEAPOLIS
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From Minneapolis
Interstate 94 east to 25th A venue exit, left to Riverside
Avenue, left to 21st Avenue South, left at Augsburg sign.
From St. Paul
Interstate 94 west to Riverside exit, right on Riverside
Avenue to 21st Avenue South, left at Augsburg sign.
Parking
All posted Augsburg College parking lots are free and
open for student use from 4:30 p.m. Friday through
Sunday evening. Lots are located on 7th Street between
21st and 22nd A venues and north of 8th Street on 21st
A venue. Most street parking is two hour parking, seven
days a week. Additional parking is available in the
Riverside Medical Center ramp, or U of M parking lots
on the north side of Riverside A venue.
Augsburg College__;
731 21ST AVENUE SOUTH
MINNEAPOLIS, MN 55454
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Master of Arts in Education (MAE) Catalog, 1992-1994
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Course Catalogs
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MASTER OF ARTS IN
EDUCATIONLEADERSHIP
AUGSBURG
COLLEGE
1992
1994
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MASTER OF ARTS IN
EDUCATIONLEADERSHIP
AUGSBURG
COLLEGE
1992
1994
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0tudsnts vvanting Continuino E.ducatiun :_;nit;:, iCi:.:.u ..:;1 i~jli·;,::, ;; 1<'.)ll ciedit fer
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certificate of attendance by the Graduat.:;; Programs Offlc0 c>nd po;,i.ed on ilie
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;\udited courses that are not successfu!lf compioted wiil be inciic:::tted by a
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1 he most important key
to developing a collective will to
overcome many of our commonplace problems is leadership.
Certainly leadership is characterized by more than knowing. It is
also more than acting. It is ultimately defined in coalescing others
to act when they otherwise might not have. Leadership, including
teacher leadership, is ultimately proven in the efforts of others to
attempt to scale heights of human achievement and plunge depths
of human caring not otherwise envisioned."
-Ken Howey
Augsburg College
731 21st A venue South
Minneapolis, MN 55454
612/330-1786
Table of Contents
Introduction to the Master of Arts in Education-Leadership ... 4
Leadership Development Model ................................................. 5
Curriculum Design ....................................................................... 7
Course Descriptions ..................................................................... 9
Graduate Faculty ........................................................................ 11
Library ......................................................................................... 11
Accreditation and Affiliations ................................................... 11
Student Support Services ........................................................... 12
Student Rights ............................................................................. 12
Admission Requirements ........................................................... 13
Application Procedures .............................................................. 13
Evaluation Standards ................................................................. 14
Academic Policies ....................................................................... 15
Fee and Payment Information ................................................... 16
Financial Aid ............................................................................... 17
Campus Map ............................................................................... 20
Campus Location ........................................................................ 21
About Augsburg ......................................................................... 22
Faculty and Administration ....................................................... 23
Introduction to the Master
of Arts in EducationLeadership
Developing Leaders for Education
The Master of Arts in Education-Leadership is a program for
educators who value and enjoy their direct contact with
students and want to retain that focus in their careers. It is a
program that at the outset promotes the importance of teaching.
It is also a program that values the roles educators can play as
leaders in their places of work.
People who become part of this Master of Arts program will
have opportunities to:
• Examine what '1eadership" is and who leads;
• Explore who they are as leaders, both within an educational
setting and outside of it;
• Gain specific knowledge of education and leadership that
can support their development; and
• Develop skills that can increase the effectiveness of their
leadership.
This program values the role that good educators play in the
lives of students and operates from the belief that educators
need to exercise leadership within the workplace without
relinquishing the role of teacher.
Accommodating the Full-Time Work Schedule
The Master of Arts in Education-Leadership program is
designed to meet the needs and preferences of working adults.
TI1e program is based on the assumption that the men and
women who enroll are employed, self-disciplined and wellmotivated individuals who seek a balance of classroom experience, group interaction and individual study. Each course is,
therefore, divided into periods of study, group efforts and class
preparation. To accommodate this format for learning, each
class meets on alternate Saturdays for three-and-one-half hours
and alternate Thursday evenings for one-and-one-half hours.
Leadership Development Model
The Master of Arts in Education-Leadership program promotes
leadership as a process which 1) inspires cooperation among
people who must compete for limited resources, 2) promotes
productivity within and beyond the educational organization,
and 3) works toward progress within the educational community. To accomplish this, individuals aspiring to positions of
leadership must possess three key attributes: a sense of vision,
the ability to persuade and the ability to direct action. Th ese
abilities and awarenesses, outlined in the diagram on page 5,
Leadership Development Model
Leadership
Sense of
Vision
Orientation
Toward Action
~
/
Ethical
+ Long-term
perspective
+ Flexibility
• Adaptability
• Innovativeness
I
Risk Assumptive
+ Curiosity
+ Achievement
motivation
• Self-esteem
/
Cofflmunicative
Creative
+ Social awareness
+ Environmental
awareness
+ Tolerance of
religious and
philosophical
differences
+ Appreciation
of situational
complexity
Facility for
Persuasion
Effective listener
Effective speaker
Effective writer
Diplomatic
ability
+ Effective team
member
+ Interpersonal
sensitivity
+
+
+
+
\
Decisive
+ Self-confidence
• Analytical ability
+ Ability to think
critically
• Understanding of
research
• Ability to manage
conflict
""'
Culturally
Aware
+ Appreciation
for cultural
differences
• World-view
perspective
+ Tolerance of
individual
differences
serve as specific outcomes for the Master of Arts in EducationLeadership. Augsburg's model of leadership development is
designed to assess, promote, enhance and refine these capabilities within the individual.
Community of Learners
Essential to the goals of the Master of Arts in EducationLeadership is participation in a community of learners. Leaming can be enhanced when the student is involved in a stable
community that provides opportunity and encouragement for
active participation both in and out of the classroom. This
community will be enriched by the presence of men and
women who bring to the program a variety of life and work
experiences.
-. '
~·
..
To facilitate this kind of community interaction, Augsburg
encourages graduate students to make use of college facilities
such as the library, meeting rooms and the Christensen Center;
to take the opportunity to share meals and coffee breaks; to
participate in optional lunchtime seminars; and to attend other
college activities such as music and dramatic presentations and
athletic events.
Leadership Practicum
Master of Arts in Education-Leadership students enroll in a half
course called "Leadership Practicum." Students are required to
enroll in this professional assessment and development course
for six terms during their graduate work at Augsburg. Upon
completion of the entire practicum sequence, students receive a
half-course credit.
Early in the program, a major component of the practicum is a
full day assessment to determine students' abilities and potential relative to each of the outcomes of the Leadership Development Model. Assessment instruments include paper and p_encil
exercises and simulation and group experiences. Following the
assessment, students meet individually with a trained assessor
who provides guidance in personal goal setting and in the
creation of a professional development plan focused on dimensions of leadership.
In subsequent terms, "Leadership Practicum" includes workshops designed to meet the needs of students in the following
areas: communication skills, self-assessment measures, group
processes and other professional development topics as identified and designed by participants. Also included is the opportunity for participants to develop and monitor a leadership
project within their workplace.
Curriculum Design
The Master of Arts in Education-Leadership is composed of ten
course credits composed of eight full credit and four half credit
courses. Each course uses a variety of learning techniques
appropriate to adult learners including case study, debate,
written and oral seminar presentations and small group
activity. These courses develop targeted leadership abilities and
understandings as a boundary crossing endeavor in need of the
leadership skills and visions of people from all levels of an
organization.
The Master of Arts in Education-Leadership will provide
opportunities for students to:
•
•
•
•
•
•
Reflect
•
•
•
•
Assess
•
•
Exercise •
•
Integrate •
•
Study
conceptual frameworks of leadership
issues of leadership
history of education
current issues in education
conceptual models of teaching and learning
on the various natures of leadership
on themselves as leaders
options and opportunities for leadership in education
on ethics and values in leadership
themselves as leaders
situations in which they lead
programs, projects and ideas
creative leadership both individual and collective
a variety of thought processes
viewpoints on leadership with personal experiences
viewpoints on education from a variety of disciplines
Core Courses (4 course credits)
The following core courses are required of all students in the
Master of Arts in Education-Leadership program:
EDU 500 Assessment and Leadership (.5 credit course)
EDU 513 Diversity and Education OR
ML 560 Developing a Multi-Cultural Perspective
EDU 514 Evaluation and Documentation OR
ML 514 Research Methods
EDU 593 Thesis-Research Seminar I (.5 credit course)*
EDU 594 Thesis-Research Seminar II (.5 credit course)*
EDU 592 Thesis Consultation (.5 credit course)
Elective Courses (4-6 course credits)
The Master of Arts in Education-Leadership program requires,
at a minimum, that four of the six required elective courses be
selected from the following list:
EDU
EDU
EDU
EDU
510
511
512
515
Ethics and Leadership
Legacy of Education
Models of Teaching and Leaming
Creativity and Problem Framing OR
ML 511 Creativity and the Problem-Solving Process
EDU 516 Models of Educational Process
EDU 517 Politics and Public Policy of School Offerings
EDU 599 Special Topics (.5or1 credit course)
Master of Arts in Leadership Elective Courses
(0-2 course credits)
The Master of Arts in Education-Leadership program will allow
up to two electives from the Master of Arts in Leadership
program to be selected from the following list:
ML 510
ML 520
ML 521
ML 530
ML 531
ML 540
ML 545
Foundations of Leadership
Self-Identity, Values, and Personal Growth
Methods of Critical Thought
Ethics in Communication
The Dynamics of Change
Politics, History, and Leadership
Decision Making I: Qualitative Process and
Applica tion
ML 550 Decision Making and Technology
ML 599 Special Topics
Please see the Master of Arts -in Leadership program bulletin for
detailed descriptions of these courses.
*EDU 590 and EDU 591 are now known as EDU 593 and EDU
594, respectively. During program updating, EDU 591 was
listed as having a 0 course credit on student transcripts instead
of 1 course credit.
Course Descriptions
EDU 500 Assessment and Leadership Practicum
A professional assessment and practicum which spans six terms.
Includes a full-day assessment, seminars designed by the participants in the practicum and opportunities to develop and monitor a
leadership project within the workplace with the support of peer
and faculty coaching. Half credit course. Graded on a P /Nbasis.
EDU 510 Ethics and Leadership
Study ofleadership within the context of personal and professional ethics, values and faith. Weighing and balancing competing values within an ethical framework will be explored as a
part of experiential exercises. Leadership issues of gender,
ethnic origins and culture will be explored. Leaders of past and
present, recognized and unrecognized, will be studied. This
course views the nature and purpose of leadership from a
variety of disciplines and perspectives.
EDU 511 Legacy of Education
Comparative study of education through political, historical,
economic and sociological perspectives. This course will provide
a knowledge base for students to discharge their leadership
responsibilities with wisdom gained from knowing the past.
EDU 512 Models for Teaching and Learning
Study of the teaching and learning processes. Recent researd1
findings about teaching and learning will be examined. Interpretation of the research findings in light of prejudgments concerning
teaching and learning will be explored. Technological applications
to the field of teaching and learning will be included.
EDU 513 Diversity and Education
An exploration of the interrelatedness of world concerns and
cultural diversity as they impact on the field of education.
EDU 514 Evaluation and Documentation
Evaluation and documentation of programs, projects and ideas
as they relate to educational policy and practice. Qualitative
and quantitative tools will be discussed. Students generally take
this course near the end of their graduate program, but before
taking Thesis-Research Seminar I.
EDU 515 Creativity and Problem Framing
Study and application of the thi11king processes as they influence problem solving and decision making will be explored.
'foeories and myths of creativity will be investigated. Framing
and examining challenges from a variety of perspectives will be
experienced.
EDU 516 Models of Educational Process
Exploration of supervisory and consultative models, both
within and outside the field of education. Major topics include
mentoring, peer collaboration, varieties of administrative
processes and procedures and observational techniques.
Developing partnerships and collaborative ventures among
programs and institutions within the community will be a part
of this course. An underlying focus of this course is that of
change: identifying where it's needed, initiating the process and
adapting to the outcomes.
EDU 593 Thesis-Research Seminar I: Research in Leadership
This course provides each individual with the opportunity to
develop a research topic and to synthesize previous study and
work experience. Half credit course. Graded on a P /N basis.
EDU 594 Thesis-Research Seminar Il: Synthesis of
Findings
This seminar focuses on the results of individual projects
developed in Research Seminar I. Students will develop, write
and discuss the thesis work during the class. Half credit course.
Grad ed on a PIN basis.
EDU 599 Special Topics
Study of selected topics in educational leadership that are not
treated extensively through current course offerings. Specific
topics will be published prior to registration.
Graduate Faculty
Faculty who teach in the Master of Arts in Education-Leadership program are full-time senior faculty with doctorates or
appropriate professional degrees. Some courses are team taught
by bringing together faculty from different disciplines or
combining a faculty member with professionals from relevant
fields. In these situations, at least one member of the team has a
Ph.D. and substantial teaching experience. All of the program
faculty have extensive experience teaching adult learners.
Library
The Augsburg library houses over 160,000 books, periodicals,
records, tapes and films. Music, chemistry and art history
libraries are located within the departmental areas. Access to
over 1 million volumes is available via daily interloan and
courier service among seven private liberal arts colleges and the
Hill Reference Library. Through Minitex, the statewide network, the additional resources of the Minnesota and Wisconsin
libraries are accessible to Augsburg faculty and students.
Accreditation and
Affiliations
Students who successfully complete Augsburg's Education Leadership program will receive a Master of Arts degree.
Augsburg is accredited by the North Central Association of
Colleges and Schools. The College is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education
Council in North America and Minnesota Private College
Council.
Augsburg College is registered with the Minnesota Higher
Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not (necessarily) mean
that credits earned at the institution can be transferred to other
institutions or that the quality of the educational programs
would meet the standards of every student, educational
institution or employer.
Student Support Services
The Augsburg Master of Arts in Education-Leadership Program
assists students in making education and career plans, in
working on their personal development and in participating in
activities beyond the classroom. Some of these services are:
Academic Planning
In addition to the faculty who provide consultation and advice,
academic planning is guided by the Leadership Practicum
assessors, thesis advisors and Master of Arts in EducationLeadership staff.
Career Services Available Include:
• Professional assessment through Leadership Practicum
• Self/career assessment counseling through the Career
Services Office (330-1162)
• Development of a resume and a career-search plan through
the Career Services Office
• Work experience related to a student's field of specialization
through the Cooperative Education Office (330-1148)
Student Rights
The College has adopted a statement of student rights and
responsibilities and has provided for due process in the matters
of disciplinary action, grievances and grade appeal. Students
who wish to identify appropriate procedures for compJaints
should contact the Vice President for Student Affairs (330-1160).
The College operates in compliance with the Family Rights and
Privacy Act and Title IX. Students have the right to inspect all
official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except
when a waiver of access has been signed) and to challenge
inaccurate or misleading information. Students have a right to
experience education free from discrimination based on sex,
race, ethnic or cultural background, handicap, creed, marital
status or age.
Admission Requirements
Applicants to the program must hold a baccalaureate degree
from an accredited four-year college or university.
Applicants are expected to have a minimum cumulative
undergraduate grade point average of 3.0 (on a 4.0 scale) OR a
minimum cumulative grade point average of 3.0 for graduate
courses completed at an accreclited college or university, with a
possible probationary term. Applicants holding a master's or
other advanced degree from an accredited college or univcrsi ty
are academically admissible.
Applicants to the program must have two years of full-time
experience (or equivalent part-time experience) in a position
demonstrating lead ership potential in an educational setting.
Admissions are handled on a "rolling" basis, with students
admitted at the beginning of the fall, winter, spring and
summer terms. Selection of candidates will be made on the
basis of an evaluation of each applicant's:
•
•
•
•
•
•
previous college record
letters of recommendation
experience and organizational background
Miller Analogies Test score
written statement
possible interview
Application Procedures
To apply, the following materials must be submitted to the
Graduate Programs Office:
• Completed applica.tion form
• $25.00 application fee (non-refundable)
• A brief (1-3 page) statement relating the applicant's
career and life goals to his or her leadership aspirations
• Letter of recommendation from an immediate supervisor,
assessing leadership potential
• Letter of recommendation from a co-worker (at the same
level) describing the applicant's work style and potential
as a leader
• Official transcripts from all undergraduate institutions
attended listing all courses taken and any degree(s)
conferred
• Official transcripts from all graduate institutions a ttended Listing courses taken and degree(s) a:mferred, if any
• Official set of results on the Miller Analogies Test, or for
students whose native language is not English, a minimum
score of 550 on the Test of English as a Foreign Language
(TOEFL)
• Possible interview with graduate programs faculty and/
or staff member.
Evaluation Standards
Evaluation of academic performance in the Master of Arts in
Education-Leadership will be based on number grades using a
4.0 point scale with these definitions:
4.0 Achieves highest standards of excellence
3.5
3.0 Achieves above basic course standards
2.5
2.0 Achieves the minimum passing standard
"
.: .·.·
P
Achieves at or above the 2.0 level (not computed in grade
point average)
N
Does not meet minimum course standards (no credit and
non-punitive - not computed in grade point average)
W Grade given when a student withdraws from a course after
the registration period .
I
Incomplete grade given when a student is unable to
complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student must
file a petition with the Graduate Programs Office stating
reasons for the request, the plan and date for removing the
incomplete grade, the signature of the instructor and any
other necessary documentation.)
No more than two courses with a grade below 3.0 will count
toward the degree. Students who receive an N in a course must
successfully petition the Master of Arts in Education-Lead ership Committee before being allowed to continue in their
program. If a second grade of N is received, the student may be
dismissed from the program.
No more than two courses with a grade of or below 2.5 can be
repeated. Only the credits and grades earned the second time
are counted in the grade point average.
Attendance Policy
Because leadership issues are presented, discussed and analyzed
in the classroom, regular attendance is highly important and
should be considered a responsibility, not only to one's self, but
to one's classmates and course instructor. Irregular attendance
may, at the discretion of the instructor, adversely affect one's
grade.
Academic Policies
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If
a student falls below a 3.0 average, the student will be placed on
probation for the following term. A 3.0 cumulative grade point
average must be restored in order for a student to be removed
from probation. If a student receives a grade of Nin a course, the
student must petition successfully with the Master of Arts in
Education-Leadership Program Committee before being allowed
to continue in the program. A plan for the student to follow
would be outlined at that time. If a second grade of N is received,
the student may be dismissed from the program by the Master of
Arts in Education-Leadership Program Committee. Students
may also be dismissed by the Master of Arts in EducationLeadership Program Committee for behavior detrimental to the
program, such as a gross violation of college policy (as published
in the Student Guide). Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Transfer credits will be evaluated on an individual basis. The
only courses that will be considered for transfer credit are those
whose course content is comparable to those in the Master of
Arts in Education-Leadership program. No more than two
courses will be accepted for transfer credit.
Credit and Contact Hours
Each full credit graduate course in the Master of Arts in
Education-Leadership program is the equivalent of four
semester credits or six quarter credits. Students meet in class a
total of 31.5 hours and are responsible for a significant amount
of individual study and preparation.
Enrollment Policy/Leaves of Absence
Students may take either one or two courses per term plus
Leadership Practicum. Enrolling in two courses per term
enables a student to complete the program in under two years.
All students are required to complete all components of the
program within five years. Extensions beyond five years will be
considered on the basis of petition to the Master of Arts in
Education-Leadership Program Committee.
Students who leave the program for more than one term must
request a leave of absence in writing from the Associate Dean of
Graduate and Non-Traditional Programs. A leave of absence
may be granted for up to one calendar year. Time spent on an
official leave of absence will not count toward the five year
deadline for degree completion.
Last Day to Withdraw from Class
The last date on which students may withdraw from a class and
receive a "W" on their records is published annually in the
Master of Arts in Education-Leadership Program Supplement.
Fee and Payment
Information
A schedule of fees is published separately in the Master of Arts
in Education- Leadership Program Supplement. Tuition is set
on an annual basis. EDU 592, EDU 593 and EDU 594 are half
credit courses and are charged half of the current full credit
tuition. EDU 500 Assessment and Leadership Practicum is a
separate charge. Please refer to the current supplement.
Various Payment Plans are Available:•
1) Payment in Full: Due day of registration.
Three-Pay Plan: Upon application and after college approval, a
three - pay plan is available each trimester. Payment plans will
be offered only if the student has adhered to previous plam.
2)
3) Company Reimbursement Full courses or equivalent, which
are company reimbursed, require a deposit of $150 per course
reimbursed, with full payment due within 45 days after the end
of the term. A letter from the employer stating the company's
reimbursement policy must be annually filed with the Business
Office.
Registration is permitted only if the student's account for a
previous term is paid in full as agreed. Augsburg College will not
release diplomas or academic transcripts until all student accounts
are paid in full. This also applies for students loan funds administered by the college (Federal Perkins Student Loan); they must be
current according to established repayment schedules.
,. A non-sufficient-frmds check will declare your registration invalid
and could affect further credit extended by the college.
Refund Schedule
In order to be eligible for a refund, students are responsible for
canceling courses with the Registrar's Office. A per- course
tuition refund will be made on the following basis:
Prior to the first scheduled class meeting- 100%
Prior to the second scheduled class meeting- 90%
Prior to the third scheduled class meeting - 80%
Prior to the fourth scheduled class meeting - 70%
Prior to the fifth scheduled class meeting- 60%
Prior to the sixth scheduled class meeting - 50%
Financial Aid
ln a number of ways, students may receive assistance in meeting
Graduate Program costs. Enrollment in two courses per trimester allows the student to be classified as full-time. One course is
considered half-time enrollment The Office of Student Financial
Services (330-1046) assists students in assessing financial aid
eligibility and offers financial aid from available alternatives,
including the following:
Augsburg Tuition Grant
Augsburg College may provide grants and scholarships to
graduate students who show academic potential and have
·
financial need.
Funded Scholarships
Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of li mited financial means as well as individuals who work for volunteer agencies and other organizations that are not likely to provide tuition reimbursement.
Company Tuition Assistance Programs
Many companies, agencies and corporations offer full or partial
tuition assistance to employees who participate in work-related
or degree-rela ted college programs. Augsburg College offers
several payment plans by which employees may handl e tuition
reimbursement.
Bureau of Indian Affairs, Tribal and State Indian Scholarships
American Indian students who meet federal, state or tribal
requirements may apply foT these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance in application, please contact Augsburg's American Indian
Support Program Director at 330-1138 or your tribal agency.
Federal and State Aid Programs
TI1e Office of Student Financial Services determines eligibility
for any federal or state financial aid programs available to
graduate students. Determination is based on standard nationally accepted methodology.
....
• Federal Perkins Loan Program - Joint Augsburg ColJcgefederally funded program administered through the College
for students who demonstrate financial eligibility. No interest
accrues nor do payments have to be made on the principal at
any time while you are enrolled at least half-time. Simple
interest of 5% and repayment of the principal begin six
months after you leave school (nine months for new borrowers after July 1, 1987). Repayment may extend up to ten years.
The maximum which may be borrowed is $15,000 for
undergraduate study and $15,000 for graduate, for a maximum cumulative amount of $30,000.
• Federal SLS (Supplemental Loans for Students) - Independ ent students may borrow up to $5,000 per year to a maximum of $20,000 and must be enrolled at least half-time.
Variable interest rate is set annually with a cap of 12% (11 %
beginning October 1, 1993). Payment usually begins within
60 days after disbursement. Principal may be deferred until
the student ceases half-time enrollment. Interest may, at the
lender's option, accumulate until the in-school deferment
ends. Students must apply for financial aid. Aggregate
maximum borrowing for undergraduates is $23,000 and for
graduates is $73,000.
• SELF (Student Educational Loan Fund) -A Minnesota state
loan program. Students may borrow up to $4,000 per year
($16,000 cumulative) as undergraduates with a $25,000
aggregate maximum when graduate study is included
($1,000 minimum). Interest rate is variable, paid by the
borrower quarterly while in school. Principal payments begin
13 months after leaving school. Students must apply for
financial aid and be enrolled at least half-time.
• Federal Stafford loan Program - Loan funds are obtained
directly from a local lender or state agency in certain states.
While the student is attending at least half-time, there is no
interest charge. Simple annual interest of 8% on the loan
balance and repayment of the principal begin six months
after leaving school. Beginning October 1, 1992, the rate for
new borrowers is a variable rate of T-bill plus 3.1 % with a
cap of 9%. Repayment may extend up to ten years. The
maximum loan for graduate study is $7,500 per year ($8,500
after October 1, 1993). The cumulative undergraduate and
graduate maximum is $65,500.
To Apply for Financial Aid
1) Complete the Application for Admission and indicate your
desire to also apply for financial aid.
2) The Office of Student Financial Services will send you the
necessary application and financial statement form (or you
may pick them up at the Office of Student Financial Services,
152 Science Hall or at the Graduate Programs Office, 2222
Murphy Place).
3) All students must have a Financial Aid Transcript on file
with Augsburg from each previously attended institution
even if they did not receive financial aid. Forms are available
from the College.
4) Complete and return the financial aid forms by the deadlines
indicated.
5) Accept the financial aid offered, in whole or in part, by the
deadline stated.
Campus Map
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_ 94
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DouglasJ Mclaulfhlin 1991 • ReYi!IKl919:?
1.
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7.
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12.
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14.
15.
16.
17.
18.
19.
Admissions House
George Sverdrup Library
Science Hall
Old Main
West Hall
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal
Memorial Hall
Music Hall
2222 Murphy Place
Si Melby Hall
Ice Arena
Stage II Theatre
College Relations
Nordic Center
Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
Center for Global
Education
Jeroy C. Carlson Alumni
Center
20. Youth and Family
Institute
21. American Indian Support
and Minority Education
Partnership
22. Site of new residence hall
A. Admissions Parking
B. Student Parking
c. Visitor Parking
D. The Quad
E. Faculty /Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H . Fairview /St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
K. Student/ Commuter
Parking
~ Accessible Entrance
Campus Location
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DOWNTOWN
MINNEAPOLIS
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From Minneapolis
Interstate 94 east to 25th Avenue exit, left to Riverside
A venue, left to 21st A venue South, left at Augsburg sign.
From Sl Paul
Interstate 94 west to Riverside exit, right on Riverside
A venue to 21st A venue South, left at Augsburg sign.
Parking
All posted Augsburg College parking lots, with the exception of resident parking lots in front and behind the residence halls, are free and open for student use from 4:30 p.m.
Friday through Sunday evening and Monday through
Thursday evenings after 4:30 p.m. until 8:00 a.m. Lots are
located on 7th Street between 21st and 22nd Avenues, north
of 8th Street on 21st Avenue and on Butler Place next door
to the Nordic Center. Most street parking is four hour
parking and available seven days a week, except for the
parking meters on Riverside Avenue. The parking meters
are as posted by the City of Minneapolis. Additional
parking is available for a fee in the Riverside Medical Center
ramp.
About Augsburg
History
Augsburg was the first seminary founded by Norwegian
Lutherans in America. Named after the confession of faith
presented by Lutherans in 1530 in Augsburg, Germany.
Augsburg opened in September, 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872.
Campus Location
Augsburg's campus is located in the heart of the Twin Cities
surrounding Murphy Square, the oldest of 155 parks in the
"City of Lakes". Adjacent to the campus are Riverside Medical
Center, the West Bank campus of the University of Minnesota
and Mississippi River parkways.
Accessibility
Augsburg College has made a major effort to become one of the
most accessible campuses in the region. Skyways, tunnels and
elevators provide accessible connections between nine of 14
major buildings - student housing towers, the Christensen
Center, main academic and administrative halls, the library and
the music building. In addition, there are programs for students
with learning and physical disabilities.
Church Affiliation
Augsburg is a college of the Evangelical Lutheran Church in
America. We are a diverse community with many strong
religious traditions represented among the students, faculty
and staff, including Lutheran, Protestant, Roman Catholic,
American Indian Spirituality and Thought, Buddhist and
Islamic faiths.
Non-Discrimination Policy
Augsburg College does not discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational
Amendments of Section 504 of the Rehabilitation Act of 1973 as
amended in its admission policies, educational programs,
activities and employment practices.
Faculty and
Administration
Elizabeth Bruch, Associate Dean of Graduate and Nontraditional Programs. B.A., Elmhurst College; M.S., Indiana
University; Ph.D., University of Wisconsin.
Mary G. Endorf, Assistant Professor of Education. B.A.,
Hamline University; M.S.A., SUNY-Cortland; Ph.D., University
of Minnesota.
Laura L. Ericksen, Coordinator of Graduate Programs in
Leadership. B.S., Illinois State University; M.A., University of
Arkansas.
Joseph A. Erickson, Assistant Professor of Education. B.A.,
M.A., College of St. Thomas; M.A., Luther Northwestern
Theological Seminary; Ph.D., University of Minnesota.
Ethelind K. Garetz, Assistant Professor, part-time. B.A.,
University of Minnesota; M.S., University of Nebraska; Ph.D.,
University of Minnesota.
Richard Germundsen, Assistant Professor of Education. B.S.,
Mankato State University; M.A., School of International Service,
American University; Cand. Mag. Universitet i Bergen, Norway; Ph.D., University of Minnesota.
Ryan LaHurd, 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.
Marie 0. McNeff, Professor of Education, Director of Faculty
Development. B.S., M.Ed., Ed.D., University of Nebraska.
Vicki B. Olson, Assistant Professor of Education. B.S., M.A.,
Ph.D., University of Minnesota.
Jacqueline 0. Richardson, Assistant Professor of Education.
B.S., Morris Brown College; M.S., Fort Valley State College;
Ph.D., University of Minnesota.
Barry Sullivan, Instructor, part-time. B.A., St. Cloud State
University; M.A., University of North Dakota; Ph.D., University
of Minnesota.
The provisions of this document are not to be regarded as an irrevocable contract between the student and the College. The College
reserves the right to change any provisions or requirements at any
time within the student's term of residence.
Printed on recycled paper with soy-based inks
I
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Augsburg.College_,;
731 21ST AVENUE SOUTH
MINNEAPOLIS , MN 55454
Show less
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Title
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Master of Arts in Education (MAE) Catalog, 1994-1996
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Collection
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Course Catalogs
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Search Result
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MASTER'S DEGREE FOR
TODAY'S SCHOOLS
''Teacher leadership means that a teacher is able to have
the power to influence policy, curriculum and procedures
within the individual school and the school district. It means
teachers having responsibility for instruction of children,
... evaluation of their peers and of administrators [in order to]
influence what happens in schools.''
...
' ' ... a leader [is] someone who has the ability to encourage
·,:
colleagues to change, to do things they wouldn't ordinarily
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consider without the influence of the leader. .. [T]eacher
leadership [is] the ability of the teacher leader to engage
...
colleagues in experimentation and then examination of more
powerful instructional practices in the service of more
..
engaged student learning. ' '
• II
Teachers Who Lead: The Rhetoric of Reform and the Realities of Practice
by Patricia A. Wasley. Teachers College Press, 1991.
,.
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''There is no question that as a leader you have responsibil-
..
ities to teach ... 'Teachership and leadership go hand-in-glove.
The leader must be willing to teach skills, to share insights
and experiences, and to work very closely with people to help
:
..
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them mature and be creative' ... ' '
..
The Art of the Leader by William A. Cohen. Prentice-Hall, 1990
It
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MASTER OF ARTS IN EDUCATION-LEADERSHIP
AUGSBURG
C•O•L•L•E•G•E
Graduate Programs Office
2211 Riverside Avenue
Minneapolis, MN 55454
6121330-1786
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DUCATION DEPARTMENT
MISSION STATEMENT
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to developing educational leaders who foster student learning
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by being knowledgeable in their fields, being capable in peda-
....
'··
The Augsburg College Education Department commits itself
gogy, valuing learning, thinking critically, nurturing self-esteem,
.· ' ..
embracing diversity, and being ethical in their practice .
An educational leader believes in the worth of self and others.
-..' •
An educational leader believes him/herself to be a life-long
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learner.
An educational leader views students as individuals with
varying needs who all possess the potential to learn .
An educational leader believes learning is a constructive
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process in which students actively participate and find
personal reward. This learning process is affected by
students' learning styles, motivations, abilities and self
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concepts .
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An educational leader believes that the act of teaching needs
,
to be informed by research, practice and personal reflection.
....·...
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An educational leader believes in the value of knowledge as
an essential tool for thinking critically and participating
effectively as a world citizen.
An educational leader believes that teaching is a multifaceted
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personal involvement in the areas of classroom, school,
profession and community.
An educational leader believes that sf he contributes signifi-
·-
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endeavor, governed by a code of ethics, which requires
cantly to the culture and environment of the institutions in
which children learn .
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X BLE OF CONTENTS
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'& . •
Introduction to the Master of Arts in Education Leadership ....... .4
Leadership Development Model .................................................. 5
Curriculum Design .................................... ................................... 6
Thesis/Leadership Application Project Requirement ................... 7
Course Descriptions ...................................................................... 8
Admission Requirements & Procedures ..................................... 10
International Applicants ...................................................... ........ 11
Evaluation Standards ....................................................... ........... 12
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Student Rights ................................... .............. ............................ 12
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Attendance Policy ..................... .................................................. 13
Academic Policies ...................................................................... 13
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Student Support Services ............................................................ 14
Library ........................................................................................ 14
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Accreditation and Affiliations .................................................... 14
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Fee and Payment Information ..................................................... 15
Financial Aid .............................................................................. 16
About Augsburg .......................................................................... 18
Campus Location and Map ......................................................... 19
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Faculty and Administration ........................................................ 20
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. %TRODUCTION
,.. ,
•
• Convenient course schedule
for working adults.
• Campus services (computer
labs, library, financial aid,
bookstore, etc.) accommodate
the schedule of working
adults.
• Small college, personalized
atmosphere.
• Accessible campus in the heart
of the Twin Cities with free
parking.
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Features of the Master of
Arts in Education Leadership Program:
'
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• A Masters Degree with a dual
focus on classroom practice
and educational leadership.
..
• A welcoming academic environment respectful of your
knowledge and experience.
•
.. .•.l.
. •.
•.. '
...
• High quality courses taught by
Augsburg professors and qualified adjunct faculty.
.
• Individualized pacing; two
courses each trimester makes
it possible to complete the
degree in as little as 24 months
or students have up to five
years to complete the degree
program.
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• Students from various locations
and backgrounds learning
together in a supportive
campus community.
'· .
• Class sizes typically no more
than 15 students.
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As practitioners, teachers are
concerned with enhancing their
teaching skills and their
students' learning. As
professionals, teachers are
increasingly responsible for and
concerned about educ;ational
decision-making. Augsburg
College offers a program that
addresses this dual focus of
classroom practitioner and
teacher leader. The Master of
Arts in Education-Leadership
(MEL) program offers opportunities to increase knowledge and
skills (1) for teaching today and
(2) for leading education into
the future. This program values
the role that good teachers play
in the lives of students and operates from the belief that teachers
can exercise leadership, inside
and outside the classroom,
without relinquishing the role of
teacher .
The Minnesota Board of
Teaching, in its requirements for
teacher licensure programs,
acknowledges the importance of
developing teachers who have
the knowledge and skill to act as
leaders, or change agents.
Beginning teachers, however,
often feel overwhelmed with
issues of classroom practice;
thus, it is logical to offer a
program which includes a
"change agent" focus at the
degree level sought by veteran
teachers. The MEL program
incorporates an educational
leadership focus alongside the
more traditional classroom practice focus to address the
expanded role teachers play in
today's schools .
As a part of this program you
will:
• Study issues of classroom
practice, including teaching
and learning, creativity, and
multi-cultural ism;
• Gain specific know ledge of
educational institutions and
processes;
• Examine who and what leadership is about and explore
ways to exercise leadership
within your workplace;
• Develop expertise in an area
of personal interest through an
individualized, capstone
research project.
.. ·.
' '
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. ...
• '•
·..
~ADERSHIP DEVELOPMENT MODEL
..
.,
The MEL program promotes
leadership as a process which
I) inspires cooperation among
people, 2) promotes productivity
within and beyond the educational organization, and
3) works toward growth and
change within the educational
organization. Individuals in
leadership roles identify three
key attributes of leadership: a
sense of vision, the ability to
persuade, and the ability to
direct action. These attributes
form the framework for the
Leadership Developm~nt Model
incorporated into the MEL
.
. .:
:.. . ·. ·.
._.
program philosophy.
.
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Leadership
.:..' .
•
Sense of Vision
/
Ethical
• Social awareness
• Environmental
awareness
• Tolerance of
religious and
philosophical
differences
• Appreciation of
situational
complexity
""
Facility for
Persuasion
Orientation
Toward Action
/
Creative
Communicative
•Long-term
perspective
• Flexibility
• Adaptability
• Innovativeness
•
•
•
•
•
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team
member
• Interpersonal
sensitivity
. .
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Culturally
Aware
• Appreciation for
cultural differences
• World-view
perspective
• Tolerance of
individual
difference
. ...
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Decisive
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of
research
• Ability to manage
conflict
.·
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·
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The MEL program is
composed of a minimum
of9 course credits
conslsting of2.5 to 4.5
Classroom Issues and
Practice courses (Focus I)
and 4.5 to 6.5 Education
Leadership courses
(Focus II). Elective
courses in both
components allow
students to build
...
individual programs
Focus I: Classroom
Issues and Practice
Courses
(2.5-4.5 course credits)
These courses are offered to
degree and non-degree seeking
students. A maximum of 4.5
courses may be selected from
the list below. One of these
must be EDU 513 or ML 560.
EDU 512 Models of Teaching
and Learning (1 .0)
EDU 513 Diversity and
Education (or ML 560
Developing a Multi-Cultural
Perspective) ( 1.0)
EDU 515 Creativity and
of study that address
specific needs and
..
interests.
Problem Framing (or ML 511
Creativity and the Problem
Solving Process) (1.0)
EDU 516 Models of
Educational Process (I .0)
...
•
EDU 518 Teaching and
Learning: Service Leaming in
Your Classroom (.5)
EDU 519 Teaching and
..
.
Learning: Teaching with the
NCTM Math Standards (.5-1.0)
Paideia Institutes (.25-1.0)
New courses related to topics
and issues of current interest in
education are added to this list
periodically.
Focus II: Education
Leadership Courses
(4.5-6.5 course credits)
These courses are required of
students pursuing the MEL
degree and are not available to
students who are not enrolled in
the degree program. Educational
leadership courses provide
students with a supportive framework within which to investigate
leadership and the institution of
education, to consider themselves as leaders, and to develop
expertise in a topic of choice.
Both thesis and applied project
options are available as capstone
research experiences .
At least one of these three courses
is required for the MEL degree:
EDU 511 Legacy of Education
(1.0)
EDU 51 7 Politics and Public
Policy in Education (1.0)
EDU 599 Topics in Educational
Leadership (.5-1.0)
All of the following courses are
required for the MEL degree:
EDU 510 Ethics and Leadership
in Education (or an approved
MAL alternative) (1.0)
EDU 514 Evaluation and
Documentation (or ML 514
Research Methods) (1.0)
.' ..
EDU 592 Research Consultation
.•.
•
EDU 593, 594 Research Seminar
1. _.
(.5 credit course taken in
conjunction with EDU 594)
I, II (.5 credit each) (or ML 593,
594 Research Seminars I, II)
b~mltershlip
JEllecfrves
(0°2 course c1redlits)
on the interests and orientation
of the student.
These courses are available to
degree seeking students but are
not available to non-degree
seeking students. For students
wanting to explore issues of
leadership and organizational
change within a broader context,
the MEL program will allow up
to two electives from the Master
of Arts in Leadership program.
These courses become part of
the Focus II component of the
MEL program. See the Master
of Arts in Leadership program
bulletin for courses.
Some students express a theoretical and/or empirical interest in
the study of education and/or
leadership and identify topics
which lend themselves to a
more traditional thesis project.
An example of a thesis project
would be a comparison of the
effects of two instructional
strategies on student learning.
The connection to leadership
comes as the thesis writer
considers how to share his/her
expertise with others.
1[' ~M;~ lis:/LcaidlcrsllAil p
Aipip ~katnrnrn
P rnjed:
At, or near, the completion of
the course work for the MEL
program, students are required
to develop and carry out a study
or project related to education
and leadership. The focus can be
on an issue in education with
opportunities for personal
leadership, or it can focus on
leadership itself within the
context of education. This
research-based capstone
experience affords students the
opportunity to become an expert
in an area of personal interest as
well as to "tie together" what
has been learned throughout the
MEL program. Students have
the option to select either a
Thesis or a Leadership
Application Project. The decision as to which of these
alternatives is selected depends
Other students express interest
in an applied project which
includes the development and
implementation of an idea
related to education. These
students find the Leadership
Application Project to be the
appropriate culminating
experience. An example of a
leadership application project is
one which includes the development and implementation of a
peer mediation training program
at the middle school level.
Leadership issues emerge as
part of the training of students
and staff in the use of the
program.
In both capstone experiences,
research forms the foundation
for decision-making and
direction.
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WouRSE DESCRIPTIONS
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EDU 510 Ethics and
Leadership (1.0 course)
EDU 513 Diversity and
Education (1.0 course)
Study of leadership within the
context of personal and professional ethics and values.
Weighing and balancing
competing values within an
ethical framework will be
explored as a part of experiential
exercises. Leadership issues of
gender, ethnic origins and
culture will be explored .
Leaders of past and present,
recognized and unrecognized,
will be studied. This course
views the nature and purpose of
leadership from a variety of
disciplines and perspectives.
The field of education is
impacted significantly by diversity in and out of the classroom.
This course broadens the definition of diversity to include
gender, religion, ethnicity, abili-
: ,·
·•
EDU 511 Legacy of
Education (1.0 course)
...
~
.;
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,
. ..
from knowing the past.
.
EDU 512 Models of
Teaching and Learning
(1.0 course)
...
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Comparative study of education
through political, historical,
economic and sociological
perspectives. This course will
provide a knowledge base for
students to discharge their
educational leadership responsibilities with wisdom gained
.
A focused study of the teaching
and learning process. A variety
of strategies for teaching and
learning will be examined,
discussed, and modeled.
Technological applications to
the field of teaching and
learning will be included.
ties, lifestyle, and economic
class. Examines issues related to
diversity in the workplace,
EDU 515 Creativity and
Problem Framing
(1.0 course)
The study and application of the
thinking processes as they
influence problem solving and
decision making will be
explored. Theories and myths of
creativity will be investigated. A
variety of perspectives will be
used to frame problems and
including classroom issues and
teaching strategies. PIN grading
optional. This course meets the
Minnesota Human Relations
requirement.
examine challenges.
EDU 514 Evaluation and
Documentation
(1.0 course)
Exploration of supervisory and
consultative models, both within
and outside the field of education. Major topics include
mentoring, peer collaboration,
community collaboration and
partnerships, varieties of
administrative processes and
procedures and observational
techniques. An underlying focus
of this course is that of change:
identifying where it's needed,
initiating the process, and
directing and/or adapting to the
outcomes.
An introduction to basic
concepts of research methodology. Serves as an introduction
to the capstone research project
and builds skills in formulating
research questions, reviewing
literature, selecting appropriate
research methodology,
conducting and interpreting
basic data analysis, and
developing research project
proposals. Students generally
take this course near the end of
the program and just prior to
EDU 593 Thesis/Leadership
Project Seminar I.
EDU 516 Models of
Educational Process
(1.0 course)
EDU 517 Politics and
Public Policy of
Education (1.0 course)
Study of the politics of education and its impact on school
curriculum. Examine society's
impact on school offerings, the
politics of school change, and
the processes through which
decisions and changes are made.
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EDU 518
Service-Learning in Your
Classroom (.5 course)
President Clinton talks about
service-learning as an important
means for providing community
service and deepening academic
learning. What is ServiceLeaming? How does it differ
from community service and
volunteerism and how can it be
implemented in the classroom?
By exploring these questions
you will develop an understanding of the theory and
process of service-learning and
how to use it with your students.
EDU 538 Educational
Processes: Supervision of
Student Teachers
( .25 course)
Offered in workshop format,
this course will provide training
for licensed teachers who want
to increase their effectiveness as
supervisors of student teachers.
Many of the skills learned in the
course will also be useful in
peer coaching.
EDU 592
Thesis/Leadership
Application Project
Consultation (.5 course)
A series of meetings with a
faculty thesis advisor simultaneous with EDU 594 and during
the term in which the thesis is
being prepared for final statement.
Graded on a P/N basis. (Students
not completing their thesis project
during the term for which they
same term in which they are
enrolled in EDU 594 are required
to pay a thesis continuation fee
during each subsequent term
until the thesis is completed.)
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EDU 599 Special Topics
(.5-1.0 course)
Study of selected topics in
educational leadership that are
not treated extensively through
current course offerings.
register for EDU 592 must pay a
thesis continuation fee of $125 .00
for each additional term.)
EDU 539
Paideia Institutes
(.25-1.0 course)
EDU 593
Thesis/Leadership Project
Seminar I (.5 course)
Titles such as Seeing with a
Native Eye and Six Great Ideas
for Teaching: Truth, Goodness,
Beauty, Liberty, Equality,
Justice have been offered.
Paideia Institutes are opportunities for education professionals
to learn specific strategies related
to Paideia program methodology
(i.e., seminar leadership and
coaching) to enlarge understanding of ideas, values and
contemporary issues. Specific
topics will be published prior to
registration.
This course provides each
individual with the capstone
opportunity to conduct research
in an area of interest related to
education, using either a thesis
or leadership application project
framework. Support and guidance are provided by fellow
students, course instructor, and
faculty advisor. Graded on a
PIN basis.
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EDU 594
Thesis/Leadership
Project Seminar II
(.5 course)
This seminar focuses on the
results of individual projects
developed in Research Seminar
I. Students will develop, write
and discuss thesis/project work
during the class. Graded on a
PIN basis. (Students not
completing the thesis during the
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A
DMISSION REQUIREMENTS
& PROCEDURES
in an educational setting.
Admissions are handled on a
'rolling' basis, with students
admitted at the beginning of the
fall, winter, spring, and summer
terms. Selection of candidates
will be made on the basis of an
evaluation of each applicant's:
• previous college record
• letters of recommendation
• experience and organizational
background
• Miller Analogies Test score
• written statement
• possible interview
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Admission to the
MEL Degree Program
Applicants must hold a
baccalaureate degree from an
accredited college or university
and have a minimum cumulative
undergraduate grade point
average of 3.0 (on a 4.0 scale)
OR a minimum cumulative
grade point average of 3.0 for
graduate courses completed at
an accredited college or university. Applicants holding other
advanced degrees from accredited colleges or universities are
academically admissible.
Should an applicant not meet
the minimum GPA requirements, a probationary term may
be possible as decided on a case
by case basis. Applicants to the
program must have two years of
full-time work experience (or
equivalent part-time experience)
To apply, the following materials must be submitted to the
Graduate Programs Office:
• Completed application form;
• $25.00 application fee (nonrefundable);
• A brief (1-3 page) statement
relating the applicant's career
and life goals to his or her
leadership aspirations;
• Letter of recommendation
from an immediate supervisor,
assessing leadership potential;
• Letter of recommendation
from a co-worker (at the same
level) describing the applicant's
work style and potential as a
leader;
• Official transcripts from all
undergraduate institutions
attended listing all courses
taken and any degree(s)
conferred;
• Official transcripts from all
graduate institutions attended
listing courses taken and
degree(s) conferred, if any;
• Official set of results on the
Miller Analogies Test;
• Applicant may be asked to
participate in an interview
with graduate program
faculty and/or a staff member.
Admission to the
Non-Degree Program
Applicants wanting to take any
MEL course must hold a
baccalaureate degree from an
accredited college or university
and be in good academic and
financial standing with all
previous academic institutions.
To apply, submit the following
materials to the Graduate
Programs Office:
• Completed course application/registration form
• $50.00 non-refundable deposit
per course, each term, to be
applied towards course tuition.
For additional information on
application requirements, please
call the Graduate Programs
Office at (612) 330-1786.
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~TERNATIONAL APPLICANTS
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Augsburg College Graduate
Programs Office encourages
qualified applicants from other
countries and feels that these
students contribute significantly
to the program. Students typically take only two classes per
trimester for a yearly total of six
classes. With this schedule
students can complete the
required course work in two
years. See the section under
Admission Requirements for a
general description of the
admission process, selection
criteria and work experience
requirements.
Application materials required
for international applicants are:
• Completed application form;
• $25.00 application fee (nonrefundable) payable in U.S.
dollars;
• Official marksheets with
certified translations from all
undergraduate institutions
attended listing all courses
taken, marks earned, dates
attended, and degree(s) or
diploma(s) conferred, if any;
• Official marksheets with
certified translations from all
graduate institutions attended
listing all courses taken, marks
earned, dates attended and
degree(s) or diploma(s)
conferred, if any;
• Official results on the Test of
English as a Foreign Language
(TOEFL) with a minimum
score of 550; and
NOTE: Additional information
may be required, as requested by
Augsburg College, to more accurately evaluate educational
credentials. Furthermore,
supplemental information may be
needed to issue an 1-20 or J-1 for
students admitted to the Master
ofArts in Education-Leadership
program. Information requested
for the 1-20 or J-1 will not be
used to make an admission
decision.
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• Applicant may be asked to
participate in an interview
with graduate program faculty
and/or a staff member, if applicant is in the United States.
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•A brief(l-3 page) statement
relating the applicant's career
and life goals to his or her
leadership aspirations;
• Completed Declaration of
Finances (see below for
additional information);
• Letter of recommendation in
English from an immediate
supervisor, assessing
leadership potential;
• Letter of recommendation in
English from a co-worker (at
the same level) describing the
applicant's work style and
potential as a leader;
Because limited financial aid
from Augsburg College may or
may not be available students and
their sponsor must complete a
Declaration of Finances as part of
the application for admission, along
with appropriate certifications.
Students will need to provide
proof of availability of funds for
tuition, books and living costs.
For the 1994-1995 academic year,
we require students to provide
proof of a minimum of $10,000 in
U.S. funds for living expenses
plus the cost of tuition must be
added to this amount. Students
wishing to have spouses and/or
children accompany them, must
plan on having additional funds
available for their support.
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~ALUATION STANDARDS
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Evaluation of academic perfonnance in the Master of Arts in
Education-Leadership will be based on number grades using a 4.0
point scale with these definitions:
4.0
3.5
3.0
2.5
2.0
Achieves above basic course standards.
1.5
1.0
0.5
Perfonnance below basic course standards.
o.o
Unacceptable perfonnance (no credit for the course).
p
Achieves at or above the 2.0 level (not computed in
grade point average).
v
Course was audited; student met expectations as agreed
upon with the instructor.
N
Does not meet minimum course standards (no credit and
non-punitive - not computed in grade point average) .
w
Grade given when a student withdraws from a course.
I
Incomplete grade given when student is unable to complete
course requirements for reasons beyond the student's
control. (To receive an incomplete, a student must file a
petition with the Graduate Programs Office stating reasons
for the request, the plan and date for removing the
incomplete grade, the signature of the instructor and any
other necessary documentation.)
Achieves highest standards of excellence.
Achieves the minimum passing standard.
Courses not offered on the
numbered grading system are
noted in the course descriptions
in this bulletin as being graded on
a PIN basis. In order to receive a
grade of P, a student must
achieve at least a grade of 2.0.
No more than two courses with
a grade below 3.0 will count
toward the degree. Students who
receive an N or 0.0 in a course
must work with the MEL
Director to devise a plan for
academic improvement. This
plan will be shared with the
MEL Advisory Committee and
placed in the student's file. If a
second grade of N or 0.0 is
received, the student may be
dismissed from the program.
No more than two courses with
a grade of 2.5 or below can be
repeated. Only the credits and
grades earned the second time
are counted in the grade point
average.
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~DENT RIGHTS
The College has adopted a
statement of student rights and
responsibilities and has
provided for due process in the
matters of disciplinary action,
grievances and grade appeal.
Students who wish to identify
appropriate procedures for
complaints should contact the
Vice President for Student
Affairs (330-1160).
The College operates in compliance with the Family Rights and
Privacy Act and Title IX.
Students have the right to
inspect all official records which
pertain to them and which are
maintained in the Registrar's
Office and the Placement Office
(except where a waiver of
access has been signed) and to
challenge inaccurate or
misleading infonnation.
Students have a right to experience education free from
discrimination.
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A'ITENDANCE POLICY
Regular attendance is highly
one's self, but to one's class-
discretion of the instructor,
important and should be consid-
mates and course instructor.
adversely affect one's grade.
ered a responsibility, not only to
Irregular attendance may, at the
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Academic Probation and
Dismissal Policies
Students must maintain a 3.0
cumulative grade point average.
If a student falls below a 3.0
Credit and Contact Hours
Each full credit graduate course
in the MEL program is the equiv-
cADEMIC POLICIES
Last Day to Withdraw
from Class
alent of four semester credits or
The last date on which students
may withdraw from a class and
six quarter credits. Students meet
receive a "W" on their record is
average, the student will be placed
in class a minimum of 31.5 hours
published annually in the MEL
on probation for the following
and are responsible for a
Program Supplement.
term. A 3.0 cumulative grade
significant amount of individual
study and preparation.
point average must be restored in
order for a student to be removed
from probation. If a student
receives a grade of N or 0.0 in a
course, the student must work
with the MEL Director to develop
an academic improvement plan.
This plan will be shared with the
MEL Advisory Committee and
placed in the student's file.
Enrollment
Policy/Leaves of Absence
College should register for an
audit of each course.
nents of the program within five
• MEL degree-seeking or non-
a second grade of N or 0.0 is
received or for behavior detrimental to the program, such as a
years. Extensions beyond five
years will be considered on the
basis of petition to the MEL
degree seeking students can
audit Focus I, MEL courses.
gross violation of college policy
(as published in the Student
Advisory Committee.
Guide). Dismissal would occur
Students who leave the program
only after established procedures
were followed.
for more than one trimester must
than two courses will be accepted
for transfer credit.
• Students wanting CEU's for
courses successfully completed
will be granted a Certificate Of
Attendance by the Graduate
Programs Office and issued an
of the MEL program. A leave of
absence may be granted for one
Audited courses that are not
calendar year. Time spent on an
successfully completed will be
indicated by a grade of 'W'.
count toward the five year deadline for degree completion.
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in the future .
official transcript showing the
audit by the Registrar's Office.
official leave of absence will not
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be converted to graduate credit
the MEL Advisory Committee if
on an individual basis. No more
.•
• Courses taken as audit cannot
Students may be dismissed by
Transfer credits will be evaluated
•
Education Units (CEU's) rather
in two years. All students are
required to complete all compo-
Credit for Prior Education
4
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• Students wanting Continuing
credits per trimester. Enrolling
in two credits per trimester
request a leave of absence request
in writing to the Faculty Director
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Auditing Courses
than credit for Focus I graduate
level courses at Augsburg
the course work in the program
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Students may take up to two
enables a student to complete
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~DENT SUPPORT SERVICES
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• Academic advising from the
MEL Director, for program
planning is available. As
students approach the capstone
experience, they select thesis
or project advisors to guide
them throughout the completion of their programs.
also available to help students
with non-academic advising
issues.
• Professional assessment experiences and opportunities
through the Graduate
Programs Office.
Graduate program staff are
• Self/career assessment,
counseling and resume development through the Career
Services Office (330-1162)
• Work experience related to a
student's field of specialization
through the Cooperative
Education Office (330-1148)
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$ I BRARY
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holdings of Augsburg and six
other private liberal arts college
libraries in the metropolitan
area. Daily courier services
among these libraries facilitates
the sharing of these resources.
Additional library resources are
accessible through MINITEX, a
regional library network, and
through OCLC, an international
library network. Remote,
off-campus computer access to
all these services is provided via
a telecommunications link.
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The Augsburg library collection
includes over 175,000 books,
periodicals, films, audio and
video cassette tapes, and microfonns. Access to the collecti0n
is provided via a computerized
library catalog that includes the
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A ccREDITATION AND AFFILIATIONS
Students who successfully
complete Augsburg ' s Education
Leadership program will receive
a Master of Arts degree.
Augsburg is accredited by the
North Central Association of
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Colleges and Schools. The
College is a member of the
Associated Colleges of the Twin
Cities (ACTC), Lutheran
Education Council in North
America and Minnesota Private
College Council.
Augsburg College is registered
with the Minnesota Higher
Education Coordinating Board.
Registration is not an endorsement of the institution.
Registration does not (neces-
sarily) mean that credits earned
at the institution can be transferred to other institutions or
that the quality of the educational programs would meet the
standards of every student,
educational institution or
employer.
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~E AND PAYMENT INFORMATION
.
....
A schedule of fees is published
separately in the MEL Program
Supplement. Tuition is determined annually.
Various Payment Plans
are Available: *
1) Payment in Full: Due day of
registration.
2) Payment Plan: Upon application and after college
approval, a three-pay plan is
available each trimester.
Payment plans will be
offered only if the student
has adhered to previous
plans.
3) Company reimbursement:
Full courses or equivalent
which are company reimbursed require a deposit of
$100 per course reimbursed,
with full payment due within
50 days after the end of the
final exam date. A letter from
the employer, stating the
company's reimbursement
policy, must be filed annually
with the Business Office.
Registration is permitted only if
the student's account for a
previous term is paid in full as
agreed. Augsburg College will
not release diplomas or academic transcripts until all student
accounts are paid in full. This
also applies to student loan
funds administered by the
College (Federal Perkins
Student Loan); they must be
current according to established
repayment schedules.
*A non-sufficient-funds check
will declare your registration
invalid and could affect further
credit extended by the college.
Refund Schedule
In order to be eligible for a
refund, students are responsible
for canceling courses with the
Registrar's Office. A per-course
tuition refund will be made on
the following basis:
Focus I: Classroom Issues and
Practice
Courses have varying refund
schedules. Call the Graduate
Program Office for the refund
policy of a specific course.
Focus II: Education
Leadership Courses
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Prior to the first scheduled class
meeting - l 00%
Prior to the second scheduled
class meeting - 90%
Prior to the third scheduled class
meeting - 80%
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Prior to the fourth scheduled
class meeting - 70%
Prior to the fifth scheduled class
meeting - 60%
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Prior to the sixth scheduled
class meeting - 50%
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YiNANCIAL AID
such scholarships may enable
the participation of individuals
of limited financial means as
well as individuals working for
volunteer agencies and other
organizations not likely to
provide tuition reimbursement.
Company Tuition
Assistance Programs
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Financial assistance is available
to degree seeking students
enrolled in the MEL program.
Non-degree seeking students are
not eligible for any type of
financial aid through Augsburg
College. Two full-credit courses
per trimester is considered fulltime. One course is considered
half-time enrollment. The Office
of Student Financial Services
(330-1046) assists students in
assessing financial aid eligibility
and offers financial aid from
available alternatives, including
the following:
Augsburg Tuition Grant
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Augsburg College may provide
grants and scholarships to graduate students who show academic
potential and have financial need.
.... .
Sponsored Scholarships
Augsburg actively pursues nonAugsburg funding for special
scholarships. The availability of
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Many companies, agencies and
corporations offer full or partial
tuition assistance to employees
who participate in work-related
or degree-related college
programs. Augsburg College
offers several payment plans by
which employees may handle
tuition reimbursement.
Bureau of Indian Affairs,
Tribal and State Indian
Scholarships
American Indian students who
meet federal, state or tribal
requirements may apply for these
scholarships. Indian grants generally supplement other sources of
financial aid. For assistance in
application, please contact
Augsburg's American Indian
Support Program Director at
330-1138, or your tribal agency.
Federal and State Aid
Programs
The Office of Student Financial
Services determines eligibility
for any Federal or State financial
aid programs available to graduate students. Determination is
based on standard, nationally
accepted methodology.
• Federal Stafford Loan
Program
Common Loan Provisions:
BORROWING LIMITS:
Effective with enrollment
periods beginning after October
1, 1993, graduate student may
borrow up to $18,500 per year
with an aggregate of $128,500
(undergraduate and graduate). A
student may borrow from either
the unsubsidized or subsidized
programs or a combination of
both, but cannot exceed the
annual loan limits.
INTEREST RATES: The
annually variable interest rate is
determined by the 91-day TBills +3.1 %, capped at 8.25%,
and changes each July 1st for all
borrowers. The interest rate for
enrollment periods beginning
between July 1, 1994 and June
30, 1995 is 7.43%.
REPAYMENT TERMS:
Repayment begins six months
after you ceased to be enrolled
at least half-time in an eligible
program leading to a degree or
certificate. Repayment may
extend up to ten years.
DEFERMENTS : In most cases,
deferments are granted for
continued education, disability
and unemployment. Contact
your lender if you think you are
eligible for a deferment.
Program Specific Provisions:
FEDERAL STAFFORD LOAN
(SUBSIDIZED): The Office of
Student Financial Services has
determined that based on the
financial information you
submitted, you qualify for up to
•
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the amount listed on your
Award Notice.
INTEREST: No interest accrues
during the time the student is
enrolled at least half-time.
FEES: An origination fee of 3%
and a guarantee fee of up to 1%
will be deducted from the loan
check before you receive it.
FEDERAL STAFFORD
LOANS (UNSUBSIDIZED):
You may borrow up to the
amount listed on your Award
Notice.
INTEREST: Interest accrues
during the period of enrollment
and may be capitalized.
FEES: An origination fee of 3%
and a guarantee fee of 1% will be
deducted from the loan check
before your receive it.
• Federal Perkins Loan
ProgramJoint Augsburg College-federally
funded program administered
through the College for students
who demonstrate financial eligibility. No checks are issued, but
the student is required to sign a
promissory note at least once per
term. Funds are put on the
student account after the note is
signed.
BORROWING LIMITS: You
may borrow up to $3,000 per
year as a graduate student with a
$30,000 maximum.
INTEREST AND REPAYMENT:
Simple interest of 5% and
repayment of principal (at a
minimum of $40 per month)
begins nine months after you
graduate or leave school. Partial
or total loan cancellation privileges exist for certain types of
teaching, disability and, in
certain circumstances, military
service.
while the student is enrolled.
Principal payments begin in the
13th month after you leave
school.
DEFERMENTS: There are no
DEFERMENTS: No interest
accrues nor do payments need to
be made at any time you are
enrolled at least half-time or for
serving three years in the military, Peace Corps or VISTA.
Contact our student loan coordinator if you think you are
eligible for a deferment.
deferments. Contact the
Minnesota Higher Education
Coordinating Board regarding
special circumstances and
repayment.
• SELF (Student Educational
LoanFund)The SELF is administered
through the Minnesota Higher
Education Coordinating Board.
Applications are available from
the Office of Student Financial
Services and should be
completed by the borrower and
co-signer and returned to
Student Financial Services for
further processing. Loan checks
arrive once per term and are
made co-payable to the student
and Augsburg College.
BORROWING LIMITS:
Graduate students may borrow
up to $9,000 per year minus any
other student loan indebtedness.
Maximum graduate borrowing
cannot exceed $40,000
including undergraduate. The
minimum loan amount per year
is $500.
INTEREST AND REPAYMENT:
The interest rate is variable.
Interest payments begin 90 days
after the loan is disbursed and
continue quarterly thereafter
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To Apply for Financial
Aid
•..,
I) Complete the Application for
Admission and indicate your
desire to also apply for
financial aid.
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2) The Office of Student
Financial Services will send
you the necessary application
and financial statement form
(or you may pick them up at
the Office of Student
Financial Services, 152
Science Hall, or at the
Graduate Programs Office,
2222 Murphy Place).
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3) All students must have a
Financial Aid Transcript on
file with Augsburg from each
previously attended institution even if they did not
receive financial aid. Forms
are available from the College.
4) Complete and return the
financial aid forms by the
deadlines indicated.
5) Accept the financial aid
offered, in whole or in part,
by the deadline stated.
.
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BOUT AUGSBURG
housing towers, the Christensen
Center, main academic and
administrative halls, the library
and the music building. In
addition, there are programs for
students with learning and
physical disabilities.
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. We are a diverse
community, with many strong
religious traditions represented
among the students, faculty and
staff, including but not limited
to Lutheran, Roman Catholic,
American Indian Spirituality
and Thought, Buddhist and
Islamic faiths.
Non~ Discrimination
Policy
It is the policy of Augsburg
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History
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Augsburg was the first seminary
founded by Norwegian Lutherans
in America. Named after the
confession of faith presented by
Lutherans in Augsburg, Germany,
in 1530. Augsburg opened in
September, 1869, in Marshall,
Wisconsin, and moved to
Minneapolis in 1872.
.
Campus Location
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Augsburg's campus is located in
the heart of the Twin Cities
surrounding Murphy Square, the
oldest of 155 parks in the "City
of Lakes." Adjacent to the
campus are Fairview-Riverside
Medical Center, the West Bank
campus of the University of
Minnesota and Mississippi
River parkways .
Accessibility
Augsburg College has made a
major effort to become one of
the most accessible campuses in
the region. Skyways, tunnels
and elevators provide accessible
connections between nine of 14
major buildings -student
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status, sex or
status with regard to public
assistance or disability as
required by Title IX of the 1972
Educational Amendments of
Section 504 of the Rehabilitation
Act of 1973 as amended in its
admissions policies, educational
programs, activities and
employment practices.
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~MPUS LOCATION MAP
Directions to Campus
35W from the North-Take
Washington Avenue exit and tum
left off Washington (turns right onto
Cedar Avenue), tum left at
Riverside Avenue, right at 21st
A venue South.
1-94 East from
Minneapolis-Take 25th
Avenue exit, tum left at
25th A venue, tum left at
Riverside A venue, tum
left at 21st Avenue South.
Graduate Programs Location
1-94 West from St.
Paul-Take Riverside
exit, tum right at
Riverside Avenue, tum
left at 21st Avenue South.
Public Parking
35W from the SouthFollow the I-94 St. Paul signs
(move to right lane after each of
two mergers). Take 25th Avenue
exit and tum left at Riverside
A venue, tum left at 21st A venue
South.
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The Graduate Programs Office·is in
Murphy Place and is located on the
comer of 23rd A venue South and
71/2 Street.
.· .. .~~
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All posted Augsburg College staff,
faculty and commuter lots are free
and open for use from 4:30 p.m.
Monday through Sunday evening.
Lots are located on 7th Street between
21st and 22nd Avenues and north or
south of 8th Street between 24th and
25th Avenues. Additional parking is
available in the Fairview-Riverside
Medical Center ramp, or U of M
parking lots on the north side of
Riverside Avenue.
~MPUSMAP
I.
2.
3.
4.
5.
6.
7.
8.
9.
Admissions House
George Sverdrup Library
Science Hall
OldMain
Quad
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal Memorial
Hall
JO. Music Hall
11. 2222 Murphy Place
12. Si Melby Hall
13. Ice Arena
14. Stage II Theatre
15. College Relations
16. Nordic Center
17. Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
18. Center for Global
Education
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Alumni Center
20. Youth and Family Institute
21. American Indian Support
and Black Student Affairs
22. Oscar Anderson Hall
23. East Hall
24. Murphy Square
25. Anderson-Nelson Athletic
Field
26. Husby-Strommen Tennis Courts
•'
Parking Lots
A. Admissions Parking
B. Faculty/Staff/Commuter/
Residence Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parking
E. Commuter - Street Parking
F. Resident Parking
G. Visitor Parking
H. Fairview/St. Mary's Parking
Ramp
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. ~CULTY AND ADMINISTRATION
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Virginia Allery
Vivian Johnson
Associate Professor of
Education/Director of American
Indian Studies Minor. B.S.,
Viterbo College; M.S., Eastern
Montana College; Ph. D.,
University of Minnesota.
Instructor. B.A., University of
Colorado; M.A.T., Monmouth
College; M.S., University of
Oregon; Ph.D., University of
Oregon .
Mary G. Endorf
Instructor. B.A., Hamline
University; M.S.A., SUNYCortland; Ph.D., University of
Minnesota.
Interim Vice-President for
Academic Affairs and Dean of
the College and Professor· of
Education. B.S., M.Ed., Ed.D.,
University of Nebraska.
Joseph A. Erickson
Mildred Mueller
Assistant Professor of
Education. B.A., M.A., College
of St. Thomas; M.A., Luther
Northwestern Theological
Seminary; Ph.D., University of
Minnesota .
Assistant Professor of
Education. B.A., M.A., Central
Michigan University; Ed.D.,
University of Minnesota.
.
Marie 0. McNeff
Vicki B. Olson
Assistant Professor of
Education. B.S., M.A., Ph.D.,
University of Minnesota.
Director, Master of Arts in
Education-Leadership and
Associate Professor of
Education. B.S., M.A., Ph.D.,
University of Minnesota .
Ethelind K. Garetz
Barry Sullivan
Assistant Professor of
Education, part-time. B.A.,
University of Minnesota; M.S.,
University of Nebraska; Ph.D.,
University of Minnesota.
Instructor. B.A., St. Cloud State
University; M.A., University of
North Dakota; Ph.D., University
of Minnesota.
Ann Fleener
Richard Germundsen
. .-:
':
The majority of faculty who
teach in the Master of
Education-Leadership program
are full-time Augsburg faculty
members with doctorates or
appropriate professional
degrees. Adjunct faculty with
specific expertise teach courses
in their related fields. All faculty
have experience teaching adult
learners and value the opportunity to work with educators in a
classroom setting.
Assistant Professor of
Education. B.S., Mankato State
University; M.A., School of
International Service, American
University; Cand. Mag.
Universitet i Bergen, Norway;
Ph.D., University of Minnesota.
Nancy Hall
Coordinator of Graduate
Programs in Leadership. B.A.,
University of Kansas; MS.Ed.,
Southern Illinois University at
Carbondale .
Show less
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Title
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Master of Arts in Education (MAE) Catalog, 2005
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Collection
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Course Catalogs
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Search Result
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"If we are not for our children, who shall we be for?"
-Paul Wellstone
TABLE OF CONTENTS
Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1
Education Department ..... . .. . .. ........ . .. . ... . ............ .2
Introduction ..... . .... . .. .... . ............ .....
Show more
"If we are not for our children, who shall we be for?"
-Paul Wellstone
TABLE OF CONTENTS
Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1
Education Department ..... . .. . .. ........ . .. . ... . ............ .2
Introduction ..... . .... . .. .... . ............ ... ..... .. . ...... .3
Elementary Education ..... .. ................ . . . ...... ........ 5
Secondary Education .... .. ............... .. .. . . .............. 6
Special Education . . ... . .. . . .......... . . . ...... ... . .... . ...... 7
Reading Endorsement .. . .. ............................... . .. .9
Student Teaching .... . .... ... . ... . ... . ........ . .....•... . .... 9
Graduate Degree Completion ........ .. .. ...................... 10
Course Descriptions ... ... .. .................. . . . ..... . ...... 12
Admissions Requirements .. .............. . .. . . . .... . .. . ...... 18
International Applicants .... . . .. . ............................. 19
Academic Policies ......... .. .... ............ .... . . . . .. . ... . .20
Fee and Payment Information . . .. ... . .. . ...................... 23
Financial Aid ........ . . . . ............................ . ..... 25
About Augsburg .. .... .... ............... . . .. . ........ . . . ... 27
MAE Faculty . .... . . .. . ... ............... .. .. . ... . . . . . ...... 28
Campus Maps ........ . ... ........................... back cover
WELCOME TO THE AUGSBURG COLLEGE
EDUCATION DEPARTMENT
We are pleased that you are interested in the Master of Arts in Education (MAE)
program, which offers teaching licensure within a master's degree. Augsburg has a
long history in teacher education with alumni of our programs teaching throughout
Minnesota. We know that Augsburg College is an excellent choice for you to pursue
your teaching dreams and goals-and here's why.
OUR PHILOSOPHY. The Education Department program theme-Teacher as
developing professional from classroom decision-maker to educational leadersuggests the expectations we have that our students will leave our programs prepared
to exercise leadership in the classroom and, eventually, the institution. Our
department mission statement goes beyond leadership to also lay out our expectations
for fostering "student learning and well-being by being knowledgeable in content,
being competent in pedagogy, being ethical in practice, building relationships,
embracing diversity, reflecting critically, and collaborating effectively. "
Our urban setting provides yet another dimension to our programs through course content, field experiences, and
classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative,
capable beginning teachers who imbue their practice with ethics, tolerance, and compassion.
OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct
instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12
settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field
experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do
and what you hope to do . We value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY. We realize that though teaching is your dream, your reality likely includes work, family, and
personal responsibilities. Because we understand the demands adult students face , we offer flexible scheduling. A
majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage
these responsibilities while pursuing your goals.
As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among
interesting students and dedicated professors who believe that all children deserve a good, highly qualified
teacher-the teacher you can become.
Vicki Olson, Ph.D.
Program Director
The Augsburg College Education Department commits itself to developing future educational leaders who foster student
learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice,
building relationships, embracing diversity, reflecting critically, and collaborating effectively.
PROGRAM THEME
Teacher as developing professional, from competent classroom decision-maker to educational leader.
PROGRAM DIMENSIONS
What we do-concepts and strategies of teaching (being competent in pedagogy; building relationships)
I How to assess and evaluate student ability and performance (MSEP 8: Assessment).
I How to plan instruction to meet student needs (MSEP 7: Planning Instruction)
I How to implement instruction to promote student learning (MSEP 4: Instructional Strategies)
I How to manage children and classroom life effectively (MSEP 5: Learning Environment)
I How to help students develop emotionally and socially (MSEP 2: Student Leaming; MSEP Standard 5: Learning Environment)
I How to integrate technology and service learning into a learning environment.
Who we teach-knowledge of children and youth (embracing diversity)
I How students develop and learn (MSEP 2: Student Learning)
I Similarities/differences across communities, cultures, learning styles, abilities, special needs , and lifestyles (MSEP 3:
Diverse Learners)
I Current issues affecting children and youth (MSEP 9: Reflection and Professional Development; MSEP 10 Collaboration,
Ethics, and Relationships)
Where we work-contexts of schools (collaborating effectively; being knowledgeable in content)
I Foundational knowledge of schools and education in the U.S. (MSEP 9: Reflection and Professional Development)
I Collaboration and teaming skills (MSEP 10: Collaboration, Ethics, and Relationships)
Who we are as individuals and teachers-personal stance and
knowledge base (reflecting critically; being knowledgeable in content;
being ethical in practice; developing future educational leaders)
I Leadership skills (MSEP 9: Reflection and Professional Development;
MSEP 10 Collaboration, Ethics, and Relationships)
I I know and how I learn (MSEP 1: Subject Matter)
I How I think: critically, creatively, ethically, reflectively (MSEP Subject
Matter; MSEP 9: Reflection and Professional Development)
I What I believe to be true about education and people; personal
philosophy of education (MSEP 9: Reflection and Professional
Development)
I What I can do to develop as a professional (MSEP 9: Reflection and
Professional Development)
I How I communicate and understand the communication of others
(MSEP 6: Communication: MS 10: Collaboration, Ethics, and
Relationships)
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I
At Augsburg College you can pursue your dreams of becoming a teacher
while continuing to work. We offer you an opportunity to earn your
education licensure as a component of a Master of Arts in Education
(MAE) degree through classes that primarily meet every other weekend
and limited weekday evenings.
Augsburg's MAE degree is flexible, for people who:
I have a baccalaureate degree already and are seeking teaching
licensure with an option to complete a master's degree;
I are licensed teachers seeking a master's degree;
I are seeking a master's degree in education without teaching
licensure.
Through weekend and weekday evening classes, students can earn
licensure in:
I Elementary education with a middle school specialty. Specialty
areas in communication arts, math, and social studies are available
through this program. The science specialty is available through a
combination of weekday, weekday evening, and weekend courses. All
education courses are available through weekend and weekday
evening courses.
I Secondary and K-12 education. Undergraduate majors in licensable content areas serve as the foundation for secondary
and K-12 education licensure. These majors are evaluated by Augsburg's content area departments to determine
remaining content area courses necessary for licensure. In general, a minimum of two courses within the licensure major
must be completed at Augsburg. Social studies, art, and communication arts/literature are available entirely through
weekend and weekday evening classes. Other licensure majors are offered primarily through weekday courses, including
biology, chemistry, health education, mathematics, music education, physical education, physics, and theatre arts. All
education courses are available through weekend and weekday evening courses.
I Special education. Licensure areas in special education include emotional/behavioral disabilities and learning disabilities.
These programs, designed primarily for people who have already earned a baccalaureate degree and now want a
teaching license, are comprised of two distinct parts.
First is the licensure component. If you are seeking licensure and qualify for admission into the MAE program, you can take
a portion of the licensure courses at the graduate level. While these courses do not fulfill all MAE degree requirements, they
form the core of the master's degree.
Second is the graduate degree completion component. Between four to six licensure courses completed at the graduate level
with a 3.0 or better cumulative GPA can be applied towards the MAE degree. Once licensure is achieved, you can continue
to take graduate classes in education and leadership to complete the MAE degree.
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Already licensed teachers can work towards the MAE degree through the following options:
I Special education E/BD and LD
I Reading licensure
People seeking an education-related master's degree who do not want licensure can pursue an MAE degree, as well. These
programs are made up of a core of graduate level education courses plus additional courses in leadership.
Whether seeking licensure and/or a master's degree, this program allows you to change or enhance your career while fulfilling
your family and professional commitments in the company of adults with similar goals.
PROGRAM CONCEPTUAL FRAMEWORK
Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg
Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and
communities.
,.
The leadership focus plays out in two ways. First, the additional work required in
focuses on providing graduate students the chance to exercise leadership as well a:
requirements. Second, in the degree completion component, students are required
courses from our Master of Arts in Leadership (MAL) program. This provides the :
aspects of leadership as part of their degree program.
WEEKEND & EVENING
WEEKEND, EVENING, & DAY
Communication Arts
Social Studies
Mathematics
Science
ELEMENTARY
SECONDARY & K-12
Art
Communication Arts/Literature
Social Studies
Biology
Chemistry
Health Education
Mathematics
Music
Physical Education
Physics
Theatre Arts/Dance
SPECIAL EDUCATION
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he graduate versions of the "slash" courses
extend their knowledge beyond the basic
o include at least two graduate-level
udents the chance to focus on some
Emotional/Behavioral Disorders
Learning Disabilities
LICENSURE COMPONENT
The K-6 elementary with a middle school specialty license
allows you to teach in grades K-6 and in your specialty
area of math, science, social studies, or language arts in
middle school. Augsburg Weekend College offers this
license to people who already hold a bachelor's degree and
meet admissions requirements, as well as to people seeking
a bachelor's degree.
Licensure requirements are offered at undergraduate/
graduate level. That means classes will consist of both
undergraduate and graduate students, with graduate
students having additional course responsibilities. The
graduate course numbers are taken at the 500 level.
The following requirements are offered at both the
undergraduate and graduate level. All courses must be
taken for licensure, and between four and six may also be
applied toward the master's degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EDC 480/580
EED 320/520
Orientation to Education (1.0) *
Diversity/Minnesota American Indians (1.0)
Learning and Development (l.O) *
Special Needs Learner (I.O) *
School and Society (1.0)
K-6 Methods: Reading (l.O) *
To complete the license, you will also need to complete
certain requirements at the undergraduate level:
HPE ll5
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 310
K-6 Methods: Health/PE (.5)
EED 330
K-6 Methods: Children's Lit./Lit. Arts (1.0)
K-6 Methods: Art (.25)
EED 34 I
EED 342
K-6 Methods: Mustic (.25)
EED 350
K-6 Methods: Math (1.0)*
EED 360
K-6 Methods: Science (l.O)
EED 370
K-6 Methods: Social Studies (.5)
EED 380
Kindergarten Methods (.5) *
Middle School methods in specialty* (.5-1.5)
Student Teaching (2.0)
EED 48I,483
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings are required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
UNDERGRADUATE LIBERAL ARTS REQUIREMENTS
The number of supporting liberal arts courses required for
licensure depends upon the courses taken previously as part
of the bachelor's degree. Requirements are determined by:
I Minnesota licensure standards for specific college level
coursework in math, biology, physics, and earth science
for all students seeking elementary licensure.
I Minnesota licensure standards in a specialty area for
middle school. Subject area specialties are offered in
language arts, social studies, math, and science.
Previous coursework can be accepted into the licensure
program if it meets Minnesota standards and if a grade of C
or better was achieved. The Education Department
determines the courses that are accepted. Transcripts,
course descriptions, and course syllabi are used to make
these determinations.
In limited cases, life experience can be considered as a
substitute for specific program requirements. In such cases
students must provide significant evidence of competency
in the affected standards. The College's Applicat~on of Prior
Learning (APL) process is used as a framework. The
Education Department determines what is accepted.
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K-12 and 5-12 licensures in several content areas are
offered in Weekend College through a combination of
graduate and undergraduate coursework. Education
requirements are offered primarily on a weekend schedule
(along with a limited number of weekday evening courses) .
Graduate-level licensure coursework is available to people
who already hold a bachelor's degree and meet admissions
criteria.
The following majors are offered almost entirely through
Weekend College: communication arts/literature, history or
economics or psychology or sociology (all for social
studies), studio art.
The following requirements are offered at both the
undergraduate and graduate level. All courses must be
taken for licensure, and four to six may also be applied
toward the master's degree in education.
People seeking 5-12 licensure in social studies and biology,
chemistry, or physics must complete a broad-based core of
courses in their selected field in addition to the major.
Previous coursework is accepted when appropriate. This is
part of the evaluation of major coursework.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EDC 480/580
ESE 300/500
Orientation to Education (1.0) *
Diversity/Minnesota American Indians (1.0)
Learning and Development (l.O) *
Special Needs Learner (l.O) *
School and Society (1.0)
Reading and Writing in Content Area (l.O)
To complete the license, students also will need to complete
certain requirements at the undergraduate level:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
ESE 325
Creating Learning Environments (l.O)*
ESE 3XX
K-12 or 5-12 Special Methods (1.0 -2.0)*
ESE 481 , 483, 485 Student Teaching (2.0-3.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings are required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
UNDERGRADUATE LIBERAL ARTS REQUIREMENTS
The equivalent of a major in a content area is required for
K-12 and 5-12 licensure. Students who have majored in a
field in which we offer licensure must have their previous
coursework evaluated by the major department at
Augsburg. Additional coursework tied to licensure
standards is generally required.
-
The following majors are offered primarily or entirely
through the weekday program: biology, chemistry, physics,
health and physical education, theatre/dance, mathematics.
LICENSURE COMPONENT
Learning Disabilities Core
There are two licensure options in the K-12 Special
Education program: emotional/behavioral disabilities, and
learning disabilities. Both of these programs qualify you to
teach in special education programs and positions. Many
students get licensure in both emotional/behavioral and
learning disabilities.
Students wishing to earn a Learning Disabilities licensure in
addition to a Emotional/Behavioral licensure will take the
above courses in the Emotional/Behavioral core, and two
additional specialty courses.
Emotional/Behavioral Disabilities Core
SPE 434/534
The following requirements are offered at both the
undergraduate and graduate level. All courses must be
taken for licensure, and up to six may also be applied
toward the master's degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EED 320/520
SPE 400/500
SPE 410/510
Orientation to Education (1.0) *
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0) *
Special Needs Learner (1.0) *
K-6 Methods: Reading (l.O)*
Teaching Students with Emot./Behavioral
Disabilities (1.0)**
Implementing Assessment Strategies
SPE 420/520
SPE 430/530
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices
SPE 440/540
Parent and Professional Planning (1.0)**
SPE 424/524
Etiology and Origins of Learning
Disabilities (l.O)**
Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a Learning Disabilities
licensure would take all of the Emotional/Behaviorial
Disabilities core class as well, with the exception of SPE
4 30/530 Instructional and Behavioral Practices.
(1.0)**
(1.0)**
-
To complete the license, students will also need to complete
certain requirements at the undergraduate level:
HPE 115
EDC 220
EED 330
EED 350
EED 360
Chemical Dependency (.5)
Educational Technology (.5)
K-6 Methods: Children's Lit.IL.Arts (1.0)
K-6 Methods: Math (1.0)*
K-6 Methods: Science (1.0)*
Student Teaching (1.0-2.0)
*10-20 hours of field experience are required as part of this
course. Students currently working in schools can often use
their school employment for their field experience.
**These courses are taken during the internship year. A
significant amount of contact with students labeled EBD or LD
is required. The ideal situation for the internship year is to be
working in a K-12 setting with these students. Students not
currently employed in schools must be available for extensive
volunteer field placements during the internship year.
Previous coursework can be accepted into the licensure
program if it meets Minnesota standards and if a grade of C
or better was achieved. The Education Department
determines the courses that are accepted. Transcripts,
course descriptions, and course syllabi are used to make
these determinations.
Eligibility
To be eligible to apply to the Special Education program,
students must:
I have college credits, an associate degree, or degree and/or
licensure in another field; and
I be currently employed in a K-12 setting as a
paraprofessional or licensed teacher; and/or
I have experience working with students who are labeled
with emotional, behavioral, or learning disabilities, as
well as considerable time available for volunteer field
placements.
-
Innovative Model
This program is based on an internship model that allows
coursework and experience to occur simultaneously In
addition to student teaching, students must complete two
40-hour field placements where they will gain experience
working with students from age groups different from their
internship site.
This program is built on an inclusive education model.
Under this model, students learn how to work closely with
both special and regular educators to facilitate inclusion of
special education students into the regular education
classroom.
Augsburg College also offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers
with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction.
Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements
established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for
the Master of Arts in Education degree.
These courses include:
EED 520
K-6 Methods: Reading (LO)*
ESE 500
Reading/Writing in the Content Areas (LO)*
EDC 505
K-12 Literature in the Classroom (.5)
EDC 508
K-12 Reading Assessment and Evaluation (LO)
EDC 510
Clinical and Reading Program Leadership (LO)
EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students. EED 320/520 is part of the
elementary and special education initial licensure programs, and ESE 300/500 is part of the secondary initial licensure
program. The rigor of the course is increased for those taking it at the graduate level. The following policies apply for
licensed teachers seeking the reading endorsement:
I Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg
College or completers of Augsburg licensure programs within the past seven years will not be required to retake the
entire version of EED 520 or ESE 500. However, they will be expected to complete the requirement for the graduate
portion of the course that they may have taken at the undergraduate level (EED 320 or ESE 300) within the context of a
half-credit graduate level independent study. If the graduate level of the course was taken as part of the initial license
(EED 520 or ESE 500) within the past seven years, students do not need to repeat it or do the independent study.
I Reading license candidates who have already received their initial teaching license and who are graduate/completers of
Augsburg College, but not within the past seven years, will be required to take EED 520 and/or ESE 500 at the graduate level.
I Reading license candidates who have already received their initial teaching license and who are not graduates of Augsburg
College will be expected to take EED 520 and ESE 500 at the graduate level as part of the endorsement program.
STUDENT TEACHING
All education students are required to complete student teaching in their content area. In the MAE program, student teaching
is completed after the core education classes are completed, but before the master's completion electives and final project.
Student teaching generally lasts for 12 weeks; however, it may vary slightly for some specific content areas. During that
time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for
two credits of student teaching, and meet at Augsburg College for a student teaching seminar three times during the term.
Most placements are in the Minneapolis/St. Paul metropolitan area. However, students do have the opportunity to teach
abroad, where students do half of the student teaching experience in the metro area, and the remaining portion in
another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to
build a global perspective in education.
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Students progress in graduate coursework during the licensure program. The licensure coursework forms the Master of Arts
in Education core, with up to six Augsburg graduate-level licensure courses fulfilling the master's requirements.
Declaration of Intent to Complete
Students who have been admitted into the MAE program must formally declare their intent to complete the master's degree
beyond licensure. This can be done any time during coursework, and up to one year after completing student teaching.
Students have seven years to complete the degree after filing the intent to complete form
The declaration of intent is made to the MAE program coordinator. Graduate-level courses in which a 3.0 or better is
achieved will be accepted into the degree program. If a graduate course is graded 2.5 it can be accepted into the MAE
degree completion program as long as the cumulative GPA remains at 3.0 or higher. A maximum of two courses at 2.5 can
be used to complete the MAE degree. Students need nine graduate-level courses to complete the MAE. Between four and six
courses can be drawn from the appropriate core; the remaining courses will be education or leadership requirements and
electives.
Once graduate-level students have declared their intent to complete the master's degree, they are eligible to take Master of
Arts in Leadership and other education graduate courses. If education graduate courses are used as electives in the degree
completion component, they must be drawn from a pool of education non-licensure courses offered at the graduate level. In
most cases students will complete the licensure component prior to the graduate degree.
The MAE program is also open to students seeking a master's degree without licensure. Students taking this path file Intent
to Complete forms with the MAE program director prior to taking their first graduate-level course. The same GPA standards
apply (3.0 or better on coursework) and the core of the graduate program is made up of four to six graduate-level licensure
courses, plus the degree completion options outlined for those seeking licensure. The difference is that these students are
not required to complete the undergraduate courses in education and liberal arts that are required for licensure.
Graduate Degree Completion
To earn a master's degree beyond the core of education classes, students
will need to successfully complete a minimum of three additional
graduate-level courses. They are:
I A research methods course, typically ML 514
I An elective course, chosen from leadership-focused courses in the Master
of Arts in Leadership (MAL) program (see page 11)
I A research- or leadership-based final project
Students bringing fewer than six graduate-level licensure courses into the
degree program must complete additional leadership or education
graduate courses to reach the total of nine required courses.
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The research methods course will help prepare students to evaluate and
document research for use in their final project or paper. In this course, both qualitative and quantitative research methods
will be examined. The leadership elective courses allow students to examine issues of leadership at a personal or
institutional level. The goal for the graduate degree completion component is to foster the development of teachers as
leaders within the institution and community as is in line with our program theme and department mission statement.
FINAL PROJECT OPTIONS
Students have two options for fulfilling their Master of Arts in
Education final project, which serves as the capstone of the
master's program: a Leadership Application Project or action
research.
LEADERSHIP ELECTIVE OPTIONS
The Leadership Application Project is a research-based study
that links issues of leadership and education with the degree
candidate's personal interests. The character of the project will
vary with the nature of the investigation and the materials
involved, but will always be application oriented. The central
component of the Leadership Application Project is the
demonstration of leadership ability through a concrete
research-based project appropriate to the candidate's
workplace or place of service. Students taking this option will
register for EDC 585 Independent Study and work closely
with a project adviser from Augsburg College.
ML510
Visions of Leadership
ML 511
Creativity and Problem-Solving
ML 520
Self Identity, Values, and Personal
The second option is action research in education. Action
research is a collaborative, self-reflective research method
designed to be used in real situations, and is aimed at solving
real problems. The goal of action research is to gain better
knowledge of one's practice while improving the situation in
which the practice is conducted. This option is composed of
two half-credit courses taken in sequential terms. The first
course, EDC 586, introduces students to action research, a
form of research that simultaneously contributes to the
practical concerns of people while furthering the goals of
social science. The second course, EDC 587, is focused on
collecting and analyzing data. It culminates in a symposium
where students present their research in a public forum.
Growth
ML525
Personality and Systems Theories
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 545
Decision Making and Leadership
ML 550
Communication, Decision Making,
and Technology
ML 560
Developing a Multicultural
Perspective
ML 565
Women and Leadership
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Many education courses in the Master of Arts in Education
program are offered at both the undergraduate and graduate
level. Both undergraduate and graduate students take
courses together, with graduate students having additional
responsibilities and expectations. Graduate courses are
offered at the 500 level. All courses are 1.0 credit unless
noted otherwise.
EDC 410/544
The Special Needs Learner
The study of students with disability, special needs, and
giftedness. Emphasis on techniques and resources to help
all students achieve maximum outcomes and special focus
on needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EDUCATION COURSES
EDC 200/522
Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENG 111, sophomore standing)
EDC 206/566
Diversity/Minnesota American Indians
Emphasis on points of view about the role of school in
modern society, relationships with parents and community,
collaborative models, leadership, and professional
development. Serves as final theoretical preparation for
student teaching. (Prereq.: PPST and admission to
department)
EDC 505
Literature in the Classroom (.5 course)
This course will examine human diversity and human
relations. It will provide an awareness and critical analysis
of how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
Minnesota Standard of Effective Practice 3.G: Understand
the cultural content, worldview, and concepts that comprise
Minnesota-based American Indian tribal government,
history, language, and culture.
The study of student reading development, the knowledge
and use of gathering and analyzing data of students'
reading, and designing and applying appropriate reading
curriculum based on this information.
EDC 220
Educational Technology (.5 course)
EDC 510
Clinical and Reading Program Leadership
Psychological and philosophical dimensions of communication
through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
The study of effective leadership and professional
development strategies for individual schools and school
districts, reading standards, state and federal reading
legislation, and fiscal and budgetary operations. The
focused implementation of knowledge and skills gained in
reading licensure coursework.
EDC 310/533
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on
classroom applications. Fieldwork experience. (Prereq.:
PPST and admission to department)
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EDC 480/580
School and Society
The study and use of literature in the K-12 classroom.
EDC 508
K-12 Reading Assessment and Evaluation
ELEMENTARY EDUCATION COURSES
EEO 310
K-6 Methods: Health/Physical Education (.5 course)
Examination and preparation of materials and resources for
physical education and health at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EEO 320/520
K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admissions to department)
EEO 330
K-6 Methods: Language Arts/Children's Literature
Examination and preparation of materials and resources for
children's literature and language arts at the kindergarten
and elementary levels. (Prereq.: PPST and admission to
department)
EEO 331
Middle School Methods: Communication
Arts/Literature-Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: PPST and admission to department)
EEO 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels.
(Prereq.: PPST and admission to department)
EEO 342
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EEO 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EEO 360
K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EEO 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EEO 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.: PPST
and admission to department)
EEO 481, 483, 485
Student Teaching
Two to three courses of full-time, supervised classroom
experience. Required for licensure. Occurs upon satisfactory
completion of licensure program and program portfolio.
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SECONDARY EDUCATION COURSES
ESE 340
5-12 Methods: Science
ESE 300/500
Reading/Writing in the Content Areas
Introduction to the teaching of the natural sciences in
middle and high schools. Emphasis on instructional
strategies and curriculum development. Middle school
portion required for elementary concentration in science
taught concurrently as ESE 341 Middle School Methods:
Science (.5 course). Fieldwork experience. (Prereq.: PPST
and admission to department)
The study and use of a variety of middle school and
secondary techniques and resources to teach reading and
writing through the content areas. (Prereq.: PPST and
admission to department)
.
•.
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and
classroom organization based in the Minnesota Graduation
Rule, state testing, and national standards. Emphasis on
creating environments conducive to learning. Fieldwork
experience. (Prereq.: PPST and admission to department)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required
for elementary concentration in social studies taught
concurrently as ESE 311 Middle School Methods: Social
Studies (.5 course). Fieldwork experience. (Prereq.: PPST
and admission to department)
ESE 320
5-12 Methods: Theatre/Dance
Introduction to the teaching of theatre and dance in
schools. Emphasis on instructional strategies and
curriculum development. Fieldwork experience. (Prereq.:
PPST and admission to the department)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required
for elementary concentration in mathematics taught
concurrently as ESE 331 Middle School Methods:
Mathematics (.5 course). Fieldwork experience. (Prereq.:
PPST and admission to department)
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ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the
middle and high schools. Emphasis on instructional
strategies and curriculum development. Required for
elementary concentration in communication arts/literature
and for communication arts/literature license. Fieldwork
experience. (Prereq.: PPST and admission to department.
NOTE: Students seeking 5-12 communication arts/literature
license do not need to take ESE 300.)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in
middle and high schools. Emphasis on instructional
strategies and curriculum development. Required for
communication arts/literature license. (Prereq.: PPST and
admission to department)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle
school and high school. Emphasis on instructional
strategies and curriculum development. Required for
communication arts/literature license. (Prereq.: PPST and
admission to department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools.
Emphasis on instructional strategies and curriculum
development. Fieldwork experience.(Prereq.: PPST and
admission to department)
ESE 370
K-12 Methods: Music
SPE 420/520
Planning, Design, and Delivery
Introduction to the teaching of music in the schools.
Emphasis on instructional strategies and curriculum
development. Fieldwork experience. (Prereq.: PPST and
admission to department)
This course provides students with skills to write and
implement individual program plans and to create effective
learning environments for students labeled EBD. Particular
attention is paid to inclusion models, diversity of student
need, and forming partnerships with key school personnel.
(Prereq: PPST and admission to the department)
ESE 481, 483, 485
Student Teaching
Two to three courses of full-time, supervised student teaching
required for licensure. Occurs upon satisfactory completion of
licensure program and program portfolio.
SPECIAL EDUCATION COURSES
SPE 315
Critical Issues: Special Education Seminar (.5)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are
the focus of the course. The department portfolio is
completed as a part of this course.
SPE 400/500
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It
addresses the historical and philosophical aspects of the
EBD category, examines origins of student behavior and
student learning styles, and addresses theoretical
perspectives and conceptual models as they relate to this
category of disability. (Prereq: PPST and admission to the
department)
SPE 410/510
Implementing Assessment Strategies
This course examines the assessment process from the prereferral to the recommendation stage. Students gain
understanding of key assessment tools and how they
influence student placement and programming. A
qualitative and person-centered assessment process is
emphasized. (Prereq: PPST and admission to the
department)
SPE 424/524
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of
learning disabilities, which includes the medical and
sociological aspects specific to learning disabilities. It will
also teach students how to access information relevant to
the field.
SPE 430/530
Instructional and Behavioral Practices
This course examines behavioral support options used with
students who are labeled EBD . It emphasizes the use of
reflective, pro-active, and non-aversive approaches drawn
from current best practices and including positive
behavioral supports, person centered planning, and
functional assessment. (Prereq: PPST and admission to the
department)
SPE 434/534
Teaching Content Areas to Students with Learning
Disabilities
This course will teach students how to identify, adapt, and
implement developmentally appropriate instruction and
strategies that support the learning of students identified as
having learning disabilities. The specific focus will be on the
areas of reading, writing, and listening comprehension; and
math, reasoning, and problem solving skills.
SPE 440/540
Parent and Professional Planning
This course examines the role of families of students with
special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and
applied. The need to form strong connections with
community agencies is emphasized. (Prereq: ENG 111,
PPST and admission to department).
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GRADUATE-LEVEL RESEARCH REQUIREMENTDEGREE COMPLETION
ML 514
Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 530
Ethics in Communication
Interdisciplinary study of ethics and communication
through the investigation of a variety of ethical perspectives
within human communication. This course places particular
attention on the use and abuse of communication in
politics, advertising, and interpersonal relationships. It
emphasizes sensitivity to ethical conflicts that arise in social
and organizational settings.
GRADUATE-LEVEL ELECTIVES
At least one elective must be taken from the following
Master of Arts in Leadership courses.
ML 510
Visions of Leadership: A Historical and Literary Journey
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program.
This course views the nature and purpose of leadership
from a variety of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking. This
course uses creativity as a method, and it examines techniques
for solving problems in organizations, for enhancing
innovation, and for seeking an integrative world-view.
ML 520
Self-Identity, Values, and Personal Growth
Study of the concepts of self-identity, value formation, and
personal growth as they relate to professional life; factors
that influence the development of self-identity and personal
values; and the effect of personal values of learning and
leadership strategies.
ML 525
Personality and Systems Theories
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Study of leadership in the dual context of personality theory
and systems theory. Contributions of Jung, Fromm, Maslow,
May, and others to personality theory are considered as are
the systems' theories of von Bertalanffy and Bateson. The
theories are applied to the concrete realities of leadership in
a variety of settings.
ML 531
The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs.
Ways of achieving well-being may be viewed differently by
leaders in public and private domains and across cultures.
The course explores these various perspectives, including
areas of conflict and opportunities for leadership in social
and organizational change. Sociological, human
development, and economic theories are applied to
contemporary public and private sector issues for social
change.
ML 545
Decision Making and Leadership
Review of the decision-making process-the setting, goals,
and contingencies-as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic
statistical concepts and their relationship to decision
making. Assessment of major social decisions, past and
present-their intentions, consequences, arguments,
explanations, and justification.
ML 550
Communication, Decision Making, and Technology
Analysis of the role various forms of digitally-mediated
communication play in our society and how
communication, decision making, and leadership have been
altered by these technologies. Students examine how they
can engage and manage these processes in their
organizations.
concrete project appropriate to the candidate's workplace or
place of service.
EDC 586
Action Research in Education (.5 course)
This course will introduce students to action research, a
form of research that simultaneously contributes to the
practical concerns of people while furthering the goals of
social science. It requires active self-reflective inquiry and
collaboration. Action research is used in real situations, and
is aimed at solving real problems. The goal of action
research is to gain better knowledge of one's practice while
improving the situation in which the practice is conducted.
This is the first of a two-trimester course.
ML 560
Developing a Multicultural Perspective
EDC 587
Action Research (.5 course)
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal
sensitivity, appreciation for the complexity of the racial and
ethnic groupings, and awareness of key issues facing those
groups.
The second term of this course involves intensive data
analysis, writing, and sharing of the degree candidate's
research. It requires active self-reflective inquiry and
collaboration. The trimester will culminate with a
symposium in which student work will be presented in a
public forum.
ML 565
Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and
leadership. Topics include analysis of alternative approaches
to leadership, women and careers, and women in society
past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
MAE FINAL PROJECT OPTIONS
EDC 585
Leadership Application Project
The Leadership Application Project is a research-based
study that links issues of leadership and education with the
degree candidate's personal interests. The character of the
project will vary with the nature of the investigation and the
materials involved, but will always be application oriented.
The central component of the Leadership Application
Project is the demonstration of leadership ability through a
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Admission into the Master of Arts in Education program is a two-step process: admission into Augsburg College Graduate
Studies, and admission into the Education Department.
AUGSBURG GRADUATE ADMISSION
Immediate graduate admission requires applicants to hold a baccalaureate
degree from an accredited four-year college or university with a minimum
undergraduate cumulative grade point average of 3.0 (on a scale of A= 4.0).
Any graduate courses taken will also be factored into the cumulative grade
point average. However, if an applicant holds a graduate degree with at least a
3.0 grade point average, he or she is waived from holding a minimum
undergraduate cumulative grade point average .
·.·
.
Applicants with cumulative grade point averages between 2.5 - 3.0 will be
admitted to the undergraduate-level licensure program until they achieve a
3.0 or better in 2.0 courses at Augsburg College.
Decisions about admission to the program will be made on an individual
basis by the Education Department Admissions Committee. Admissions are
handled on a rolling basis, with students being admitted at the beginning of
the fall, winter, and spring terms.
To apply to the College, the following materials must be submitted to the
Office of Graduate Admissions:
I Completed application form
I $35 non-refundable application fee
I A one-to-three page statement about the applicant's teaching aspirations
I Official transcripts from all undergraduate institutions
attended, listing all courses taken and any degree(s)
conferred
I Official transcripts from all graduate institutions attended,
listing all courses taken and degree(s) conferred, if any.
EDUCATION DEPARTMENT ADMISSION
Once accepted into the College, students may take lower
division courses in education and required content areas. Prior
to taking the upper division courses, students must be
admitted to the Education Department. In order to be accepted
into the Education Department, students must take the PreProfessional Skills Test (PPST), have the required cumulative
grade point average, and submit two letters of
recommendation.
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To obtain an Education Department admissions packet, go the
Education Department office in Sverdrup Hall 11.
Augsburg College encourages qualified applicants from
other countries. See Admission Requirements for a
description of the admission process and selection criteria.
Application materials required for international
applicants are:
I Completed application form
I $35 application fee (non-refundable) payable in U.S.
dollars
I A one-to-three page statement relating the applicant's
career and life goals to leadership aspirations
I Completed Declaration of Finances (see below for
further information)
I Official mark-sheets with certified translations from all
undergraduate institutions attended listing all courses
taken, marks earned, dates attended, and degree(s) or diploma(s)
conferred, if any; plus, a U.S. evaluation from an evaluation
center
I Official mark-sheets with certified translations from all graduate
institutions attended listing all courses taken, marks earned, dates
attended, and degree(s) or diploma(s) conferred, if any; plus, a
U.S. evaluation from an evaluation center
I Official results on the Test of English as a Foreign Language
(TOEFL) with a minimum score of 600 for the paper test, or 250
for the computer version
Applicants may be asked to participate in an interview, in person or
over the phone, with graduate program faculty and/or staff
members.
Students and their financial sponsor must complete a Declaration of
Finances as part of the application for admission, along with
appropriate certifications.
In accordance with federal regulations, applicants seeking an F-1
student visa or J-1 exchange visitor visa must provide
documentation to the school that they have financial resources
adequate to cover all expenses for the duration of the program.
Once a student has been accepted into the program, the appropriate
school official will issue the student an 1-20 (if seeking an F-1) or
DS-2019 (if seeking aj-1).
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EVALUATION STANDARDS
Evaluation of academic performance in the MAE program will
be based on number grades using a 4.0 point scale and as defined below.
Courses not offered on the numbered grading system are noted in the
course descriptions in this catalog as being graded on PIN basis. In order
to receive a grade of P, a student must achieve at least a grade of 2.0. No
more than two courses with a grade below 3.0 will count toward the
degree. No more than two courses with a grade of or below 2.5 can be
repeated. Only the credits and grades earned the second time are
counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
1.5
1.0
Achieves the minimum passing standard
Performance below basic course standards
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point
average)
N
Does not meet minimum course standards (no credit and nonpunitive-not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar
that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's
signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete
the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final
day of the following academic term. If the work is not completed by the specified date of the following academic term, the grade
for the course becomes a 0.0.
ATTENDANCE POLICY
Attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and course
instructor.
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ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the student
will be placed on probation for the following term. A 3.0
cumulative grade point average must be restored in order
for a student to be removed from probation. If a student
receives a grade of N or 0.0 in a course, the student must
petition successfully with the MAE program director
before being allowed to continue in the program. A plan
for the student to follow would be outlined at that time.
If a second grade of N or 0.0 is received, the student may
be dismissed from the program by the MAE program
director. Students may also be dismissed by the MAE
program director for behavior detrimental to the
program, such as a gross violation of college policy (as
published in the Student Guide). Dismissal would occur
only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Students may petition the MAE program director for
approval of any variation in the curriculum including the
transfer of credit. Transfer credits will be evaluated on an
individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to those
in the MAE program. No more than two courses will be
accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course is the equivalent of four
semester credits or six quarter credits. Students meet in
class a total of 28 hours and are responsible for a
significant amount of individual study and preparation.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the Weekend College class schedule and on
the Weekend College Web site <www.augsburg.edu/weccurrent> and on the registrar's Web page at
<www.augsburg.edu/enroll/registrar>.
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FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. A signed a promissory
note is required per term after which funds are credited
to the student account. Awards are made based on
available funds.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 aggregate
maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan cancellation
privileges exist for certain types of teaching, disability
and, in certain circumstances, military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half time
or for serving three years in the military, Peace Corps, or
VISTA. Contact the Enrollment Center if you think you
are eligible for a deferment.
SELF (Student Educational Loan Fund)
The SELF is administered through the Minnesota Higher
Education Services Offices. Applications are available
from the Enrollment Center and should be completed by
the borrower and co-signer and returned to the
Enrollment Center for further processing. Loan proceeds
are released through eiectronic funds transfer.
Borrowing Limits: Graduate students may borrow up to
$9,000 per year minus any other student loan
indebtedness. Maximum graduate borrowing cannot
exceed $40,000 including undergraduate. The minimum
annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be admitted
to Augsburg as regular students or be returning students
in good academic standing.
The financial aid application will be processed when the
following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Federal income tax return(s) .
3) Verification worksheet. Obtain a copy at
<www.augsburg.edu/enrolb and return it to the
Enrollment Center.
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
Augsburg was the first seminary founded by Norwegian Lutherans in
America, named after the confession of faith presented by Lutherans in
Augsburg, Germany, in 1530. Augsburg opened in September 1869 in
Marshall, Wisconsin, and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City of
Lakes." The University of Minnesota West Bank campus and one of the
city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven
Corners theatre district just a few blocks away.
ACCESS I Bl LITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators
provide accessible connections among major buildings-student
housing towers, the Christensen Center, main academic and
administrative halls, the library, and the music building. In addition,
there are programs for students with learning, physical, and psychiatric
disabilities.
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong religious
traditions represented among the students, faculty,
and staff, including Lutheran, Protestant, Roman Catholic, Jewish,
American Indian spirituality and thought, Buddhist, and Islamic faiths.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not discriminate on
the basis of race, color, creed, religion, national or ethnic origin, age,
gender, sexual orientation, marital status, status with regard to public
assistance, or disability in its education policies, admissions policies,
scholarship and loan programs, athletic and/or school administered
programs, except in those instances where religion is a bona fide
occupational qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed
to the Office of Human Resources, CB 79, Augsburg College, 22Il
Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023.
\
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MASTER OF ARTS IN EDUCATION FACULTY
JOY E. BARTLETT, Assistant Professor
MARY BETH KELLY, Instructor, part-time
B.A., West Virginia State College; M.A., University of
Minnesota.
B.S., University of Wisconsin; M.Ed., Bethel College.
WILLIAM P. BIERDEN, Instructor, part-time
B.S., Southwest State University; M.S., Mankato State
University; Ed.D., University of St. Thomas.
CAROL KNICKER, Assistant Professor
B.S., M.S., Mankato State University.
CHRIS BROWN, Instructor
LYNN E. LIN DOW, Assistant Professor
B.S., Bemidji State University; M.Ed., University of Sydney,
Sydney, Australia.
B.S., Mankato State University; M.S., North Dakota State
University; Ph.D., University of Minnesota.
JOSEPH A. ERICKSON, Professor
PATSY H. MOGUSH, Instructor, part-time
B.A., University of St. Thomas; M.A., Luther Seminary; Ph.D.,
University of Minnesota.
B.A., .B.S., University of Minnesota; M.A., University of
St. Thomas; Ph.D., University of Minnesota.
JEANINE A. GREGOIRE, Assistant Professor
SUSAN E. O'CONNOR, Associate Professor
B.S., M.A., Ph.D., University of Minnesota.
B.S., University of Minnesota; M.S., Ph.D., Syracuse University.
RICHARD A. GRESCZYK, Instructor, part-time
VICKI L. OLSON, Associate Professor, Dept. Chair
B.S., M.Ed., University of Minnesota.
B.S., M.A., Ph.D., University of Minnesota.
LISA L. HYLAND, Instructor, part-time
B.S., M.S., University of Wisconsin.
B.A., M.A., University of St. Thomas.
RICHARD W. PEARL, Instructor, part-time
GRETCHEN K. IRVINE, Assistant Professor
RONALD W. PETRICH, Assistant Professor
B.A., College of St. Teresa; M.S., University of WisconsinRiver Falls; Ph.D., University of Minnesota.
B.A., Augsburg College; M.A., United Theological Seminary.
MARY J. JACOBSON, Assistant Professor
B.S., University of North Dakota; M.A.Ed., Ed.D., Hamline
University.
DEBORAH D. KATZ, Instructor, part-time
A.B., Stanford University; Ed.M., Harvard Graduate School of
Education; Ed.D., National-Louis University.
LINDA L. STEVENS, Assistant Professor
B.A., University of Northern Colorado; M.A., Mankato State
University; Ph.D., University of Minnesota.
BARBARA A. WEST, Instructor/Director of Student
Teaching Placement and Licensing
B.S., St. Cloud State University; M.S., Syracuse University.
ANNE M. KAUFMAN, Associate Professor
B.S., M.A., Ph.D., University of Minnesota .
-
.A-UGSBURG
C 0 L L E G E
Transforming Education
AUGSBURG LOCATION MAP
AUGSBURG CAMPUS MAP
6th Street S.
Master of Arts in Education Admissions office
Visitor Parking
Augsburg campus buildings
Student /Staff Parking
I\)
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::r
~
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<D
fll
Butler Place
~Interstate 94 West
Interstate 94 East ~
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Title
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Master of Arts in Leadership (MAL) Catalog, 1990-1991
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Collection
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Course Catalogs
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Search Result
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MASTER OF ARTS
IN LEADERSHIP
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AUGSBURG
COLLEGE
1990-1991
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Those who hope to lead had better understand both rat...
Show more
MASTER OF ARTS
IN LEADERSHIP
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AUGSBURG
COLLEGE
1990-1991
.
.
.·:'J
.·I
Those who hope to lead had better understand both rationally and
intuitively the people who might be their followers, and the society
in which they are embedded. They had better comprehend the
values of our common culture, past and present, know how our
political and economic systems work, and understand how and
why science has changed the world ... Leaders need specialists as
advisers and staff members. But leaders themselves are generalists ... At higher levels of leadership they cannot achieve their full
potential without considerable breadth of knowledge. Only this
way can they shape the contexts for decisions where expert
knowledge is used.
- John Gardner
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
• nformation Sessions
Individuals interested in the Master of Arts in Leadership
program at Augsburg College are encouraged to attend an information session. These free, two-hour sessions are scheduled
at various times prior to the beginning of each trimester.
Please call the Master of Arts in Leadership Office (330-1786)
for details or to register for one of these information sessions:
Saturday, April 21, 1990
Thursday, May 24, 1990
Thursday, June 21, 1990
Tuesday, July 17, 1990
Saturday, October 20, 1990
Saturday, February 23, 1991
Saturday, April 20, 1991
Thursday, May 23, 1991
Thursday, June 20, 1991
Tuesday, July 16, 1991
Tuesday, August 6, 1991
For more information write or call:
Master of Arts in Leadership Office
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
9:00-11 :00
6:00-8:00
6:00-8:00
6:00-8:00
9:00-11:00
9:00-11 :00
9:00-11 :00
6:00-8:00
6:00-8:00
6:00-8:00
6:00-8:00
AM
PM
PM
PM
AM
AM
AM
PM
PM
PM
PM
Information Sessions .............................................................. .. .. 2
Calendar for 1990-'91 ................................................................. 4
Introduction to the Master of Arts in Leadership .................. 6
Leadership Development Model ............................................. 7
Curriculum Design ............................................. ........................ 9
Course Descriptions ........................................ ..... .................... 10
Graduate Faculty ...................................................................... 13
Library ........................................................................................ 13
Accreditation and Affiliations ................................................ 13
Student Support Services ........................................................ 14
Student Rights ........................................................................... 15
Admission Requirements ........................................................ 15
Application Procedures ......................................................... .. 15
Deadlines ................................................................................... 16
Evaluation Standards ......... ...................................................... 16
Academic Policies ..................................................................... 17
Fee and Payment Schedule ..................................................... 18
Financial Aid ............................................................................. 19
Campus Map ............................................................................. 22
Campus Location .. .................................................................... 23
About Augsburg ....................................................................... 24
Faculty and Administration .................................................. .. 25
Advisory Council to the Graduate Program ........................ 28
D alendar
1990-'91 Calendar
Saturday Schedule: 8:30 AM - Noon and 1:15 - 4:45 PM
Thursday Schedule: 6:00 - 7:30 PM and 8:00 - 9:30 PM
Fall Trimester 1990
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Class Dates
Thursday, September 6
Thursday, September 13
Saturday, September 22
Thursday, September 27
Saturday, O ctober 6
Thursday, October 11
Saturday, October 20
Thursday, October 25
Saturday, N ovember 3
Thursday, November 8
Saturday, November 17
Thursday, November 29
Saturday, D ecember 1
Leadership Practicum Dates
Saturday, September 8
Saturday, September 15
Other Important Dates
Monday, August 20: Application Deadline
Wednesday, September 5: Orientation
Monday, September 10: Last day to register and / or drop
class without record notation
Saturday, November 17: Last day to withdraw from class
Monday, December 17: Final Grades Due
Attendance Policy
Bernuse leader hip i sue are presented, d is u e and a nalyzed in the cla sroom, r gular attendance is highly importMt
a nd hould be con idered a responsibility, not on ly to o n ·'
elf, bu t to ne' cla , mat sand the cour instruct r. Irregula1- attendance may, at the di er tion f th · in tructo r, , dversely affect one's grade.
Winter Trimester, 1991
Class Dates
Thursday, January 3
Saturday, January 12
Thursday, January 17
Saturday, January 26
Thursday, January 31
Saturday, February 9
Thursday, February 14
Saturday, February 23*
Thursday, February 28
Saturday, March 9
Thursday, March 14
Saturday, March 23
Thursday, March 28
Leadership Practicum
Saturday, January 5
*One week between classes
Other Important Dates
Monday, December 3: Application Deadline
Wednesday, January 2: Orientation
Monday, January 7: Last day to register and / or drop
class without record notation
Saturday, March 16: Last day to withdraw from class
Monday, April 1: Final Grades Due
Spring Trimester 1991
Class Dates
Thursday, April 11
Saturday, April 20
Thursday, April 25
Saturday, May 4
Thursday, May 9
Saturday, May 18
Thursday, May 23
Saturday, June 1
Thursday, June 6
Saturday, June 15*
Thursday, June 20
Saturday, June 22
Thursday, June 27
Leadership Practicum
Saturday, April 6
*One week between classes
Other Important Dates
Monday, March 4: Application Deadline
Wednesday, April 10: Orientation
Monday, April 15: Last day to register and / or drop
class without record notation
Saturday, June 1: Last day to withdraw from class
Monday, July 8: Final Grades Due
6Jntroduction
Developing Leaders for
Organizations and the Community
The Master of Arts in Leadership responds to the leadership
development needs of profit and not-for-profit organizations.
While different in structure and purpose, most organizations
seek leaders with the following qualities:
• a vision which is ethically and morally responsible,
extending beyond immediate concerns;
• an understanding of how change occurs and affects the
immediate environment;
• a sensitivity to the complex problems organizations face,
and an ability to achieve solutions consistent with an
organization's mission;
"' the ability to motivate and inspire individuals and groups to
work toward a common goal; and
• the ability to effectively represent the organization both
internally and externally.
The Master of Arts in Leadership provides a means by which
individuals aspiring to enhance their leadership skills may
discover and refine these and other abilities and awarenesses
fundamental to effective leadership.
Accommodating the Full-Time Work Schedule
The Master of Arts in Leadership program is designed to meet
the needs and preferences of working adults. The program is
based on the assumption that the men and women who enroll
are employed, self-disciplined and well-motivated individuals
who seek a balance of classroom experience, group interaction
and individual study. Each course is, therefore, divided into
periods of study, group efforts and class preparation. To accommodate this format for learning, each class meets on alternate Saturdays for three-and-one-half hours and alternate
Thursday evenings for one-and-one-half hours.
Leadership Development Model
The Master of Arts in Leadership program promotes leadership as a process which 1) inspires cooperation among people
who must compete for limited resources, 2) promotes productivity within and beyond the organization, and 3) works
toward progress. To accomplish this, individuals aspiring to
positions of leadership must possess three key attributes: a
sense of vision, the ability to persuade and the ability to direct
action. Underlying these attributes is a broad range of abilities
and awarenesses. These abilities and awarenesses, outlined in
the diagram on page 7, serve as specific outcomes for the
Master of Arts in Leadership. Augsburg's model of leadership
development is designed to assess, promote, enhance and
refine these capabilities within the individual.
Leadership Development Model
Leadership
Sense of
Vision
/
Orientation
Toward Action
""
Ethical
Creative
"" Social awareness
"" Environmental
awareness
"" Tolerance of
religious and
philosophical
differences
"" Appreciation
of situational
complexity
'
"" Long-term
perspective
"" Flexibility
"" Adaptability
"" Innovativeness
Facility for
Persuasion
/
Communicative
""
""
""
""
""
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team
member
"" Interpersonal
sensitivity
\
Risk Assumptive
"" Curiosity
"" Achievement
motivation
"" Self-esteem
Decisive
Self-confidence
Analytical ability
"" Ability to think
critically
"" Understanding of
research
.& Ability to manage
conflict
.&
.&
""'
Culturally
Aware
"" Appreciation
for cultural
differences
"" World-view
perspective
"" Tolerance of
individual
differences
Community of Learners
Essential to the goals of the Master of Arts in Leadership is
participation in a community of learners. Learning can be.
enhanced when the student is involved in a stable community
that provides opportunity and encouragement for active
participation both in and out of the classroom. This community will be enriched by the presence of men and women who
bring to the program a variety of work and life experiences.
To facilitate this kind of community interaction, Augsburg
encourages graduate students to make use of college facilities
such as the library, meeting rooms and the Christensen Center;
to take the opportunity to share meals and coffee breaks; to
participate in optional lunchtime seminars; and to attend other
college activities such as music and dramatic presentations and
athletic events.
Leadership Practicum
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Master of Arts in Leadership students enroll in a half course
called "Leadership Practicum." Students are required to enroll
in this professional assessment and development course for six
terms during their graduate work at Augsburg. Upon completion of the entire practicum, students receive a half course
credit. In each term, specific activities related to the practicum
are scheduled.
Early in the program a major component of this practicum is a
full-day professional assessment to determine students' abilities and potential relative to each of the outcomes of the Leadership Development Model (see page 7). Assessment instruments include paper and pencil exercises and simulation and
group experiences. Following the assessment students meet
individually with a trained assessor who provides guidance in
personal goal-setting and in the creation of a professional development plan or "blueprint."
In subsequent terms "Leadership Practicum" includes workshops designed to meet the needs of the students in the following areas: communication skills, self-assessment measures,
group processes, and other professional development topics
identified by graduate students and staff.
.Liurriculum Design
Master of Arts in Leadership students are required to complete
12 courses and a thesis. Each course unites two or more liberal
arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to
adult learners. Instructional techniques are varied, such as
case study, debate, written and oral presentation and group
activity. The e techniques, which have had demon trat d
succes in advan d courses, develop targeted leadership
abilities and understandings. Continual reinforcement occurs
as students employ these capacities in multiple courses.
Students are encouraged to see abilities and understandings as
cross-disciplinary and to see content areas as integrated. The
very form of the program reflects the view that the world in
which we operate is complex and that dealing with it successfully requires well-developed integrative ability.
Required Courses Include:
ML 500
ML 510
ML 590
ML 591
ML 592
Leadership Practicum (a half course which
spans six trimesters)
Foundations of Leadership (to be taken during
one of the first three trimesters)
Thesis-Research Seminar I
Thesis-Research Seminar II (These two seminars
are to be taken in a student's last two consecutive
terms.)
Thesis Consultation (a half course to be taken
simultaneously with ML 591 and in the term in
which the thesis is completed)
Students are required to complete eight additional
courses chosen from the following courses:
ML 511 Creativity and the Problem-Solving Process
ML 520 Self-Identity, Values and Personal Growth
ML 521 Methods of Critical Thought
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 540 Politics, History and Leadership
ML 545 Analytical Reasoning for Qualitative Decisions
ML 550 Decision-Making Technology
ML 560 Developing a Multi-Cultural Perspective
ML 598 Independent Study
ML 599 Special Topics
Other courses as added
urse Descriptions
ML 500 Leadership Practicum
A professional assessment and development course which
spans six terms. This course includes a full-day professional
assessment and subsequent workshops in the following areas:
communication skills, self-assessment measures, group
processes. The course culminates in a final professional
assessment. Half credit. Graded on a P /N basis.
ML 510 Foundations of Leadership
Introduction to the concept of leadership, providing an historical and philosophical framework for the program. This course
views the nature and purpose of leadership from a variety of
disciplines and perspectives. The role of th liberal arts, various learning styles, methods of research and inquiry, student
outcomes and program expectations are examined.
ML 511 Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesth · tics as well as contemporary organizational thinking.
Thi cour e uses creativity as a method and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative world-view.
ML 520 Self-Identity, Values and Personal Growth
Study of the concepts of self-identity, values and personal
growth as related to professional and personal life. This course
may employ psychological, philosophical, and theological perspectives to explore the role of the individual in the larger
social context. Major topics include the acquisition, development and evolution of self-identity and values, the influence of
sex roles, and the relationship to spiritual growth.
ML 521 Methods of Critical Thought
Investigation of the processes of critical thinking drawing from
philosophy and other disciplines. This course focuses on the
relationships between ideas and the expression and application
of ideas. Students apply dialectical processes in the effective
formation, presentation and use of ideas in organizational
structures.
ML 530 Ethics in Communication
Interdisci plinary study of ethics and communica tion through
the in vestigation of a v<1riety of ethical perspectives within
human comm uni at:ion. This course places particular a ttention
on the use and abuse of communication in politics, advertising
and interpersonal relationships. It emphasizes a sensitivity to
ethical conflicts which arise in social and organizational settings.
ML 531 The Dynamics of Change
Exami na tion of the processes by which change occurs. This
course , ppli s economic and sociological theories to such critical social issues as human and natural resource management.
Emphasis is on identi fying the need for change, the means of
initiating it and the adaptation of social groups to change.
ML 540 Politics, History and Leadership
Analy is of the p Litical aspects of nation-sta tes and other
organiza tions. This course focuses on the proces of achieving
individual, group or .national goa ls. Dra wi1tg on a variety of
cultures and uati n , it examines significant historica l events
and the leaders who shaped them.
ML 545 Analytical Reasoning for Qualitative Decision
Exploration of th methods of ma th ma tica l r asoning as a
structure for a pproa ling problems. This c ur focuses on
the logic and ra tional und erlying ma thematica l models and
analytical decision making techniques.
ML 550 Decision-Making and Technology
Historica l a naly i of th decision ma king an d p roblem solving
pr ce . Thi cour e foc uses on the development of technology
as both the cause and th e solutio1~ of problem s by investigating
various cases.
ML 560 Developing a Multi-Cultural Perspective
Investiga tion of inter-cultura l issues. This course enhances the
ability to lead and work m re effectively with p pie of differen t cultural backgro und throu gh the study of djverse valu ,
beliefs and traditions within the global community.
ML 590 Thesis-Research Seminar I:
Research in Leadership
First half of a two-course "capstone" sequence for the Master
of Arts in Leadership program. This course provides each individual the opportunity to develop a research topic to synthesize previous study and work experience and to demonstrate
an understanding of the program's principles. Grad d n a PI
N basis.
ML 591 Thesis-Research Seminar II:
Synthesis of Findings
Continuation of the "capstone" seminar. This seminar
focuses on the methods of inquiry and results of individual
projects. At the completion of the seminar students present
their final results orally and submit written th ses. Graded
on a PI N basis.
ML 592 Thesis Consultation
A series of meetings with a faculty thesis adviser simultaneous
with ML 591 and during the trimester in which the thesis is
being prepared for final submission. Half credit. Graded on
P / N basi . Students not compl tjng the th s is during the same
term in which they are enrolled in ML 591 are r quired to pay
a thesis continuation fee of $100 durulg each sub equent term
until the thesis is completed .
ML 598 Independent Study
'·
....
'
Provides directed independent study in an area of the
student's choice. Open to students who have completed at
lea t three courses with a grad of at least 3.0. Requires
consent of th Associate Deai1 for Graduate and Special Programs.
ML 599 Special Topics
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will
be published prior to registration.
a raduate Faculty
Faculty who teach in the Master of Arts in L ader hip program
are full-time senior faculty with doctorates or appropriate
professional d g re s. Som our s are team taught by bringing tog th r fa ulty from diff rent discipline or combining a
faculty m mb r with profes ionals from relevant fields. In
th s ituation , at least on member of the team has a Ph.D.
and substantial teaching experience. All of the program
faculty have extensive experience teaching adult learners.
Graduate faculty are listed at the end of this bulletin.
• ibrary
The Augsburg library houses over 160,000 bo k , p riodicals,
records, tapes and film . Music, chemistry a nd art hi t ry libraries nre I ca ted within the departmental areas. Ace s to
over 1,000,000 volumes is available via daily interloan and
courier service among seven private liberal arts colleges and
the Hill Reference Library. Through Minitex, the statewide
network, the additional resources of the Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students .
• ccreditation and
Affiliations
Students who successfully complete Augsburg's leadership
prngram will rec ive a Master of Arts Degr · . Augsbu rg is accredited by t11e orth ent.ral A oc:iation of Coll g and
Schools. Th · colleg is a member f the A
iated oll ges of
th Twin Citie (ACTC), Luth tan Educati n owlcil in orth
America and Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher
Ed u ation Coordinating Board . Registration is not an endorsement of the institution. Registration does not (necessarily)
mean that credits earned at the institution can be transferred to
other institutions or that the quality of the educational programs would meet the standards of every student, educational
institution, or employer.
ll]tudent Support Services
The Augsburg Master of Arts in Leadership Program assists
students in making education and career plans, in working on
their personal development, and in participating in activities
beyond the classroom. Some of these services are listed below.
Academic Planning
In addition to the faculty who provide consultation and advice,
academic planning is guided by the Leadership Practicum assessors, thesis advisers, and Master of Arts in Leadership staff.
Career Services available include:
• Professional assessment through the Leadership Practicum
• Self/ career assessment counseling through the
Career Services Office (330-1162)
• Development of a resume and a career-search plan
through the Career Services Office
• Work experience related to a student's field of specialization
through the Cooperative Education Office (330-1148)
The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters
of disciplinary action, grievana a nd grad appeal. Students
who wish to identify appropriate procedur s f01· complaints
should c nta t the Vi President for Stud ent Affai_rs (330-1160).
The C liege perates in comp.liaiu e with th Family Right and
Privacy Act and Tit! IX. Sh1dents hav · th right to in p ct all
official r cord which pertain to th m a nd w hich ar maintained in the Registrar's Office and the Placement Office
(except where a waiver of access has been signed) and to
challenge inaccurate or misleading information. Students have
a right to experience education free from discrimination based
on sex, race, ethnic or cultural background, handicap, creed,
marital status or age.
'Almission Requirements
Applicants to the program must hold a baccalaureate degree
from an accredited four-year college or university.
Applicants to the program are expected to have a minimum
undergraduate grade point average of 3.0 (on a scale of A=4.0).
Applicants to the program must have five years of experience
(or equivalent) with one or more organizations in a position(s)
of leadership or position(s) demonstrating leadership potential.
Decisions about admission to the program will be made on an
individual basis by the Master of Arts in Leadership Committee. Admission to each entering graduate class will be given to
the most highly qualified individuals. Selection of candidates
will be made on the basis of an evaluation of each applicant's:
•
•
•
•
Previous college record,
Letters of recommendation,
Experience and organizational background,
Miller Analogies Test scores, or for applicants whose native
language is not English, a minimum score of 600 on the Test
of English as a Foreign Language (TOEFL), and
• Written statement and possible interview.
Alpplication Procedures
To apply, students must submit the following materials to the
Master of Arts in Leadership Office:
• Completed application form with $25 (non-refundable)
application fee.
• Written statement relating the applicant's career and life
goals focusing on leadership aspirations.
• Letter of recommendation from an immediate supervisor,
assessing leadership potential.
• Letter of recommendation from a co-worker (at the same
level) describing applicant's work style and potential as a
leader.
• Official transcripts of undergraduate and graduate work
from each institution attended indicating degrees conferred.
• Official set of results on the Miller Analogies Test, or for
applicants whose native language is not English, a minimum
score of 600 on the Test of English as a Foreign Language
(TOEFL).
• Possible interview with graduate program staff member.
..
Fall Trimester, 1990-Monday, August 20, 1990
Winter Trimester, 1991-Monday, December 3, 1990
Spring Trimester, 1991-Monday, March 4, 1991
Fall Trimester, 1991-Monday, August 19, 1991
m valuation Standards
Evaluation of academic performance for the Master of Arts in
Leadership will be based on number grades using a 4.0 point
scale with these definitions:
4.0
3.5
3.0
2.5
2.0
P
N
W
I
Achieves highest standards of excellence
Achieves above basic course standards
Achieves the minimum passing standard
Achieves at or above the 2.0 level (not computed
in grade point average)
Does not meet minimum course standards (no credit and
non-punitiv~not computed in grade point average)
Grade given when course is dropped
Incomplete grade given when student is unable
to complete course requirements for rea ons beyond the
student's control (to receive an incomplete, a student
must file a petition with the Graduate Program staff
stating reasons for the request, the plan and date for
removing the incomplete grade, the signature of the
instructor, and any other necessary documentation).
No more than two courses with a grade below 3.0 will count
t ward the degree. N more than two courses with a grad
below 2.0 can be r peated. Only the credits and grades earned
th s ·cond time are c unt ·d in th grad point average.
Alcademic Policies
Academic Probation and Dismissal
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be placed
on probation for the following term. A 3.0 cumulative grade
point average must be restored in order for a student to. be
removed from probation. If a student receives a grade of N in
a course, the student must petition successfully with the
Master of Arts in Leadership Committee before being permitted to continue in the program. A plan for the student to follow would be outlined at that time. If the cumulative grade
point average again falls below 3.0, the student may be dismissed from the program by the Master of Arts in Leadership
Committee. Students also may be dismissed by the Master of
Arts in Leadership Committee for behavior detrimental to the
program such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after
established procedures were followed.
Credit for Prior Education, Training and Experience
Due to the interdisciplinary nature of the courses in the Master
of Arts in Leadership program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in the curriculum. Students may petition the Master of Arts in Leadership Committee for approval of any variation in the curriculum including the transfer of credit or the receipt of credit for
other training.
Credit and Contact Hours
Each graduate course in the Master of Arts in Leadership program is the equivalent of four semester credits or six quarter
credits. Students meet in class a total of 30 hours and are
responsible for a significant amount of individual study and
preparation.
Enrollment Policy/Leaves of Absence
Students may take either one or two courses each trimester.
Enrolling in two courses per trimester enables a student to
complete the program in two years. All students are required
to complete the program within four years. Extensions beyond
four years will be considered on the basis of petition to the
Master of Arts in Leadership Committee. Students who leave
the program for more than one term must request a leave of
absence in writing from the Master of Arts in Leadership
Committee.
Last Date to Withdraw from Class
The last date on which students may withdraw from a class
and receive a "W" on their records is noted on pp. 4 and 5.
n ee and Payment
Schedule
Application Fee (payable once, non-refundable)
Tuition (per trimester course)
(one course = 6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable,
applicable to first semester's tuition)
Leadership Practicum Fee (per term for six terms)
Thesis Continuation Fee
Late Fee (charged to any student registering
after the scheduled registration date.)
Late registration includes incomplete registration as
defined: a) Unsigned Registration Form or
b) Unapproved Payment Plan
Registration Change after First Class Meeting
(cancel/ add/ change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free)
Finance Charge: A finance charge is applied at a
simple rate of 1% per month on any account with
an open balance of 30 days or more.
$25.00
$815.00
$100.00
$125.00
$100.00
$50.00
per day
$5.00
$2.00
Fees
The application fee ($25) is due on or before the application
deadline for a given term. The $100 non-refundable deposit
(applied to first semester's tuition) reserves a place in the program in a given term, once a person is accepted. Tuition is due
at the time of registration.
Payment Options*
1) Payment in Full: Due day of registration.
2) Payment Plan: Upon application and after college approval,
a 3-pay plan is available each trimester. Payment plans will be
offered only if previous plans have been adhered to.
3) Company Reimbursement: Full courses, or equivalent,
which are company reimbursed require a deposit of $150 per
course reimbursed, with full payment due within 50 days after
the end of the term.
Tuition is set on an annual basis, payable in 3 equal installments at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is paid
in full as agreed . Augsburg College will not release diplomas
or academic transcripts until all student accounts are paid in
full . This also applies for student loan funds administered by
the college (Perkins Student Loan); they must be current according to established repayment schedules.
*A non-sufficient-funds check will declare your registration invalid and
could affect further credit extended by the college.
Refund Schedule
A per-course tuition refund will be made on the following
basis: (In order to be eligible for the refund, students are responsible for cancelling courses with the Registrar's Office.)
Prior
Prior
Prior
Prior
Prior
Prior
to
to
to
to
to
to
the
the
the
the
the
the
first scheduled class meeting-100%
second scheduled class meeting-90%
third scheduled class meeting-80%
fourth scheduled class meeting-70%
fifth scheduled class meeting-60%
sixth scheduled class meeting-50%
m inancial Aid
In a number of ways, students may receive assistance in meeting Graduate Program costs. Enrollment in two courses per
trimester allows the student to be classified as full-time. One
course is considered half-time enrollment. The Office of Student Financial Services (330-1046) assists students in assessing
financial aid eligibility and offers financial aid from available
alternatives, including the following:
Augsburg Tuition Grant
Augsburg College may provide grants and scholarships to
graduate students who show academic potential and have financial need.
Funded Scholarships
Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement.
Company Tuition Assistance Programs
Many companies, agencies and corporations offer full or
partial tuition assistance to employees who participate in
work-related or degree-related college programs. Augsburg
College provides several payment plans by which employees
may handle tuition reimbursement.
Bureau of Indian Affairs, Tribal and State Indian
Scholarships
American Indian students who meet federal, state or tribal
requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance in application please contact Augsburg's American
Indian Support Program Director at 330-1138 or your tribal
agency.
Federal and State Aid Programs
Th Office of Student Financial Services determines eligibility
for any Federal or State financial aid programs available to
graduate students. Determination of eligibility is based on
standard, nationally accepted methodology.
"' Perkins Student Loan-Joint Augsburg College-federally
funded program administered through the College for students who demonstrate financial eligibility. No interest
accrues nor do payments have to be made on the principal at
any time while you are enrolled at least half-time. Simple
interest of 5% and repayment of the principal (at the minimum
of $30 a month) begin six months after you leave school (nine
months for new borrowers after 7-1-87). Repayment may
extend up to 10 years. The maximum which may be borrowed
for combined undergraduate and graduate study is $18,000 .
.... SLS (Supplemental Loans for Students)-A Federal loan
program. Independent students may borrow up to $4,000 per
year to a maximum of $20,000 and must be enrolled at least
half-time. Variable interest rate is set annually with a cap of
12%; payment usually begins within 60 days after disbursement. Principal may be deferred until the student ceases halftime enrollment. Interest may, at the lender's option, accumulate until the in-school deferment ends. Students must apply
for flnancial aid .
.... SELF (Student Educational Loan Fund)-A Minnesota
State Joan program. Students may borrow up to $4,000 per
year ($16,000 cumulative) as undergraduates with a $25,000
aggregate maximum when graduate study is included ($1,000
minimum). Interest rate is variable, paid by the borrower
quarterly while in school. Principal payments begin 13 months
after leaving school. Students must apply for financial aid and
be enrolled at least half-time .
.... Stafford Student Loan (formerly the Guaranteed Student
Loan)-Loan funds are obtained directly from a local lender or
state agency in certain states. While the student is attending at
least half-time, there is no interest charge. Simple annual
interest of 8% on the loan balance and repayment of the
principal begin six months after leaving school. Repayment
may extend up to 10 years. The maximum loan is $2,625 for
the first two years and $4,000 for the remaining years of undergraduate study and $7,500 per year for graduate study. The
cumulative undergraduate and graduate maximum is $54,750.
To Apply for Financial Aid:
1)
2)
3)
4)
5)
Complete the Application for Admission and indicate your
desire to also apply for financial aid.
The Office of Student Financial Services will send you the
necessary application and financial statement form (or you
may pick them up in the Office of Student Financial
Services, 152 Science Hall, or the Master of Arts in
Leadership Program Office, 2222 Murphy Place).
All students must have a Financial Aid Transcript on file
with Augsburg from each previously attended institution
even if they did not receive aid. Forms are available from
the College.
Complete and return the financial aid forms by the
deadlines indicated.
Accept the financial aid offered, in whole or in part, within
the deadline stated.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Admissions House
George Sverdrup Library
Science Hall
Old Main
West Hall
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal
Memorial Hall
Music Hall
2222 Murphy Place
Melby Hall
Ice Arena
Stage II Theatre
Center for Global
Education
Scandinavian Center
Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
Youth and Family Institute
19. Office Annex House
20. Tutor House
21. American Indian Support
and Minority Education
Partnership
A. Admissions Parking
B. Student Parking
C. Visitor Parking
D. The Quad
E. Faculty /Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview/St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
I~ I
Accessible Entrance
•
ampus Location
N
I
•
I
I
I
I
DOWNTOWN
MINNEAPOLIS
''
''
''
''
''
''
'
UJ
t)
From Minneapolis
Interstate 94 east to 25th A venue exit, left to Riverside
Avenue, left to 21st Avenue South, left at Augsburg sign.
From St. Paul
Interstate 94 west to Riverside exit, right on Riverside
A venue to 21st A venue South, left at Augsburg sign.
Parking
All posted Augsburg College pa rking lot are fr and
p en for student us from 4:30 p.m. Friday tlu· ugh
Sunday vening. Lots are loca.ted on 7th Street between
21st and 22nd Avenues and north of 8th Street on 21st
A venue. Most street parking is two hour parking, seven
days a week. Additional parking is available in the
Riverside Medical Center ramp, or U of M parking lots
on the north side of Riverside A venue.
History
...
.. '
Ang burg was the first seminary founded by orwegian
Lutherans in America. Named after the confess ion of faith
presented by Lutheran in Aug burg, Germa ny, in 1530,
Aug burg opened in September, 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872.
Campus Location
Augsburg's campus is located in the heart of the Twin Cities
surrounding Murphy Square, the oldest of 155 pC1 rks in the
"City of Lakes." Adjacent to the ca mpu are Fairview an d
St. Mary' Hospitals, th West 13ank campus of the Univer ity
f Minne ota and Mississippi River parkway .
Accessibility
Augsburg College has made a majo r effort to becom on of
th most accessible campu es in the regi n. Skyway , tunnel
and eleva tors provide accessible connections be tween nine of
th 14 major b uildings- sh.1dent housi ng towers, Chri ten ell
Cent r, main academic and administrative halls, the library
and music building. In addition, there are progra ms for
students with learning a nd physical disabili ties.
Church Affiliation
Augsburg is a college of The Evangelical Lu thera n Church in
America. About 59 p rcent of the students are Lu th ra11,
14 perc nt other Protes ta nt a nd 19 percent Roman Ca tholic.
Several other affiliations are repre ented among s h.1dents a nd
faculty.
Non-Discrimination Policy
Augsburg College does not discriminate on the basis of race,
creed, national r ethnic origin, age, marital status, sex or
handicap a required by Title IX of the 1972 Educational
Amendments of Section 504 of the Rehabilitation Act of 1973
as amended in its admission policies, educational programs,
activities, and employment practices.
The following faculty and administrators are currently involved in
the Master of Arts in Leadership program:
Earl Alton, Professor and Department Chairperson of Chemistry.
B.A., St. Olaf College; M.S., Ph.D., University of Michiga11.
Kenneth Bailey, Professor of Philosophy. B.A., St. Olaf College;
M.A., Ph.D., University of Minnesota.
John Benson, Professor of Religion. B.A., Augsburg College; B.D.,
Luther Theological Seminary; M.A., Ph.D. Columbia University.
Maria Brown, Assistant Professor of Social Work. B.A., M.A.,
American University; M.S.W., University of Minnesota.
John Cerrito, Assistant Professor of Business Administration and
Economics. B.A., Rhode Island College; M.S., University of
Wisconsin-Stout.
Francine Chakolis, Assistant Professor of Social Work. B.S.,
Augsburg College; M.S.W., University of Minnesota.
Larry Crockett, Assistant Professor of Mathematics/Computer
Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther
Theological Seminary.
Grace Dyrud, Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota.
Mark Engebretson, Associate Professor and Department Chairperson of Physics. B.A., Luther College, M.Div., Luther Theological
Seminary; M.S., Ph.D., University of Minnesota.
Norman Ferguson, Professor of Psychology. B.A., Franklin and
Marshall College; M.S., Ph.D., University of Wisconsin.
Nancy Guilbeault, Director, Counseling Services. B.A., M.A., University of Minnesota.
Satya Gupta, Professor of Business Administration and Economics,
B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois
University
Milda Hedblom, Professor of Political Science. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Edwina Hertzberg, Associate Professor of Social Work, Director of
Faculty Development. B.A., Cedar Crest College; M.S.W., Ph.D.,
University of Minnesota.
Garry Hesser, Professor of Sociology, Director of Cooperative
Education Program. B.A., Phillips University; M.Div., Union
Theological Seminary; Ph.D., University of Notre Dame.
Edith Kromer, Weekend Librarian. B.A., Hamline University;
M.A., University of Minnesota.
Ryan LaHurd, Vice President for Academic Affairs, Dean of the
College. B.A., Mt. Carmel College; M.A., University of Chicago;
Ph.D., University of Wisconsin.
David Lapakko, Assistant Professor of Speech, Communication
and Theatre. B.A., Macalester College; M.A., Ph.D., University
of Minnesota.
Rosemary Link, Assistant Professor of Social Work. B.A.,
Southhampton University; C.Q.S.W., London University;
Ph.D., University of Minnesota.
Janet M. Mathison, Instructor of Religion, Associate Director,
Center for Global Education. B.A., Alverno College; M.A.,
Ed.D., University of Pennsylvania.
Marie McNeff, Professor of Education. B.S., M.Ed., Ed.D.,
University of Nebraska.
Thomas Morgan, Assistant Professor of Business Administration
and Economics. B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon.
William Morris, Adjunct Professor of Political Science. B.A.,
Oakland University; Ph.D., Carnegie-Mellon University.
Richard Nelson, Professor and Department Chairperson of
History. B.A., University of Nebraska; M.A., Ph.D., University
of Minnesota .
Beverly Nilsson, Professor and Chairperson of Nursing. B.S.N.,
M.S., Ph.D., University of Minnesota.
Norma Noonan, Professor of Political Science. B.A., University
of Pennsylvania; M.A., Ph.D., University of Indiana.
Vicki B. Olson, Assistant Professor of Education, B.S., M.A.,
Ph.D., University of Minnesota.
Ronald Palosaari, Professor of English. B.A., Bethel College;
B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota.
Diane Pike, Associate Professor of Sociology. A.B., Connecticut
College; Ph.D., Yale University.
Larry Ragland, Associate Professor of Mathematics and Computer
Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin.
Stuart M. Stoller, Assistant Professor of Business Administration
and Economics, B.S., M.S., Long Island University.
William Swenson, Adjunct Professor of Philosophy. A.B., Ph.D.,
University of Chicago.
Elizabeth Vander Schaaf, Associate Dean for Graduate and Special
Programs. B.A., Swarthmore College; M.A., Ph.D., University of
Iowa.
Maria Woroby, Reference Librarian and Weekend Supervisor.
B.S., M.A., University of Minnesota.
Linda Geisen, Training and Development Manager,
City of St. Paul.
Dan Hanson, Vice President, Food Ingredients Division,
Land-0-Lakes, Inc.
Cynthia Marsh, Ph.D. Consulting Psychologist,
Personnel Decisions, Inc.
Dean Newman, Consultant.
Robert Odom, Senior Vice President of U.S. Specialty Divisions,
H.B. Fuller Company.
Richard Ploetz, Customer Education Manager, Medtronic, Inc.
Rosemarie Ramirez, Human Resources Officer,
St. Paul Companies, Inc.
The provisions of this document are not to be regarded as an
irrevocable contract between the student and the College. The
College reserves the right to change any provisions or requirements at any time within the student's term of residence.
Augsburg College_;
731 21ST AVENUE SOUTH
MINNEAPOLIS, MN 55454
Show less
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Title
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Master of Arts in Leadership (MAL) Catalog, 1991-1993
-
Collection
-
Course Catalogs
-
Search Result
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MAsTER OF ARTS
IN LEADERSHIP
.,.
AUGSBURG
COLLEGE
1991-1993
Those who hope to lead had better understand both rationally and
intuitively the people who might be their followers, and the society
in which they are embedded. They had better comprehend the
values of our common culture, pas...
Show more
MAsTER OF ARTS
IN LEADERSHIP
.,.
AUGSBURG
COLLEGE
1991-1993
Those who hope to lead had better understand both rationally and
intuitively the people who might be their followers, and the society
in which they are embedded. They had better comprehend the
values of our common culture, past and present, know how our
political and economic systems work, and understand how and
why science has changed the world ... Leaders need specialists as
advisers and staff members. But leaders themselves are generalists ... At higher levels of leadership they cannot achieve their full
potential without considerable breadth of knowledge. Only this
way can they shape the contexts for decisions where expert
knowledge is used.
- John Gardner
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
• able of Contents
Introduction to the Master of Arts in Leadership .................. 3
Leadership Development Model .............................................. 5
Curriculum Design ..................................................................... 6
Course Descriptions ................................................................... 7
Graduate Faculty ...................................................................... 10
Library ............. ........................................................................... 10
Accreditation and Affiliations ................................................ 10
Student Support Services ........................................................ 11
Student Rights ........................................................................... 11
Admission Requirements ....................... :................................ 12
Application Procedures ........................................................... 12
Evaluation Standards ............................................................... 13
Academic Policies ..................................................................... 14
Payment Schedule .. ................ ....................................... ..... ...... 15
Financial Aid ............................................................................. 15
About Augsburg .. ..................................................................... 18
Campus Map ............................................................................. 19
Campus Location ...................................................................... 20
Faculty and Administration .................................................... 21
Advisory Council to the Graduate Program ........................ 23
''"':"·;·;•'.'·~:·.·:·~·:·~··:::·~,
;;,
;·"~
•nformation Sessions
MAsTER OF
ARTS IN
LEADERSHIP
Individuals interested in the Master of Arts in Leadership
program at Augsburg College are encouraged to attend an
information session. These free, two-hour sessions are scheduled at various times prior to the beginning of each trimester.
Please call the Master of Arts in Leadership Office (330-1786) for
details or to register for one of these information sessions:
Thursday, May 23, 1991
Thursday, June 20, 1991
Tuesday, July 16, 1991
Saturday, October 12, 1991
Saturday,February15, 1992
Thursday, May 14, 1992
Thursday, June 18, 1992
Tuesday, July 14, 1992
6:00 - 8:00 p.m.
6:00 - 8:00 p.m.
6:00 - 8:00 p.m.
9:00 - 11:00 a.m.
9:00 - 11:00 a.m.
6:00 - 8:00 p.m.
6:00 - 8:00 p.m.
6:00 - 8:00 p.m.
For more information write or call:
Master of Arts in Leadership Office
Augsburg College
73121st Avenue South
Minneapolis, MN 55454
612133~1786
...
Augsburg College_,;
731 21 S TAVENUE50UTH
MINNEAPOLIS . MN 55454
3/91
'
....
ljee and Payment
Schedule
'·
...'·.·
Application Fee (payable once, non-refundable)
Tuition (per trimester course)
(one course =6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable,
applicable to first semester's tuition)
Leadership Practicum Fee (per term for six terms)
Thesis Continuation Fee $100.00
Late Fee, per day (charged to any student registering
after the scheduled registration date).
Late registration includes incomplete registration as
defined: a) Unsigned Registration Form or
b) Unapproved Payment Plan
Registration Change after First Oass Meeting
(cancel/add/change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free)
Finance Charge: A finance charge is applied at a
simple rate of 1% per month on any account with
an open balance of 30 days or more.
$25.00
$884.00
$100.00
$125.00
$50.00
$5.00
$2.00
Fees
The appUcation fee ($25) is due on or before the application deadline
for a given term. The $100 non-refundable deposit (applied to first
semester's tuition) reserves a place in the program in a given term,
once a person is accepted. Tuition is due at the time of registration.
Payment Options*
1) Payment in Full: Due day of registration.
2) Payment Plan: Upon application and after college approval, a 3pay plan is available each trimester. Payment plans will be offered
only if previous plans have been adhered to.
3) Company Reimbursement: Full courses, or equivalent, which are
company reimbursed require a deposit of $150 per course reimbursed,
with full payment due within 50 days after the end of the term.
Tuition is set on an annual basis, payable in three equal installments at
the beginning of each trimester. Registration is permitted only if the
student's account for a previous term is paid in full as agreed. Augsburg
College will not release diplomas or academic transcripts until all student
accounts are paid in full. This also applies for student loan funds
administered by the college (Perkins Student Loan); they must be current
according to established repayment schedules.
•A non-sufficient-funds check will decliire your registriition in"Dtilid iind could iiffect
further credit extended l1y the college.
ntroduction
Developing Leaders for
Organizations and the Community
The Master of Arts in Leadership responds to the leadership
development needs of profit and not-for-profit organizations.
While different in structure and purpose, most organizations
seek leaders with the following qualities:
.& a vision which is ethically and morally responsible,
extending beyond immediate concerns;
... an understanding of how change occurs and affects the
immediate environment;
.& a sensitivity to the complex problems organizations face,
and an ability to achieve solutions consistent with an
organization's mission;
... the ability to motivate and inspire individuals and groups to
work toward a common goal; and
.& the ability to effectively represent the organization both
internally and externally.
The Master of Arts in Leadership provides a means by which
individuals aspiring to enhance their leadership skills may
discover and refine these and other abilities and awarenesses
fundamental to effective leadership.
Accommodating the Full-Time Work Schedule
The Master of Arts in Leadership program is designed to meet
the needs and preferences of working adults. The program is
based on the assumption that the men and women who enroll
are employed, self-disciplined and well-motivated individuals
who seek a balance of classroom experience, group interaction
and individual study. Each course is, therefore, divided into
periods of study, group efforts and class preparation. To accommodate this format for learning, each class meets on alternate Saturdays for three-and-one-half hours and alternate
Thursday evenings for one-and-one-half hours.
Leadership Development Model
The Master of Arts in Leadership program promotes leadership as a process which 1) inspires cooperation among people
who must compete for limited resources, 2) promotes productivity within and beyond the organization, and 3) works
toward progress. To accomplish this, individuals aspiring to
positions of leadership must possess three key attributes: a
sense of vision, the ability to persuade and the ability to direct
action. Underlying these attributes is a broad range of abilities
and awarenesses. These abilities and awarenesses, outlined in
the diagram on page 7, serve as specific outcomes for the
Master of Arts in Leadership. Augsburg's model of leadership
development is designed to assess, promote, enhance and
refine these capabilities within the individual.
Community of Learners
Essential to the goals of the Master of Arts in Leadership is
participation in a community of learners. Learning can be
enhanced when the student is involved in a stable community
that provides opportunity and encouragement for active
participation both in and out of the classroom. This community
will be enriched by the presence of men and women who bring
to the program a variety of work and life experiences.
To facilitate this kind of community interaction, Augsburg
encourages graduate students to make use of college facilities
such as the library, meeting rooms and the Christensen Center;
to take the opportunity to share meals and coffee breaks; to
participate in optional lunch time seminars; and to attend other
college activities such as music and dramatic presentations and
athletic events.
Leadership Practicum
Master of Arts in Leadership students enroll in a half course
called "Leadership Practicum." Students are required to enroll
in this professional assessment and development course for six
terms during their graduate work at Augsburg. Upon completion of the entire practicum, students receive a half course
credit. In each term, specific activities related to the practicum
are scheduled.
Early in the program a major component of this practicum is a
full-day professional assessment to determine students' abilities
and potential relative to each of the outcomes of the Leadership
Development Model (see page 5). Assessment instruments
include paper and pencil exercises and simulation and group
experiences. Following the assessment students meet individually with a trained assessor who provides guidance in personal
goal-setting and in the creation of a professional development
plan or "blueprint."
In subsequent terms "Leadership Practicum" includes workshops designed to meet the needs of the students in the following areas: communication skills, self-assessment measures,
group processes, and other professional development topics
identified by graduate students and staff.
Leadership Development Model
Leadership
Sense of
Vision
Orientation
Toward Action
FacilitlJ for
Persuasion
/
Ethical
i.
i.
i.
i.
Creative
Social awareness
Environmental
awareness
Tolerance of
religious and
philosophical
differences
Appreciation
of situational
complexity
i.
i.
i.
i.
Long-term
perspective
Flexibility
Adaptability
Innovativeness
I
I
Risk Assumptive
Curiosity
• Achievement
motivation
i. Self-esteem
i.
Decisive
i.
i.
i.
i.
i.
Self-confidence
Analytical ability
Ability to think
critically
Understanding of
research
Ability to manage
conflict
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Master of Arts in Leadership students are required to complete
12 courses and a thesis. Each course unites two or more liberal
arts disciplines, encourage pursuit of the de ignated outcomes, and uses a variety of learning techniques appropriate to
adult learners. Instructional technique ar varied, uch as
case study, debate, written and oral presentations and group
activity. These techniques, which have had demon trated
success in advanced courses, develop targeted leadership
abilities and understandings. Continual reinforcement occurs
as students employ these capacities in multiple courses.
Students ar encourag d to ee abilitie and understandings as
cross-disciplinary and to see content areas as integrated. The
very form of the program reflects the view that the world in
which we operate is complex and that dealing with it successfully requires well-developed integrative ability.
Required Courses Include:
ML 500
ML 510
ML 590
ML 591
ML 592
Leadership Practicum (a half course which
spans six trimesters)
Foundations of Leadership (to be taken during
one of the first three trimesters)
Thesis-Research Seminar I
Thesis-Research Seminar II (These two seminars
are to be taken in a student's last two consecutive
terms.)
Thesis Consultation (a half course to be taken
simultaneously with ML 591 and in the term in
which the thesis is completed)
Students are required to complete eight additional
courses chosen from the following courses:
ML 511 Creativity and the Problem-Solving Process
ML 520 Self-Identity, Values and Personal Growth
ML 521 Methods of Critical Thought
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 540 Politics, History and Leadership
ML 545 Analytical Reasoning for Qualitative Decisions
ML 550 Decision-Making Technology
ML 560 Developing a Multi-Cultural Perspective
ML 598 Independent Study
ML 599 Special Topics
Other courses as added
.Dourse Descriptions
ML 500 Leadership Practicum
A professional assessment and development course which
spans six terms. This course includes a full-day professional
assessment and subsequent workshops in the following areas:
communication skills, self-assessment measures, group
processes. The course culminates in a final professional
assessment. Half credit. Graded on a PIN basis.
ML 510 Foundations of Leadership
Introduction to the concept of leadership, providing an historical and philosophical framework for the program. This course
views the nature and purpose of leadership from a variety of
disciplines and perspectives. The role of the liberal arts, various learning styles, methods of research and inquiry, student
outcomes and program expectations are examined.
ML 511 Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative world-view.
ML 520 Self-Identity, Values and Personal Growth
Study of the concepts of self-identity, values and personal
growth as related to professional and personal life. This course
may employ psychological, philosophical, and theological perspectives to explore the role of the individual in the larger
social context. Major topics include the acquisition, development and evolution of self-identity and values, the influence of
sex roles, and the relationship to spiritual growth.
ML 521 Methods of Critical Thought
Investigation of the processes of critical thinking drawing from
philosophy and other disciplines. This course focuses on the
relationships between ideas and the expression and application
of ideas. Students apply dialectical processes in the effective
formation, presentation and use of ideas in organizational
structures.
ML530 Ethics in Communication
Interdisciplinary study of ethics and communication through
the investigation of a variety of ethical perspectives within
human communication. This course places particular attention
on the use and abuse of communication in politics, advertising
and interpersonal relationships. It emphasizes a sensitivity to
ethical conflicts which arise in social and organizational settings.
ML531 The Dynamics of Change
This course offers an exploration of the context of social change
and varying responses to diverse human needs. Ways of
achieving well-being may be viewed differently by leaders in
public and private domains and across cultures. The course
explores these various perspectives including areas of conflict
and opportunities for leadership in social and organizational
change. Sociological, human development and economic
theories are applied to contemporary public and private
sector issues for social change.
ML540 Politics, History and Leadership
Analysis of the political aspects of nation-states and other
organizations. This course focuses on the process of achieving
individual, group or national goals. Drawing on a variety of
cultures and nations, it examines significant historical events
and the leaders who shaped them.
ML545 Decision Making I: Qualitiative Process
and Application
Decision making is fundamental to all human endeavor,
particularly in leadership. Leaders, regardless of their field,
are continually held accountable for decisions in settings
characterized by incomplete information and limited time. The
constrained nature of the typical decision making environment
necessitates the use of a systematic and objective decision
making process. Drawing on various disciplines, course
participants will examine th different tage of th deci ion
making process, including: analysis of the decision setting and
its relevant boundaries, identification of acceptable decision
outcomes, definition of the implementation of the decision and
appraisal of potential contingencies. While emphasis is given to
the qualitative rather than quantitative aspects of decision
making, about 20 percent of the course will include the
development of some basic analytical concepts: data collection,
graphs and charts, measuring central tendency and dispersion,
and association.
ML550 Decision Making and Technology
Hi torical analysis of th decision making and problem solving
process. This cours focuses on the development of technology
a both the cau e and the solution of problems by investigating
various cases.
ML560 Developing a Multi-Cultural Perspective
Investigation of inter-cultural is ·ues. This course enhances the
ability to lead and work more effectively with p ople of
different cultural background through the study of di.ver e
values, beliefs and traditions within the global community.
ML 590 Thesis-Research Seminar I:
Research in Leadership
First half of a two-course "capstone" sequence for the Master of
Arts in Leadership Program. This course provides each
individual the opportunity to develop a research topic to
synthesize previous study and work experience and to
demonstrate an understanding of the program's principles.
Graded on a P /N basis.
ML591 Thesis-Research Seminar II:
Synthesis of Findings
Continuation of the "capstone" seminar. This seminar focuses
on the methods of inquiry and results of individual projects. At
the completion of the seminar, students present their final
results orally and submit written thesis. Graded on a P /N basis.
ML592 Thesis Consultation
A series of meetings with a faculty thesis adviser simultaneous
with ML591 and during the trimester in which the thesis is
being prepared for final submission. Half credit. Graded on PI
N basis. Students not completing the thesis durin,g the same
term in which they are emolled in ML591 are required to pay a
thesis continuation fee of $100 during each subsequent term
until the thesis is completed.
ML598IndependentStudy
Provid s directed independent study in an area of the student's
choice. Open to students who have completed at least three
courses with a grade of at least 3.0. Requires consent of the
Associate Dean for Graduate and Special Programs.
ML599 Special Topics
Study of selected topics in leadership that are not treated
extensively through current course offerings. Specific topics
will be published prior to registration.
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Faculty who t ach in the Master of Arts in Leadership program
are full-time senior faculty with doctorates or appropriate
professional degrees. Some course are team taught by bringing together faculty from different disciplines or combining a
faculty member with professionals from relevant field . In
these situations, at least one member of the team has a Ph.D.
and substantial teaching experience. AU of the program
faculty have exten ive experience teaching adult learners.
Graduate faculty are listed at the 1d of thj bulletin.
ibrary
The Augsburg library houses over 160,000 books, periodicals,
records, tapes and films. Music, chemistry and art history libraries are located within the departmental areas. Access to
over 1,000,000 volumes is available v:ia daily interloan and
courier service among seven private liberal art colleges and
the Hill Reference Library. Through Minitex, the statewide
network, the additional resources of the Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students.
:.ccreditation and
Affiliations
Students who successfully c mplet Augsburg's leadership
program will receive a Ma ter of Arts Degree. Augsburg .is accredited by the North Central Ass ciation of Colleges and
Schools. The college i a member of the Associated Colleges of
tbe Twin Cities (ACTC), Lutheran Education Cow1cil 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. Registrati n do snot (necessarily)
mean that credits earned at the institution can be transferred to
other institutions or that the quality of the educational programs would meet the standards of every student, educational
institution, or employer.
•
udent Support Services
The Augsburg Master of Arts in Leadership Program assists
students in making education and career plans, in working on
their personal development, and in participating in activities
beyond the classroom. Some of these services are listed below.
Academic Planning
In addition to the faculty who provide consultation and advice,
academic planning is guided by the Leadership Practicum assessors, thesis advisers, and Master of Arts in Leadership staff.
Career Services available include:
• Professional assessment through the Leadership Practicum
• Self/ career assessment counseling through the
Career Services Office (330-1162)
• Development of a resume and a career-search plan
through the Career Services Office
• Work experience related to a student's field of specialization
through the Cooperative Education Office (330-1148)
• tudent Rights
The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters
of disciplinary action, grievances and grade appeal. Students
who wish to identify appropriate procedures for complaints
should contact the Vice President for Student Affairs (330-1160).
The College operates in compliance with the Family Rights and
Privacy Act and Title IX. Students have the right to inspect all
official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office
(except where a waiver of access has been signed) and to
challenge inaccurate or misleading information. Students have
a right to experience education free from discrimination based
on sex, race, ethnic or cultural background, handicap, creed,
marital status or age.
• dmission Requirements
Applicants to the program must hold a baccalaureate degree
from an accredited four-year college or university.
Applicants to the program are expected to have a minimum
undergraduate grade point average of 3.0 (on a scale of A=4.0).
Applicants to the program must have five years of experience
(or equivalent) with one or more organizations in a position(s)
of leadership or position(s) demonstrating leadership potential.
Decisions about admission to the program will be made on an
individual basis by the Master of Arts in Leadership Committee. Admission to each entering graduate class will be given to
the most highly qualified individuals. Selection of candidates
will be made on the basis of an evaluation of each applicant's:
•
•
•
•
Previous college record,
Letters of recommendation,
Experience and organizational background,
Miller Analogies Test scores, or for applicants whose native
language is not English, a minimum score of 600 on the Test
of English as a Foreign Language (TOEFL), and
• Written statement and possible interview.
A)pplication Procedures
To apply, students must submit the following materials to the
Master of Arts in Leadership Office:
• Completed application form with $25 (non-refundable)
application fee.
• Written statement relating the applicant's career and life
goals focusing on leadership aspirations.
• Letter of recommendation from an immediate supervisor,
assessing leadership potential.
• Letter of recommendation from a co-worker (at the same
level) describing applicant's work style and potential as a
leader.
• Official transcripts of undergraduate and graduate work
from all institutions attended.
• Official set of results on the Miller Analogies Test, or for
applicants whose native language is not English, a minimum
score of 600 on the Test of English as a Foreign Language
(TOEFL).
• Possible interview with graduate program staff member.
mlvaluation Standards
Evaluation of academic performance for the Master of Arts in
Leadership will be based on number grades using a 4.0 point
scale with these definitions:
4.0
3.5
3.0
2.5
2.0
P
N
W
I
Achieves highest standards of excellence
Achieves above basic course standards
Achieves the minimum passing standard
Achieves at or above the 2.0 level (not computed
in grade point average)
Does not meet minimum course standards (no credit and
non-punitive-not computed in grade point average)
Grade given when course is dropped
Incomplete grade given when student is unable
to complete course requirements for reasons beyond the
student's control (to receive an incomplete, a student
must file a petition with the Graduate Program staff
stating reasons for the request, the plan and date for
removing the incomplete grade, the signature of the
instructor, and any other necessary documentation).
No more than two courses with a grade below 3.0 will count
toward the degree. No more than two courses with a grade
below 2.0 can be repeated. Only the credits and grades earned
the second time are counted in the grade point average.
Alcademic Policies
Academic Probation and Dismissal
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be placed
on probation for the following term. A 3.0 cumulative grade
point average must be restored in order for a student to be
removed from probation. If a student receives a grade of N in a
course, the student must petition successfully with the Master
of Arts in Leadership Committee before being permitted to
continue in the program. A plan for the student to follow
would be outlined at that time. If the cumulative grade point
average again falls below 3.0, the student may be dismissed
from the program by the Master of Arts in Leadership
Committee. Students also may be dismissed by the Master of
Arts in Leadership Committee for behavior detrimental to the
program such as a gross violation of college policy (as
published in the Student Guide). Di missal would occur only
after established procedmes were followed.
Credit for Prior Education, Training and Experience
Due to the interdisciplinary nature of the courses in the Master
of Arts in Leadership Program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in the
curriculum. Students may petition the Master of Arts in
Leadership Committee for approval of any variation in the
curriculum including the transfer of credit or the receipt of
credit for other training.
Credit and Contact Hours
Each graduate course in the Master of Arts in Leadership
Program is the equivalent of four semester credits or six
quarter credits. Students meet in class a total of 30 hours and
are responsible for a significant amount of individual study
and preparation.
Enrollment Policy/Leaves of Absence
Students may take either one or two courses each trimester.
Enrolling in two courses per trimester enables a student to
complete the program in two years. All students are required
to complete the program within five years. Extensions beyond
five years will be considered on the basis of petition to the
Master of Arts in Leadership Committee. Students who leave
the program for more than one term must request a leave of
absence in writing from the Master of Arts in Leadership
Committee.
Last Date to Withdraw from Class
The last date on which students may withdraw from a class and
receive a "W" on their records is noted in the calendar insert.
Payment Options*
1) Payment in Full: Due day ofregistration.
2) Payment Plan: Upon application and after college approval,
a 3-pay plan is available each trimester. Payment plans will be
offered only if previous plans have been adhered to.
3) Company Reimbursement: Full courses, or equivalent,
which are company reimbursed require a deposit of $150 per
course reimbursed, with full payment due within 50 days after
the end of the term.
Tuition is set on an annual basis, payable in 3 equal
installments at the beginning of each trimester. Registration is
permitted only if the student's account for a previous term is
paid in full as agreed. Augsburg College will not release
diplomas or academic transcripts until all student accounts are
paid in full. This also applies for student loan funds
administered by the college (Perkins Student Loan); they must
be current according to repayment schedules.
*A non-sufficient-funds check will declare your registration invalid and could affect
further credit extended by the college.
Refund Schedule
A per-course tuition refund will be made on the following
basis: (In order to be eligible for the refund, students are
responsible for cancelling courses with the Registrar's Office.)
Prior to the first scheduled class meeting-100%
Prior to the second scheduled class meeting-90%
Prior to the third scheduled class meeting-80%
Prior to the fourth scheduled class meeting-70%
Prior to the fifth scheduled class meeting-60%
Prior to the sixth scheduled class meeting-50%
inancial Aid
In a number of ways, students may receive assistance in
meeting Graduate Program costs. Enrollment in two courses
per trimester allows the student to be classified as full-time.
One course is considered half-time enrollment. The Office of
Student Financial Services (330-1046) assists students in
assessing financial aid eligibility and offers financial aid from
available alternatives, including the following:
Augsburg Tuition Grant
Augsburg College may provide grants and scholarships to
graduate students who show academic potential and have
financial need.
Funded Scholarships
Augsburg actively pursues outside funding for special
scholarships. The availability of such scholarships enables the
participation of individuals of limited financial means as well
as individuals working for volunteer agencies and other
organizations not likely to provide tuition reimbursement.
Company Tuition Assistance Programs
Many companies, agencies and corporations offer full or partial
tuition assistance to employees who participate in work-related
or degree-related college programs. Augsburg College
provides several payment plans by which employees may
handle tuition reimbursement.
Bureau of Indian Affairs, Tribal and State Indian
Scholarships
American Indian students who meet federal, state or tribal
requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance
in application please contact Augsburg's American Indian
Support Program Director at 330-1138 or your tribal agency.
Federal and State Aid Programs
The Office of Student Financial Services determines eligibility
for any Federal or State financial aid programs available to
graduate students. Determination of eligibility is based on
standard, nationally accepted methodology.
..6. Perkins Student Loan-Joint Augsburg College-federally
funded program administered through the College for
students who demonstrate financial eligibility. No interest
accrues nor do payments have to be made on the principal at
any time while you are enrolled at least half-time. Simple
interest of 5% and repayment of the principal (at the minimum
of $30 a month) begin six months after you leave school (nine
months for new borrowers after 7-1-87). Repayment may
extend up to 10 years. The maximum which may be borrowed
for combined undergraduate and graduate study is $18,000 .
..6. SLS (Supplemental Loans for Students)-A Federal loan
program. Independent students may borrow up to $4,000 per
year to a maximum of $20,000 and must be enrolled at least
half-time. Variable interest rate is set annually with a cap of
12%; payment usually begin within 60 days after
disbursement. Principal may be def rred until the student
ceases half-time enrollment. Interest may, at the lender's
option, acnunu late w1til the in-school deferment ends.
Students mu t apply for financial aid.
• SELF (Student Educati nal Loan Fund)-A Minnesota State
loan program. Stud nts may borrow up to $4,000 per year
($16,000 cumulative) as tmdergraduate with a $25,000
aggregate maximum when graduat study is included ($1,000
minimum). Interest.rate is variabl , paid by the borrower
qua1terly while in d1 I. Principal payments begin 13 month
after I aving d1 ol. Student must apply for financial aid and
be enrolled at least half-time.
• Stafford Student Loan (formerly the Guaranteed Student
Loan)-Loan funds are obtained directly from a local lender or
tate agency in certain states. While the student is attending at
lea t half-time, there is no interest charge. Simple annual
interest of 8% on the loan balance and repayment of the
principal begin six months after leaving school. Repayment
may extend up to 10 years. The maximum loan is $2,625 for the
fir t two years and $4,000 for the remaining years of
W1dergraduate study and $7,500 per year for graduate study. The
cumulative Wldergraduate and graduate maximum is $54,750.
To Apply for Financial Aid:
1)
2)
3)
4)
5)
Complete the Application for Admission and indicate
your desire to also apply for financial aid.
The Office of Student Financial Service will send you
necessmy application and financial statement form (or
you may pick up them up in the Office of Student
Financial Service , 152 Science Hall, or the Master of
Arts in Leadership Program Office, 2222 Muipl1y Place.)
AJJ students must have a Financial Aid Transcript on
file with Augsburg from each previously attended
institution even if they did not receive aid. Forms are
available from the College.
Complete and return the financial aid forms by the
deadlines indicated.
Accept the financial aid offered, in whole or in part,
within the deadline stated.
Albout Augsburg
History
. ...
Augsburg was the first seminary founded by Norwegian
Lutherans in America. Named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530,
Augsburg opened in September, 1869, in Marshall, Wisconsin,
and moved to Minneapoli in 1872.
Campus Location
Augsburg's campus is located in the heart of the Twin Cities
smrounding Murphy Square, the oldest of 155 parks in the
"City of Lakes." Adjacent to the campus ar Fairview and
St. Mary's Hospitals, the West Bank campus of the University
of Minnesota and Mississippi River parkways.
Accessibility
Augsburg College has made a major effort to become one of
the most accessible campuses in the region. Skyways, tunnels
and elevators provide accessible connections between nine of
the 14 major buildings-student housing towers, Christensen
Center, main academic and administrative halls, the library
and music building. In addition, there are programs for
students with learning and physical disabilities.
Church Affiliation
Aug burg is a college of The Evange lical Lutherru1 Church in
America. About 59 p rcent of the students are Lutheran,
14 percent other Protestant a nd 19 p rcent Roman Catholic.
Several other affiliations ar e represented among student and
faculty .
Non-Discrimination Policy
Augsburg College does not discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or
handicap a required by Title IX of the 1972 Educational
Amendments f Section 504 of the Rehabilita tion Act of 1 73
as amended in its admission policies, educational programs,
activities, and employment practices.
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2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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14.
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18.
Admissions House
George Sverdrup Library
Science Hall
Old Main
West Hall
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal
Memorial Hall
Music Hall
2222 Murphy Place
Melby Hall
Ice Arena
Stage II Theatre
Center for Global
Education
Scandinavian Center
Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
Youth and Family Institute
19. Office Annex House
20. Tutor House
21. American Indian Support
and Minority Education
Partnership
A. Admissions Parking
B. Student Parking
C. Visitor Parking
D. The Quad
E. Faculty /Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview /St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
I6. I
Accessible Entrance
•
ampus Location
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DOWNTOWN
MINNEAPOLIS
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From Minneapolis
Interstate 94 east to 25th Avenue exit, left to Riverside
Avenue, left to 21st Avenue South, left at Augsburg sign.
From St. Paul
Interstate 94 west to Riverside exit, right on Riverside
Avenue to 21st Avenue South, left at Augsburg sign.
Parking
All posted Augsburg College parking lots are free and
open for student use from 4:30 p.m. Friday through
Sunday evening. Lots are located on 7th Street between
21st and 22nd A venues and north of 8th Street on 21st
Avenue. Most street parking is two hour parking, seven
days a week. Additional parking is available in the
Riverside Medical Center ramp, or U of M parking lots
on the north side of Riverside A venue.
m acultyand
Administration
The following faculty and administrators are currently
involved in the Master of Arts in Leadership Program:
Earl Alton, Professor and Department Chairperson of Chemistry.
B.A., St. Olaf College; M.S., Ph.D., University of Minnesota.
John Benson, Professor of Religion. B.A., Augsburg College; B.D.,
Luther Theological Seminary; M.A., Ph.D. Columbia University.
Maria Brown, Assistant Professor of Social Work. B.A., M.A.,
American University; M.S.W., University of Minnesota.
John Cerrito, Assistant Professor of Business Administration. B.A.,
Rhode Island College; M.S., University of Wisconsin-Stout.
Francine Chakolis, Assistant Professor of Social Work. B.S.,
Augsburg College; M.S.W., University of Minnesota.
Lany Crockett, Assistant Professor of Ma.th m<1 tics/Computer
Science. B.A., M.A., Pacific Lutheran Uni ersity; M.Div ., Luther
Theological Seminary.
Grace Dyrud, Professor of Psychology. B.A., M.A., Ph.D., University
of Minnesota.
Mark Engebretson, Associate Professor and Department
Chairperson of Physics. B.A., Luther College, M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Norman Ferguson, Professor of Psychology. B.A., Franklin and
Marshall College; M.S., Ph.D., University of Minnesota.
Nancy Guilbeault, Director, Counseling Services. B.A., M.A., Ph.D.,
University of Minnesota.
Satya Gupta, Professor of Economics. B.S., M.S., Agra University,
India; M.S., Ph.D., Southern Illinois University.
Milda Hedblom, Professor of Political Science. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Edwina Hertzberg, Associate Professor Social Work, Director of
Faculty Development. B.A., Cedar Crest College; M.S.W., Ph.D.,
University of Minnesota.
Garry Hesser, Professor of Sociology, Director of Cooperative
Education Program. B.A., Phillips University; M.Div., Union
Theological Seminary; Ph.D. University of Notre Dame.
Ryan LaHurd, Vice President for Academic Affairs, Dean of the
College. B.A., Mt. Carmel College; M.A., University of Chicago;
Ph.D., University of Wisconsin.
David Lapakko, Assistant Professor of Speech, Communication and
Theatre. B.A., Macalester College; M.A., Ph.D., University of
Minnesota.
Rosemary Link, Assistant Professor of Social Work B.A.,
Southhampton University; S.Q.S.W., London University; Ph.D.,
University of Minnesota.
Marie McNeff, Professor of Education. B.S., M.Ed., Ed.D., University
of Nebraska.
Fekri Meziou, Assistant Professor of Business Administration, B.A.,
University of Tunis, Tunisia; M.A., Ph.D., University of Minnesota.
Thomas Morgan, Assistant Professor of Business Administration.
B.S., Juniata College; M.B.A., University of Denver; M.S., University
of Oregon.
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William Morris, Adjunct Professor of Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
Richard Nelson, Profes on md DepartmentChairper n of History.
B.A., University of N braska; M.A., Ph.D., University f Min.n sota.
Beverly Nilsson, Prof ,sor and Chairperson of Nursing. B.S.N., M.S.,
Ph.D., University of Minne ota.
Norma Noonan, Professor of Political Science. B.A., University of
Pennsylvania; M.A., Ph.D., University of Indiana.
Vicki B. Olson, Assistant Professor of Education, B.S., M.A., Ph.D.,
University of Minnesota.
Diane Pike, Associate Professor of Sociology. AB., Connecticut
College; Ph.D., Yale University.
Larry Ragland, Associate Professor Mathematics and Computer
Science. B.S., M.A., Central Missouri State College; Ph.D., University
of Texas at Austin.
Stuart M. Stoller, Assistant Professor of Business Administration.
B.S., M.S., Long Island University.
William Swenson, Adjunct Professor of Philosophy. AB., Ph.D.,
University of Chicago.
Elizabeth Vander Schaaf, Associate Dean for Graduate and Special
Programs. B.A., Swarthmore College; M.A. Ph.D., University of Iowa.
Theresa Welcher, Assistant Professor of Nursing. B.S., and two M.S.
degrees, South Dakota State University.
#;)dvisory Council to the
Master of Arts in
Leadership Program
Linda Geisen, Training and Development Manager,
City of St. Paul.
Dan Hanson, Vice President, Food Ingredients Division,
Land-0-Lakes, Inc.
Cynthia Marsh, Ph.D. Consulting Psychologist,
Personnel Decisions, Inc.
Dean Newman, Consultant.
Robert Odom, Senior Vice President of U.S. Specialty Divisions,
H.B. Fuller Company.
Richard Ploetz, Customer Education Manager, Medtronic, Inc.
Rosemarie Ramirez, Human Resources Officer,
St. Paul Companies, Inc.
The provisions of this document are not to be regarded as an
irrevocable contract between the student and the College. The
College reserves the right to change any provisions or requirements at any time within the student's term of residence.
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Augsburg Colleg0
731 21ST AVENUE SOUTH
MINN EA POLIS, MN 55454
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Master of Arts in Leadership (MAL) Catalog, 1993-1995
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Course Catalogs
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rationally and intuitively the people who might be
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their followers, and the society in which they we embedded.
They had better comprehend the values of our common
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culture, past and present, know how our political and
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economic systems work, and understand how and why
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science has changed the world. .. Leaders need specialists
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as advisers and staff members. But leaders themselves are
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generalists . .. At higher levels of leadership they cannot
achieve their full potential without considerable breadth of
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knowledge. Only this way can they shape the contexts for
decisions where expert knowledge is used.
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John Gardner
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.tl-UGSBURG
C•O•L•L•E•G•E
Graduate Programs Office
2211 Riverside Avenue
Minneapolis, MN 55454
612/330-1786
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%~LE OF CONTENTS
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Introduction to the Master of Arts in Leadership ......................... 3
Leadership Development Model ................... ............................... 5
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Curriculum Design ..................................................... ..................6
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Thesis/Leadership Application Project Requirement.. ................. ?
Course Descriptions ...................................... ............... ................. 8
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Accreditation and Affiliations .................................................... 12
Student Support Services ....................... ........................ ............. 13
Student Rights ................................... ...... ..... ............... .. .... ... ....... 13
Admission Requirements ........... ................... .... .. ....... .... .... ......... 14
Attendance Policies ............. .... .... ............. ....... ..... ...... ................ 16
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International Applicants ......................... ....... ............ ................. 15
Evaluation Standards ................... .. ............... .. ..... ....... ................. 16
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Library ..................................................................... .. ................. 12
Application Procedures ................................. ...... ..... ................... 14
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Graduate Faculty ....................................... ....... .. .. .. .. ................... 12
Academic Policies ........................................................... ........... 17
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Fee and Payment Information ..................................................... 18
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About Augsburg .......................................................................... 22
Campus Location Map ................................. ~ .............................. 23
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Financial Aid .............................................................................. 19
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Campus Map ............................... ..... ..... .. ........... ... ................... ... 23
Faculty and Administration .............. ............... ............... ... .........24
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~TRODUCTION
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Developing Leaders for
Organizations and the
Community
The Master of Arts in Leadership
responds to the leadership
development needs of profit and
not-for-profit organizations.
While different in structure and
purpose, most organizations
seek leaders with the following
qualities:
• a vision which is ethically and
morally responsible, extending
beyond immediate concerns;
• an understanding of how
change occurs and affects the
immediate environment;
• a sensitivity to the complex
problems organizations face,
and an ability to achieve
solutions consistent with an
organization's mission;
• the ability to motivate and
inspire individuals and groups
to work toward a common
goal; and
• the ability to effectively
represent the organization both
internally and externally.
The Master of Arts in Leadership
provides a means by which individuals may discover and refine
these and other abilities and
awareness fundamental to effective leadership.
Accommodating the
Full-Time Work Schedule
The Master of Arts in
Leadership program is designed
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to meet the needs and preferences of working adults. The
program is based on the
assumption that the men and
women who enroll are
employed, self-disciplined and
well-motivated individuals who
seek a balance of classroom
experience, group interaction
and individual study. Each
course is, therefore, divided into
periods of study, group efforts
and class preparation. To
accommodate this format for
learning, each class meets on
alternate Saturdays for
three-and-one-half hours and
alternate Thursday evenings for
one-and-one-half hours.
Leadership Development
Model
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The Master of Arts in
Leadership program promotes
leadership as a process which I)
inspires cooperation among
people who must compete for
limited resources, 2) promotes
productivity within and beyond
the organization, and 3) works
toward progress for the individual and the organization. To
accomplish this, individuals
aspiring to positions of leadership must possess three key
attributes: a sense of vision, the
ability to persuade, and the
ability to direct action.
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~TRODUCTION
Underlying these attributes is a
broad range of abilities and
awareness. These abilities and
awarenesses, outlined in the
diagram on page 5, serve as
specific outcomes for the Master
of Arts in Leadership. Augsburg's
model of leadership development
is designed to assess, promote,
enhance and refine these capabilities within the individual.
Community of Learners
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Essential to the goals of the
Master of Arts in Leadership is
participation in a community of
learners gathered together on the
Augsburg campus. Learning is
enhanced when the student is
involved in a stable community
that provides opportunity and
encouragement for active participation both in and out of the
classroom. This community will
be enriched by the presence of
men and women who bring to
the program a variety of work
and life experiences. To facilitate this kind of community
interaction, Augsburg encourages graduate students to make
use of college facilitates such as
the library, computer labs and
the Christensen Center; to take
the opportunity to share meals
and coffee breaks; to participate
in optional lunch time seminars;
and to attend other college activities such as music and dramatic
presentations, and athletic
events.
Individual Professional
Development
Master of Arts in Leadership
students enroll in a half course
called Leadership Practicum.
Students are required to enroll
in this professional assessment
and development course for six
tenns during their graduate
work at Augsburg. Upon
completion of the entire
practicum, students receive a
half course credit. In each tenn,
specific activities related to the
practicum are scheduled.
Early in the program a major
component of this practicum is a
full-day professional assessment
to determine students' abilities
and potential relative to each of
the outcomes of the Leadership
Development Model (see page
5). Assessment instruments
include paper and pencil exercises, and simulation and group
experiences. Following the
assessment, students meet individually with a trained assessor
who provides guidance in
personal goal-setting and in the
creation of a professional development plan or "blueprint".
Augsburg has contracted with
Personnel Decisions, Inc. (PDI)
to organize and facilitate the
practicums. PDI is a professional consulting firm providing
the full range of psychological
and human resource services to
enhance individual and organizational effectiveness. The
practicums work on a rotating
series of six, one per trimester.
The practicums are designed to
meet the needs of the students in
the following areas: effective
persuasion, communication
techniques, identifying and
defining problems, decision
making, interpersonal skills
required for leadership and other
professional development
topics. Each practicum will
focus on a specific topic and use
mini-lectures, small group exercises and experiential learning.
Students are required to participate in the practicum workshop
with PDI during the same term
they participate in the professional assessment.
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~ADERSHIP DEVELOPMENT MODEL
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Leadership
Sense of
Vision
Orientation
Toward Action
/
Ethical
• Social awareness
• Environmental
awareness
• Tolerance of
religious and
philosophical
differences
• Appreciation
of situational
complexity
.• .
Facility for
Persuasion
/
Creative
Communicative
+ Long-term
perspective
+ Flexibility
• Adaptability
• Innovativeness
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Effective listener
Effective speaker
Effective writer
Diplomatic
ability
• Effective team
member
• Interpersonal
sensitivity
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Culturally
Aware
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• Appreciation
for cultural
differences
• World-view
perspective
• Tolerance of
individual
differences
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• Curiosity
+ Achievement
motivation
• Self-esteem
• Self-confidence
• Analytical ability
+ Ability to think
critically
• Understanding of
research
• Ability to manage
conflict
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WuRRICULUM DESIGN
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The Master of Arts in
Leadership program is
comprised of 12 course credits
made up of 10 full credit
courses and four half credit
courses. Unless otherwise indicated, each course is equivalent
to one course credit.
Elective Courses
(6 - 8 course credits)
The. following core courses are
required of all students in the
Master of Arts in Leadership
program:
The Master of Arts in
Leadership program requires
that a minimum of six of the
required eight elective courses
be selected from the following
ML 500 Leadership Practicum
(A half course which spans six
trimesters.)
ML 5 I 0 Foundations of
Leadership (To be taken during
one of the first three trimesters.)
ML 514 Research Methods OR
EDU 514 Evaluation and
Documentation (To be taken
during one of the first three
trimesters, preferably after the
student has taken ML 510
Foundations of Leadership.)
course list:
ML 51 l Creativity and the
Problem-Solving Process
(Student may not receive credit
for both EDU 515 and ML 511.)
ML 520 Self-Identity, Values,
and Personal Growth
ML 521 Methods of Critical
Thought
ML 530 Ethics in
Communication
ML 531 The Dynamics of
ML 593 Leadership Research
Seminar I (.5 course)
Ml 594 Leadership Research
Seminar II (.5 course) (These
Change
ML 540 Politics, History, and
Leadership
two seminars are to be taken in a
student's last two consecutive
terms or when the student has
completed at least six electives.)
ML 545 Decision Making I:
ML 592 Thesis/Project
Technology
Consultation (.5 course) (To be
taken simultaneously with ML
594 and in the term in which the
thesis/project is completed.)
ML 560 Developing a Multi-
Qualitative Process and
Application
ML 550 Decision Making and
Cultural Perspective (Student
may not receive credit for both
EDU 513 and ML 560.)
ML 596 Women and Leadership
ML 598 Independent Study
Other courses as added .
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have had demonstrated success
in advanced courses, develop
targeted leadership abilities and
understandings. Continual reinforcement occurs as students
employ these capacities in
multiple courses. Students are
encouraged to see abilities and
understandings as cross-disciplinary and to see content areas as
integrated. The very form of the
program reflects the view that the
world in which we operate is
complex and that dealing with it
successfully requires well-developed integrative ability.
Core Courses
(4 course credits)
ML 599 Special Topics
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The Master of Arts in Leadership
students are required to complete
12 course credits and a thesis or
leadership application project.
Each course unites two or more
liberal arts disciplines, encourages pursuit of the designated
outcomes, and uses a variety of
learning techniques appropriate
to adult learners. Instructional
techniques are varied, such as
case study, debate, written and
oral presentations, and group
activity. These techniques, which
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Master of Arts in
Education - Leadership
Elective Courses (0 - 2
course credits)
The Master of Arts in
Leadership program will allow
for the selection of up to two
electives from the Master of
Arts in Education - Leadership
program. The electives can be
selected from the following list:
EDU 510 Ethics and Leadership
EDU 511 Legacy of Education
EDU 512 Models of Teaching
and Learning
EDU 513 Diversity and
Education (Student may not
receive credit for both EDU 513
and ML560.)
EDU 515 Creativity and
Problem Framing (Student may
not receive credit for both EDU
515 andML511.)
EDU 516 Models of
Educational Process
EDU 517 Politics and Public
Policy of School Offerings
EDU 599 Special Topics
(.5 or I course)
Please see the Master of Arts in
Education - Leadership program
bulletin for detailed descriptions
of these courses.
Thesis/Leadership
Application Project
Requirement
At, or near, the completion of
the course work for the Master
of Arts in Leadership program,
students are required to develop
and carry out a study of some
aspect of leadership or leadership related topic. This research
based study affords the student
the opportunity to "tie together"
what has been learned from the
study of leadership in the course
work, course related activities
and the practicum sessions.
Students in the Master of Arts in
Leadership program have the
option to do either a Thesis or a
Leadership Application Project
for completion of the Master of
Arts in Leadership degree. The
decision as to which of these
capstone alternatives is selected
depends on the interests and
orientation of the student. Some
students express a theoretical
interest in the study of leadership and identify topics which
lend themselves to a more traditional thesis project. Other
students express interest in a
more applied approach to leadership and wish to pursue
investigations which are not
appropriate for more traditional
thesis topics. Students with
more practical topics in mind
are likely to select the
Leadership Application Project.
Both the Thesis and the
Leadership Application Project
should be seen as the culmination of the Master of Arts in
Leadership program, offering
participants the opportunity to
either investigate some aspect of
leadership in depth or explore
the application of what has been
studied. The principal distinction between these two options
lies in their underlying orientation. The Thesis will have a
more theoretical orientation,
while the Leadership
Application Project will be
based on a more practical
applied orientation. The difference between these two options
will be explored in more detail
in the ML 514 Research
Methods course, taken during
the first year of the student's
program.
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WouRSE DESCRIPTIONS
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variety of disciplines and
perspectives. The role of the
liberal arts, various learning
styles, methods of research and
inquiry, student outcomes and
program expectations are examined. Must be taken during one of
the student's first three trimesters.
ML 511 Creativity and the
Problem-Solving Process
Exploration of creativity from
the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a
method and it examines techniques for solving problems in
organizations, for enhancing
innovation and for seeking an
integrative world-view.
(Students cannot receive credit
for both this course and EDU
5 I 5 Creativity and Problem
Framing.)
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ML 500 Leadership
Practicum
A professional assessment and
development course which
spans six terms. This course
includes a full-day professional
assessment and six workshops
in the following areas: Leader as
Communicator, Leader as
Problem-Solver, Leader as
Diplomat, Situational
Leadership, Leader as
Coach/Counselor and Leader as
Adaptor/ Achiever. The workshops are offered in conjunction
with Personnel Decisions, Inc .
Students are expected to participate in both an Assessment
Center and a workshop during
their first term of registration.
Half credit. Graded on a P/N
basis. (Students in the Master of
Arts in Leadership program are
required to take this course.
Credit will not be granted for
EDU 500 Assessment and
Leadership Practicum.)
ML 510 Foundations of
Leadership
Introduction to the concept of
leadership, providing an historical and philosophical
framework for the program.
This course views the nature and
purpose of leadership from a
ML 514 Research
Methods
Evaluation and documentation
of programs, projects and ideas
as they relate to leadership theories and practice. Qualitative
and quantitative tools will be
discussed. Must be taken during
one of the first three trimesters,
preferably after the student has
taken ML 5 I 0 Foundations of
Leadership. (Students can not
receive credit for both this
course and EDU 514 Evaluation
and Documentation.)
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ML 520 Self-Identity,
Values, and Personal
Growth
sensitivity to ethical conflicts
which arise in social and organizational settings.
ML 545 Decision Making
I: Qualitative Process
and Application
Study of the concepts of self-identity, values and personal growth
ML 531 The Dynamics of
Change
Decision making is fundamental
to all human endeavor, particu-
as related to professional and
personal life. This course may
employ psychological, philosophical and theological perspectives
to explore the role of the individual in the larger social context.
Major topics include the acquisition, development and evolution
of self-identity and values, the
influence of sex roles and the
relationship to spiritual growth.
ML 521 Methods of
Critical Thought
Investigation of the processes of
critical thinking drawing from
philosophy and other disciplines.
This course focuses on the relationships between ideas and the
expression and application of
ideas. Students apply dialectical
processes in the effective formation, presentation and use of
ideas in organizational structures.
ML 530 Ethics in
Communication
Interdisciplinary study of ethics
and communication through the
investigation of a variety of
ethical perspectives within
human communication. This
course places particular attention on the use and abuse of
communication in politics,
advertising and interpersonal
relationships. It emphasizes a
This course offers an exploration of the context of social
change and varying responses to
diverse human needs. Ways of
achieving well-being may be
viewed differently by leaders in
public and private domains and
across cultures. The course
explores these various perspectives including areas of conflict
and opportunities for leadership
in social and organizational
change. Sociological, human
development and economic
theories are applied to contemporary public and private sector
issues for social change.
ML 540 Politics, History,
and Leadership
Analysis of the political aspects
of nation-states and other organizations. This course focuses
on the process of achieving individual, group or national goals.
Drawing on a variety of cultures
and nations, it examines
significant historical events and
the leaders who shaped them.
larly in leadership. Leaders,
regardless of their field, are
continually held accountable for
decisions in settings characterized by incomplete information
and limited time. The
constrained nature of the typical
decision making environment
necessitates the use of a systematic and objective decision
making process. Drawing on
various disciplines, course
participants will examine the
different stages of the decision
making process including:
analysis of the decision setting
and its relevant boundaries,
identification of acceptable decision outcomes, definition of the
implementation of the decision
and appraisal of potential
contingencies. While emphasis
is given to the qualitative rather
than quantitative aspects of
decision making, about 20
percent of the course will
include the development of
some basic analytical concepts:
data collection, graphs and
charts, measuring central
tendency and dispersion, and
association.
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WouRSE DESCRIPTIONS
ML 550 Decision Making
and Technology
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.11
:
Historical analysis of the
decision making and problem
solving process. This course
focuses on the development of
technology as both the cause
and the solution of problems by
investigating various cases.
ML 560 Developing a
Multi-Cultural Perspective
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Investigation of inter-cultural
issues. This course enhan~es the
ability to lead and work more
effectively with people of
different cultural backgrounds
through the study of diverse
values, beliefs and traditions
within the global community.
(Students can not receive credit
for this course and EDU 513
Diversity and Education.)
ML 592 Thesis/Project
Consultation
A series of meetings with a faculty
thesis/project adviser simultaneous with ML 594 Leadership
Research Seminar II: Synthesis of
Findings and during the trimester
in which the thesis/project is being
prepared for final submission.
Half credit. Graded on PIN basis.
Students not completing the
thesis/project during the same
term in which they are enrolled
in ML 594 are required to pay a
thesis/project continuation fee of
$100 during each subsequent term
until the thesis/project is
completed. (Students in the
Master of Arts in Leadership
program must take this course .
Credit will not be granted for
students present their final
results orally and submit a
written thesis or leadership
EDU 592 Thesis Consultation.)
application project. Half credit.
Graded on a PIN basis.
(Students in the Master of Arts
in Leadership program must
take this course. Credit will not
be granted for EDU 594 ThesisResearch Seminar II: Synthesis
of Findings.)
ML 593 Leadership
Research Seminar I:
Research in Leadership
First half of a two-course
"capstone" sequence for the
Master of Arts in Leadership
Program to be taken in a
student's last two consecutive
terms or after the completion of
at least six electives. This course
provides each individual the
opportunity to develop a research
topic to synthesize previous
study and work experience and
to demonstrate an understanding
of the program's principles. Half
credit. Graded on a PIN basis.
(Students in the Master of Arts in
Leadership program must take
this course. Credit will not be
granted for EDU 593 ThesisResearch Seminar I: Research in
Leadership.)
ML 594 Leadership
Research Seminar II:
Synthesis of Findings
Continuation of the "capstone"
seminar, taken in the term
immediately following the
student's registration in ML 593
Leadership Research Seminar I:
Research in Leadership. This
seminar focuses on the methods
of inquiry and results of individual projects. At the
completion of the seminar,
ML 596 Women and
Leadership
A seminar exploring the theory
and practice of women and leadership - political,
entrepreneurial and social.
Opportunity for research on a
topic and area of interest will be
provided. An interdisciplinary
approach to issues of women
and leadership with an emphasis
on literature developed by political scientists will be taken. The
course ·is intended to enhance
the critical thinking skills of the
students and to enhance the
leadership skills of those dealing
with women and of the women
themselves.
ML 598 Independent
Study
Provides directed independent
study in an area of the student's
choice. Open to students who
have completed at least three
courses with a grade of at least
3.0. Students must complete a
Proposal for Independent Study
and have it signed by the supervising professor. The proposal
then must be approved by the
Associate Dean for Graduate
and Special Programs prior to
final registration for the course.
Study of selected topics in
leadership that are not treated
extensively through current course
offerings. Specific topics will be
published prior to registration.
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~ADUATE FACULTY
taught by bringing together
faculty from different disciplines or combining a faculty
member with professionals from
relevant fields. In these situations, at least one member of the
team has a Ph.D. and substantial
teaching experience. All of the
program faculty have extensive
experience teaching adult
learners. Graduate faculty are
listed at the end of this bulletin.
The Augsburg library collection
includes over 175,000 books,
periodicals, films, audio and
video cassette tapes, and microforms. Access to the collection
is provided via a computerized
library catalog that includes the
holdings of Augsburg and six
other private liberal arts college
libraries in the metropolitan
area. Daily courier services
among these libraries facilitates
accessible through MINITEX, a
regional library network, and
through OCLC, an international
library network. Remote,
off-campus computer access to
all these services is provided via
a telecommunications link.
Students who successfully
complete Augsburg's
Leadership program will receive
a Master of Arts degree.
Augsburg is accredited by the
North Central Association of
Colleges and Schools. The
College is a member of the
Associated Colleges of the Twin
Cities (ACTC), Lutheran
Education Council in North
America and Minnesota Private
College Council.
Faculty who teach in the Master
of Arts in Leadership program
are predominantly full-time
senior faculty with doctorates or
appropriate professional
degrees. Some courses are team
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the sharing of these resources.
Additional library resources are
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Augsburg College is registered
with the Minnesota Higher
Education Coordinating Board.
Registration is not an endorsement of the institution.
Registration does not (neces-
sarily) mean that credits earned
at the institution can be transferred to other institutions or
that the quality of the educational programs wou Id meet the
standards of every student,
educational institution or
employer.
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~DENT SUPPORT SERVICES
The Augsburg Master of Arts in
Leadership Program assists
students in making education
and career plans, in working on
their personal development and
in participating in activities
beyond the classroom. Some of
these services are:
Academic Planning
In addition to the faculty who
provide consultation and advice,
academic planning is guided by
the Leadership Practicum assessors, thesis advisors and Master
of Arts in Leadership staff.
Career Services
Available Include:
• Development of a resume and
a career-search plan through
the Career Services Office
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• Work experience related to a
student's field of specialization through the Cooperative
Education Office (330-1148)
• Professional assessment
through Leadership Practicum
• Self/career assessment
counseling through the Career
Services Office (330-1162)
,,
~DENT RIGHTS
The College has adopted a statement of student rights and
responsibilities and has
provided for due process in the
matters of disciplinary action,
grievances and grade appeal.
Students who wish to identify
appropriate procedures for
complaints should contact the
Vice President for Student
Affairs (330-1160).
•.:
The College operates in compliance with the Family Rights and
Privacy Act and Title IX.
Students have the right to
inspect all official records which
pertain to them and which are
maintained in the Registrar's
Office and the Placement Office
(except where a waiver of
access has been signed) and to
challenge inaccurate or
misleading information.
Students have a right to experience education free from
discrimination based on sex,
race, ethnic or cultural background, handicap, creed, marital
status or age .
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nMISSON REQUIREMENTS
Applicants to the program must
hold a baccalaureate degree
from an accredited four-year
college or university.
Applicants are expected to have
a minimum cumulative undergraduate grade point average of
3.0 (on a scale of A- 4.0) OR a
minimum cumulative grade
point average of 3.0 for graduate
courses completed at an accredited college or university, with a
possible probationary tenn.
Applicants holding a Master's
or other advanced degree from
an accredited college or university are academically
admissible.
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Applicants to the program must
have five years of experience (or
equivalent) with one or more
organizations in a position(s) of
leadership or position(s) demonstrating leadership potential.
Decisions about admission to
the program will be made on an
individual basis by the Master
of Arts in Leadership
Committee. Admission to each
entering graduate class will be
given to the most highly
qualified individuals.
Admissions are handled on a
"rolling" basis, with students
admitted at the beginning of the
Fall, Winter and Spring terms.
Selection of candidates will be
.
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made on the basis of an evaluation of each applicant's:
• Previous college record,
• Letters of recommendation,
• Experience and organizational
background,
• Miller Analogies Test scores,
for applicants who do not meet
the published admissions
standards,
• For applicants whose native
language is not English, a
minimum score of 550 on the
Test of English as a Foreign
Language (TOEFL),
• Written statement, and
• Possible interview .
APPLICATION PROCEDURES
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To apply, the following materials must be submitted to the
Graduate Programs Office:
• Completed application fonn;
• $25.00 application fee (nonrefundable);
.
• A brief ( 1-3 page) statement
relating the applicant's career
and life goals to his or her
leadership aspirations;
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• Letter of recommendation
from an immediate supervisor,
assessing leadership potential;
• Letter of recommendation
from a co-worker (at the same
level) describing the applicant's
work style and potential as a
leader;
• Official transcripts from all
undergraduate institutions
attended listing all courses
taken and any degree(s)
conferred;
• Official transcripts from all
graduate institutions attended
listing courses taken and
degree(s) conferred, if any;
• Official set of results on the
Miller Analogies Test will be
requested directly of applicants
by the Graduate Programs
Office, who do not meet the
published admissions standards;
• Official Test of English as a
Foreign Language (TOEFL)
score with a minimum score of
550, for applicants whose
native language is not English;
• Applicant may be asked to
participate in an interview
with graduate programs
faculty and/or staff member .
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._%TERNATIONAL APPLICANTS
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Augsburg College Graduate
Programs Office encourages
qualified applicants from other
countries and feels that they
contribute significantly to the
program. International applicants should keep in mind that
classes meet on alternating
Thursday evenings and
Saturdays. Students can take
only two classes plus a
practicum per trimester for a
yearly total of six classes and
three practicums. With this
schedule students can complete
the required course work in two
years.
Please see the section under
Admission Requirements for a
general description of the
admission process, selection
criteria and work experience
requirements.
Application materials required
for international applicants are:
• Completed application form;
• $25.00 application fee (nonrefundable) payable in U.S.
dollars;
• A brief ( 1-3 page) statement
relating the applicant's career
and life goals to his or her
leadership aspirations;
• Completed Declaration of
Finances (see below for
additional information);
• Letter of recommendation in
English from an immediate
supervisor, assessing
leadership potential;
• Letter of recommendation in
English from a co-worker (at
the same level) describing the
applicant's work style and
potential as a leader;
• Official marksheets with
certified translations from all
undergraduate institutions
attended listing all courses
taken, marks earned, dates
attended, and any degree(s)
conferred (diploma(s));
• Official marksheets with
certified translations from all
graduate institutions attended
listing courses taken, marks
earned, dates attended and
degree(s) or diploma(s)
conferred, if any;
• Official results on the Test of
English as a Foreign Language
(TOEFL) with a minimum
score of 550; and
• Applicant may be asked to
participate in an interview
with graduate programs
faculty and/or staff member, if
applicant is in the United States.
As a first step toward application,
all international students must
arrange for their own financial
sponsorship, because limited
financial aid from Augsburg
College may or may not be available. Students and their sponsor
must complete a Declaration of
Finances as part of the application for admission, along with
appropriate certifications.
Students will need to provide
proof of availability of funds for
tuition, books and living costs.
For the 1993-1994 academic
year, we require students to
provide proof of a minimum of
$10,000 in U.S. funds for living
expenses and the cost of tuition
must be added to this amount.
Students wishing to have spouses
and/or children accompany them,
must plan on having additional
funds available for their support.
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NOTE: Additional information
may be required, as requested by
Augsburg College, to more accurately evaluate educational
credentials. Furthermore,
supplemental information may be
needed to issue an 1-20 or J -1 for
students admitted to the Master
of Arts in Leadership program.
Information requested for the 120 or J- 1 will not be used to
make an admission decision.
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~ALUATION STANDARDS
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Evaluation of academic perfonnance in the Master of Arts in
Courses not offered on the
numbered grading system are
Leadership will be based on number grades using a 4.0 point scale
noted in the course descriptions
with these definitions:
in this bulletin as being graded on
a P/N basis. In order to receive a
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4.0
Achieves highest standards of excellence.
3.5
3.0
grade of P, a student must
Achieves above basic course standards.
achieve at least a grade of 2.0.
Achieves the minimum passing standard.
No more than two courses with
a grade below 3.0 will count
2.5
2.0
1.5
1.0
Performance below basic course standards.
toward the degree. Students who
Unacceptable performance (no credit for the course).
receive an Nor 0.0 in a course
must successfully petition the
0.5
0.0
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Committee before being
Does not meet minimum course standards (no credit and
allowed to continue in their
non-punitive - not computed in grade point average).
program. If a second grade of N
or 0.0 is received, the student
Grade given when a student withdraws from a course after
the deadline for dropping without notation on the record
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Incomplete grade given when student is unable to complete
course requirements for reasons beyond the student's
control. (To receive an incomplete, a student must file a
petition with the Graduate Programs Office stating reasons
for the request, the plan and date for removing the
incomplete grade, the signature of the instructor and any
other necessary documentation.)
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Achieves at or above the 2.0 level (not computed in
grade point average) .
may be dismissed from the
program.
No more than two courses with
a grade of or below 2.5 can be
repeated. Only the credits and
grades earned the second time
are counted in the grade point
average.
TTENDANCE POLICY
Because leadership issues are
presented, discussed and
important and should be considered a responsibility, not only to
Irregular attendance may, at the
discretion of the instructor,
analyzed in the classroom,
regular attendance is highly
one's self, but to one's class-
adversely affect one's grade.
mates and course instructor.
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cADEMIC POLICIES
•
Academic Probation and
Dismissal Policies
Students must maintain a 3.0
cumulative grade point average.
If a student falls below a 3.0
average, the student will be
placed on probation for the
following term. A 3.0 cumulative grade point average must be
restored in order for a student to
be removed from probation. If a
student receives a grade of Nor
0.0 in a course, the student must
petition successfully with the
Master of Arts in Leadership
Program Committee before
being allowed to continue in the
program. A plan for the student
to follow would be outlined at
that time·. If a second grade of N
or 0.0 is received, the student
may be dismissed from the
program by the Master of Arts
in Leadership Program
Committee. Students may also
be dismissed by the Master of
Arts in Leadership Program
Committee for behavior detrimental to the program, such as a
gross violation of college policy
(as published in the Student
Guide). Dismissal would occur
only after established procedures were followed.
Credit for Prior
Education, Training and
Experience
Due to the interdisciplinary
nature of the courses in the
Master of Arts in Leadership
program, it is unlikely that
courses taken elsewhere may be
substituted for a particular
course in the curriculum.
Students may petition the
Associate Dean of Graduate and
Non-traditional Programs for
approval of any variation in the
curriculum including the
transfer of credit. Transfer
credits will be evaluated on an
individual basis. The only
courses that will be considered
for transfer credit are those
earned from accredited colleges
and universities whose course
content is comparable to those
in the Master of Arts in
Leadership program. No more
than two courses will be
accepted for transfer credit.
•
Credit and Contact
Hours
Each full credit graduate course
in the Master of Arts in
Leadership program is the
equivalent of four semester
credits or six quarter credits.
Students meet in class a total of
31.5 hours and are responsible
for a significant amount of individual study and preparation.
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Enrollment
Policy/Leaves of Absence
Students may take either one or
two courses per trimester plus a
Leadership Practicum. Enrolling
in two courses per trimester
enables a student to complete
the course work in the program
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cADEMIC POLICIES
in two years. All students are
required to complete all components of the program within five
years. Extensions beyond five
years will be considered on the
basis of petition to the Master of
Arts in Leadership Program
Committee.
•
Students who leave the program
for more than one trimester
must request a leave of absence
in writing from the Associate
Dean of Graduate and NonTraditional Programs. A leave
of absence may be granted for
one calendar year. Time spent
on an official leave of absence
will not count toward the five
year deadline for degree
completion.
Last Day to Withdraw
from Class
The last date on which students
may withdraw from a class and
receive a "W" on their records is
published annually in the Master
of Arts in Leadership Program
Supplement.
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~E AND PAYMENT INFORMATION
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A schedule of fees is published
separately in the Master of Arts
in Leadership Program
Supplement. Tuition is set on an
annual basis. ML 592, ML 593
and ML 594 are half credit
courses and are charged half of
the current full credit tuition.
ML 500 Leadership Practicum
is a separate charge. Please refer
to the current supplement.
Various Payment Plans
are Available: *
1) Payment in Full: Due day of
registration.
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2) Payment Plan: Upon application and after college
approval, a three-pay plan is
available each trimester.
Payment plans will be
offered only if the student
has adhered to previous
plans .
3) Company reimbursement:
Full courses or equivalent
which are company
reimbursed require a deposit
of $100 per course reimbursed, with full payment
due within 45 days after the
end of the tenn. A letter from
the employer, stating the
company's reimbursement
policy, must be annually
filed with the Business
Office.
Registration is permitted only if
the student's account for a
previous term is paid in full as
agreed. Augsburg College will
not release diplomas or academic transcripts until all student
accounts are paid in full. This
also applies for students loan
funds administered by the
College (Federal Perkins
Student Loan); they must be
current according to established
repayment schedules.
* A non-sufficient-funds check
will declare your registration
invalid and could affect further
credit extended by the college.
Refund Schedule
In order to be eligible for a
refund, students are responsible
for canceling courses with the
Registrar's Office. A per-course
tuition refund will be made on
the following basis:
Prior to the first scheduled class
meeting - 100%
Prior to the second scheduled
class meeting - 90%
Prior to the third scheduled class
meeting - 80%
Prior to the fourth scheduled
class meeting - 70%
Prior to the fifth scheduled class
meeting - 60%
Prior to the sixth scheduled
class meeting - 50%
.
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SlfNANCIAL AID
In a number of ways, students
may receive assistance in meeting
Graduate Program costs. Enrollment in two full credit courses
per trimester allows the student
to be classified as full-time. One
course is considered half-time
enrollment. The Office of Student
Financial Services (330-1046)
assists students in assessing
financial aid eligibility and offers
financial aid from available alternatives, including the following:
Augsburg Tuition Grant
Augsburg College may provide
grants and scholarships to graduate students who show academic
potential and have financial need.
Sponsored Scholarships
Augsburg actively pursues
outside funding for special
scholarships. The availability of
such scholarships may enable
the participation of individuals
of limited financial means as
well as individuals working for
volunteer agencies and other
organizations not likely to
provide tuition reimbursement.
Company Tuition
Assistance Programs
Many companies, agencies and
corporations offer full or partial
tuition assistance to employees
who participate in work-related
or degree-related college
programs. Augsburg College
offers several payment plans by
which employees may handle
tuition reimbursement.
Bureau of Indian Affairs,
Tribal and State Indian
Scholarships
American Indian students who
meet federal, state or tribal
requirements may apply for these
scholarships. Indian grants generally supplement other sources of
financial aid. For assistance in
application, please contact
Augsburg's American Indian
Support Program Director at
330-1138 or your tribal agency.
Federal and State Aid
Programs
The Office of Student Financial
Service determines eligibility
for any Federal or State financial
aid programs available to graduate students. Determination is
based on standard, nationally
accepted methodology.
• Federal Perkins Loan
ProgramJoint Augsburg College-federally funded program
administered through the
College for students who
demonstrate financial eligibility.
No checks are issued, but the
student is required to sign a
promissory note at least once
per term. Funds are put on the
student account after the note is
signed.
BORROWING LIMITS: You
may borrow up to $3,000 per
year as an undergraduate with a
$15,000 undergraduate maximum
($30,000 as a graduate student).
.•.•
JNIEREST AND REPAYMENT:
Simple interest of 5% and
repayment of principal (at a
minimum of $40 per month)
begins nine months after you
. .: ".
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graduate or leave school. Partial
or total loan cancellation privileges exist for certain types of
teaching, disability and, in
certain circumstances, military
service.
DEFERMENTS: No interest
accrues nor do payments need to
be made at any time you are
enrolled at least half-time or for
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three years of military, Peace
Corps or VISTA. Contact our
student loan coordinator if you
think you are eligible for a
deferment.
• Federal SLS (Supplemental
Loans for Students) Federal SLS is a federally sponsored loan program which
permits independent students to
borrow to finance their cost of
education. Applications are available from the Office of Student
Financial Services anct must be
completed and returned to
Financial Services for processing.
Checks are delivered co-payable
to the College and the student.
BORROWING LIMITS:
Undergraduates may borrow up
to an aggregate maximum of
$23,000. Graduate students may
borrow up to $10,000 per year
with an aggregate maximum of
$73,000 (including undergraduate).
JNIEREST AND REPAYMENT:
Variable interest rates are
adjusted each July !st with an
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SlfNANCIAL AID
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11 % cap. Interest payments
begin 60 days after the loan is
disbursed, but in many cases,
interest can be allowed to accrue
and is added to the principal.
Repayment begins 60 days after
you leave school or cease to be
enrolled at least half time. (For
7/1/92 - 6/30/93 the rate is
7.36%.)
DEFERMENTS: Deferments
exist for continued education or
disability. Contact your lender
for details.
• SELF (Student Educational
Loan Fund)The SELF is administered
through the Minnesota Higher
Education Coordinating Board.
Applications are available from
the Office of Student Financial
Services and should be
completed by the borrower and
co-signer and returned to
Student Financial Services for
further processing. Loan checks
arrive once per term and are
made co-payable to the student
and Augsburg College.
BORROWING LIMITS:
Graduate students may borrow
up to $6,000 per year minus any
other student loan indebtedness.
Maximum undergraduate
borrowing cannot exceed
$16,000 ($25,000 including
graduate). The minimum loan
amount per year is $1,000.
INTEREST AND REPAYMENT:
The interest rate is variable.
Interest payments begin 90 days
after the loan is disbursed and
continue quarterly thereafter
while the student is enrolled.
Principal payments begin in the
13th month after you leave
school.
DEFERMENTS: There are no
deferments. Contact the
Minnesota Higher Education
Coordinating Board regarding
special circumstances and
repayment.
• Federal Stafford Loan
Program
Common Loan Provisions:
BORROWING LIMITS:
Effective with enrollment
periods beginning after October
1, 1993, graduate students may
borrow up to $8,500 per year
with an aggregate of $65,500. A
student may borrow from either
the unsubsidized or subsidized
programs or a combination of
both, but cannot exceed the
annual loan limits.
INTEREST RA TES: The annually variable interest rate is
determined by the 91-day TBills +3 .1%, capped at 9%, and
changes each July I st for new
borrowers (those borrowing for
enrollment periods beginning
after October I, 1992). The
interest rate for enrollment
periods beginning between
October I, 1992 and June 30,
I 993 is 6.94%. Repeat
borrowers will continue at the
same interest rate as their
previous outstanding Stafford
Loans (7%, 8%, 8/10%, or 9%) .
REPAYMENT TERMS:
Repayment begins six months
after you ceased to be enrolled
at least half-time in an eligible
program leading to a degree or
certificate. Repayment may
extend up to ten years .
DEFERMENTS: In most cases,
deferments are granted for
continued education, disability
and unemployment. Contact
your lender if you think you are
eligible for a deferment.
Program Specific Provisions:
FEDERAL STAFFORD LOAN
(SUBSIDIZED): The Office of
Student Financial services has
determined that based on the
financial information that you
submitted, you qualify for up to
the amount listed on your
Award Notice.
INTEREST: No interest accrues
during the time the student is
enrolled at least half-time.
FEES: An origination fee of 5%
and a guarantee fee of up to 3%
will be deducted from the loan
check before you receive it.
FEDERAL ST AFFORD
LOANS (UNSUBSIDIZED):
You may borrow up to the
amount listed on your Award
Notice.
INTEREST: Interest accrues
during the period of enrollment
and may be capitalized.
FEES: An origination fee of
6.5% will be deducted from the
loan check before your receive it.
To Apply for Financial
Aid
I) Complete the Application for
Admission and indicate your
desire to also apply for
financial aid.
2) The Office of Student
Financial Services will send
you the necessary application
and financial statement form
(or you may pick them up at
the Office of Student
Financial Services, 152
Science Hall, or at the
Graduate Programs Office,
2222 Murphy Place).
3) All students must have a
Financial Aid Transcript on
file with Augsburg from each
previously attended institution even if they did not
receive financial aid. Forms
are available from the College.
4) Complete and return the
financial aid forms by the
deadlines indicated.
5) Accept the financial aid
offered, in whole or in part,
by the deadline stated.
.
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A BOUT AUGSBURG
Accessibility
Augsburg College has made a
major effort to become one of
the most accessible campuses in
the region. Skyways, tunnels
and elevators provide accessible
connections between nine of 14
major buildings -student
housing towers, the Christensen
Center, main academic and
administrative halls, the library
and the music building. In addition, there are programs for
students with learning and physical disabilities.
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. We are a diverse
community, with many strong
religious traditions represented
among the students, faculty and
staff, including Lutheran,
Protestant, Roman Catholic,
American Indian Spirituality
and Thought, Buddhist and
Islamic faiths.
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History
Campus Location
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.
Augsburg's campus is located in
the heart of the Twin Cities
surrounding Murphy Square, the
oldest of 155 parks in the "City
of Lakes." Adjacent to the
campus are Riverside Medical
Center, the West Bank campus
of the University of Minnesota
and Mississippi River parkways.
Non-Discrimination
Policy
Augsburg College does not
discriminate on the basis of race,
creed, national or ethnic origin,
age, marital status, sex or handicap as required by Title IX of the
1972 Educational Amendments
of Section 504 of the Rehabilitation
Act of 1973 as amended in its
admission policies, educational
programs, activities and employment practices .
• • 'I
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~MPUS LOCATION MAP
N
e
From St. Paul
Interstate 94 west
to Riverside exit,
right on Riverside
Avenue to 21st
Avenue South, left
at _Augsburg sign.
Parking
From Minneapolis
Interstate 94 east to 25th
A venue exit, left to Riverside
Avenue, left to 21st Avenue
South, left at Augsburg sign.
All posted
Augsburg College
parking lots, with the exception
of resident parking lots in front
and behind the residence halls,
are free and open for student use
from 4:30 p.m. Friday through
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Sunday evening and Monday
through Thursday evenings after
4:30 p.m. until 8:00 a.m. Lots
are located on Seventh Street
between 21st and 22nd A venues
and north of Eighth Street on
21st Avenue. Most street
parking is four hour parking and
available seven days a week,
except for the parking meters on
Riverside A venue. The parking
meters are as posted by the City
of Minneapolis. Additional
parking is available in the
Fairview Riverside Medical
Center ramp.
..
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~MPUSMAP
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2.
3.
4.
5.
6.
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19. Jeroy C. Carlson Alumni
Center
20. Youth and Family Institute
21. American Indian Support
and Minority Education
Partnership
22. Oscar Anderson Hall
23. East Hall
A. Admissions Parking
B. Student Parking
c. Visitor Parking
D. The Quad
E. Faculty/Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview/St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
K. Student/Commuter Parking
6. Accessible Entrance
' 11,'.
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~CULTY AND ADMINISTRATION
.. : '
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Larry Crockett
• •
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Norman Ferguson
Instructor of Speech,
Communication and Theatre. B.A.,
Augsburg College; M.A.,
University of Minnesota.
•'
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Assistant Professor of Education.
B.A., M.A. , University of
St. Thomas; M.A., Luther
Northwestern Theological
Seminary; Ph.D., University of
Minnesota.
Dan Hanson
....
., .,
Laura L. Ericksen
Coordinator of Graduate Programs
in Leadership. B.S., Illinois State
University; M.A., University of
Arkansas .
Professor of Psychology. B.A.,
Franklin and Marshall College;
M.S., Ph.D., University of
Wisconsin.
..
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Associate Professor of Computer
Science. B.A., M.A., Pacific
Lutheran University; M.Div .,
Luther Theological Seminary;
Ph.D., University of Minnesota.
Joseph A. Erickson
... .; ...,
.....
John Benson
Professor of Religion. B.A.,
Augsburg College; B.S., Luther
Theological Seminary; M.A., Ph.D.,
Columbia University.
. :·
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The following faculty and administrators are currently involved in the
Master of Arts in Leadership
Program:
.
Garry Hesser
Professor of Sociology, Director of
Cooperative· Education Program,
Director of Metro-Urban Studies.
B.A., Phillips University; M.Div.,
Union Theological Seminary; M.A.,
Ph.D., University of Notre Dame.
Ryan LaHurd
Vice President for Academic
Affairs, Dean of the College. B.A.,
Mt. Carmel College; M.A.,
University of Chicago; Ph .D.,
University of Wisconsin .
David Lapakko
Larry Ragland
Assistant Professor of Speech,
Communication and Theatre. B.A.,
Macalester College; M.A., Ph.D.,
University of Minnesota.
Associate Professor Computer
Science. B.S., M.A., Central
Missouri State College; Ph.D.,
University of Texas at Austin.
Thomas Morgan
Milo A. Schield
Associate Professor of Business
Administration/MIS. B.S., Juniata
College; M.B.A., University of
Denver; M.S., University of
Oregon; Ph.D., University of
Minnesota.
Associate Professor of Business
Administration/MIS. B.S., Iowa
State University; M.S., University
of Illinois; Ph.D., Rice University.
William D. Morris
William Swenson
Instructor of Philosophy . A.B.,
Ph.D., University of Chicago.
Instructor of Political Science. B.A.,
Oakland University; Ph.D.,
Carnegie-Mellon University.
· Richard Nelson
Professor and Department
Chairperson of History. B.A.,
University of Nebraska; M.A.,
Ph.D., University of Minnesota .
Beverly Nilsson
Professor and Chairperson of
Nursing. B.S.N., M.S., Ph.D.,
University of Minnesota.
Norma Noonan
Acting Director of Master of Arts in
Leadership Program and Professor
of Political Science. B.A.,
University of Pennsylvania; M.A.,
Ph.D., Indiana University .
Michael O'Neal
Instructor of Sociology . B.A.,
University of Missouri; M.A.,
Ph.D., University of Minnesota .
Magdalena M. Paleczyny-Zapp
Assistant Professor of Business
Administration/MIS. B.A., M.A.,
Central School for Planning and
Statistics, Warsaw; Ph.D.,
Akademia Ekonomiczna, Krakow.
Alisa Potter
Instructor in Sociology. B.A.,
Concordia College; Ph.D.,
University of Minnesota .
Diane Pike
Associate Professor and Department
Chair of Sociology. A.B.,
Connecticut College; Ph.D., Yale
University.
The provisions of this document are
not to be regarded as an irrevocable
contract between the student and
the College. The College reserves
the right to change the provisions
or requirements at any time within
the student's term of residence .
Show less
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Title
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Master of Arts in Leadership (MAL) Catalog, 1995-1997
-
Collection
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Course Catalogs
-
Search Result
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ArPLICATION FOR ADMISSION
MASTER OF ARTS IN LEADERSHIP .
RECOMMENDATIONS
Please have your supervisor and a co-worker ~end recommendations (please use the atta~hed forms available.from the Graduate
Programs Office) on your behalf to'the Graduate Programs Office. List the people writing recommendations belmy:
Supervisor Name--------------------------~--------------Title __________________Organization/Institution _____ __________ _ __ _ __
Co-worker Name --------~------------------------------------·
~
Title _______________ _ _Organizalionl lnstitution - - - - - - -- - - -- - - - - - - - - -
'
f INANCIAl ASSISTANCE
Do you .wish to apply for fina~cial aid?. Yes D No D
, Would you .like us to send you finan~ial aid forms? Yes 0
No 0 .
WiH you be using a company tuitio,n reimbur~ement plan? Yes D No 0
/
'
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YOUR SIGNATURE
I certify that the information which I have given is true to the be$t of my knowledge. If I am accepted to the Augsburg MAL
Piogram, I _agree to comply with all regulations· of the college and to read the catalog and agree to the terms therein.
Information froin this form may qe used by officials of the College.
Any misrepresentation pn the patt of the applicant is 'Cause.for non-acceptance, cancellation of accepta.nce or dismissal from
school. All documents submitted in suppot1 of the application become_lhc property of ttie college and are not returnable or
transferable.
My signature below indicate~ -that all the information in my applic~tion is complete, factually correct and honestly presented.
Signature of Applicant - - - - -- - -- - - - -- - - - - - -- -- - - - --
Date - - - - - -- -- -
•'
The $25 non-refundable application fee must accompany this form. This application11nd fee should be returned to: Augsburg Graduate Programs
Office, 2211 Riverside Avenue, Minneapolis, MN 55454
.
II is lhc po licy ol' Augsburg College no1 10 discriminate on lhc basi; of raLc, cofor. creed, rpligion, sc11.ual or'affcc tion al preference, n-ati onal or ethnic origin, ager. ma.rilal status, se x., s1a1us with regard to public
ass istance, or disability a .~ required by Title IX of the 1972 Education Amendments ol SeL·tion 504 of the Rehabilitation Act or 1973, as amended in its admi ssions policies. ec.1\ICiltional progrdms, activities and
em ployment practices.
\
Augsburg College
Winter Trimester
Master of Arts in Leadership
Academic Calendar
1996-1997
New Students Orientation: Thursday August 29
Fall Trimester
Orientation:
Registration:
Last day for add/drop:
New Student Assessment:
Last day to withdraw:
Final grades due:
Leadership Practicum:
Thursday, August 29
Thursday, September 5
Wednesday, September 11
Tuesday, September. 24th
Thursday, October 31
Friday, December 20
To Be Arranged
Information Sessions
Saturday, October 19, 1996 9:00 a.m.
Thursday, November 7, 1996 6:00 p.m.
Class Dates
Thursday, September 5
Saturday, September 14
Thursday, September 19
Saturday, September 28
Thursday, October 3
Saturday, October 12
Thursday, October 17
Saturday, October 26
Thursday, October 31
Saturday, November 9
Thursday, November 14
Saturday, November 23
Saturday, December 7
Spring Trimester
Orientation:
Registration
Last day for add/drop:
Last day to withdraw:
Final grades due:
Leadership Practicum:
Tuesday, January 7, 1997
Thursday, January 9, 1997
Wednesday, January 15, 1997
Thursday, February 20, 1997
Monday, April
To Be Arranged
Information Sessions:
Saturday, January 18, 1997 9:00 a.m.
Saturday, March 15, 1997 9:00 a.m.
Class Dates
Thursday, January 9
Saturday, January 18
Thursday, January 23
Saturday, February 1
Thursday, February 6
Saturday, February 15
Thursday, February 20
Saturday, March 1
Thursday, March 6
Saturday, March 15
Thursday, March 20
Saturday, April 5
SPRING BREAK: March 24-31
EASTER: March 30
HOMECOMING Oct. 5
Orientation:
Registration:
Last day to add/drop:
New Student Assessment:
Last day to withdraw:
Final grades due:
Leadership Practicum:
Information Sessions:
Saturday, April 19, 1997
Saturcay, June 21 , 1997
Thursday, July24, 1997
Class Dates
Thursday, April 10
Saturday, April 19
Thursday, April 24
Saturday, May 3
Thursday, May 8
Saturday, May 17
Thursday, May 22
Saturday, May 31
Thursday, June 5
Saturday, June 14
Saturday, June 21
Thursday, June 26
Tuesday, April 8
Thursday, April 10
Wednesday, April 16
Thursday, May 1st
Thursday, May 8
Monday, July 7
To Be Arranged
9:00 a.m.
9:00 a.m.
6:00p.m.
GRADUATION May 25
MEMORW., DAY May 26
Candidates for Masters Degree:
March 1, 1997:
Last day to schedule defense of Thesis or
Application Project with the Graduate
Programs Office
May 15, 1997:
Last day to defend Thesis or Application
Project in order to participate in
Conunencement.
THANKSGIVING Nov. 28
nhmaldisk:ni:wcalcndar
Allgurt l , 1996
May 25, 1997:
Graduation
MAL
1996-1997 Fee and Payment Schedule
Application fee
(non-refundable, paid when application is submitted)
Tuition
per trimester course, one course =
6 quarter credits or 4 semester credits)
$25.00
$1094.00
Optional Leadership Practicum Fee
(per trimester for six terms)
$125.00
Thesis/Project Continuation Fee
(per trimester)
$125.00
Late Fee, (per day, charged to any student registering
after the scheduled registration date, includes incomplete
registration as unsigned registration form or unapproved
payment plan)
$25.00
Registration change after first class meeting
(canceVadd/change grade option, or
combination at one time)
$5.00
Transcript fee (per copy; the first is free)
$2.00
Finance charge: charge is applied at a simple rate of
1% per month on any account with an open balance
of 30 days or more.
Payment Options*
1) Payment in Full: Due day ofregistration
2) Payment Plan: Upon application and after college approval, a 3-pay plan is available each
trimester. Payment plans will be offered only if previous plans have been adhered to.
3) Company Reimbursement: Full courses or equivalent, which are company reimbursed, require a.
deposit of $100.00 per course reimbursed, with full payment due within 50 days after the end of'
the term.
Tuition is set on an annual basis, payable is three equal installments at the beginning of each
trimester. Registration is permitted only if the student's account from a previous term is paid in
full as agreed. Augsburg College will not release diplomas or academic transcripts until all student
accounts are paid in full. This also applies for student loan funds administered by the college
(Perkins Student Loan) which must be current according to established repayment schedules.
•A non-mfficient funds check will declare your registration invalid and could effect fanher credit extended by the college.
fecpay sch - WINDOWS
•.
Catalog Supplement
1996
for MAL
Program
A Hon-thesis Option for Completion of the MAL Program (Plan B)
In March 1996 the MAL program approved a Plan B alternative
to provide a third choice for students completing their MAL
degree. Plan B involves both a different number and configuration
of course requirements than Plan A. (See below for details)
The Thesis and the Leadership Application Project are
described in the 1995-1997 catalog.
The thesis and leadership
application project are similar in approach and methodology. They
differ principally in the degree of application.
thesis, leadership application project, and g1an B are options
available to all HAL atudents.
~h•
The
PLAN B Option:
The Plan B option requires 11 courses.
Plan B students must
take:
ML 580 Contemporary Theories of Leadership
ML 510 Visions of Leadership
ML 514 Research Methods.
Plan B students will write two major papers:
l'irst Paper:
In ML 580 Contemporary Theories of
Leadership students write one major paper(approximately 30 pages).
This paper will fulfill one of required Plan B papers if a grade
of 3.5 or batter is achieved.
Students are required to give an
oral presentation based on their major paper at the end of the
semester. (If the grade achieved on this paper is less than 3.5 and
the student has elected the Plan B option, the student will re-
work the paper.*)
*A readers' panel, selected by the MAL Advisory committee, will
review the revised paper.
Second Paper:
one of two ways:
The second major paper may be handled in
1) An Independent study ML 59·9 (1. 0 credit) taken with an
Advisor. There will be a major paper(approximately 30-35
pages) required. The student must earn at least a grade of
3.5.
.
2) Thesis Seminar ML 593-594 sequence (.5 er each-1.0 er
total) and complete a major paper(approximately 30-35 pages).
The second Plan B Paper will be reviewed by the readers' panel.
The task of the readers' panel is to determine whether the paper
is at the 3.5 level or better and to maintain consistent quality
across differing project~ and subject areas.
The second Plan B paper will be presented at an annual
Colloquium held for students, faculty, alumni and invited guests.
Students will present an Abstract (approximately 15 minutes) of
their second plan B paper completed during a given academic year.
The presentation is part of the requirement to complete the Plan B
alternative.
1
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MAL Course Schedule 1996 -1997 (As of 2/96)
Fall 1996
Time I
ML 510 Visions of Leadership:
Nelson
Winter 1997
Time I
ML 531 Dynamics of CbangePike & Morgan
Spring 1997
Time I
ML 596 Women and Leadership
Noonan
ML 520 Self Identity, Values &
Personal Growth- Ferguson
ML /EDU 514 Research Methods
& Evaluation
Erickson
ML/EDU 594 Leadership Seminar II
Swenson Music 4
ML 580:
Colloquium on
Contemporary Theories of
Leadership : Endorf, Noonan,
Swanson,McNeff,Mugge, Hanson
ML 540 Political Leadership
Morris & Noonan
ML 510: Visions of Leadership
Palosaari
Time II
ML/EDU 514 Research
Methods/Evaluation
Volker
Time II
ML 560 Developing a
Perspective:
Benson
Time II
ML 521 Methods of Critical Thought
Crockett
ML/EDU 593: Leadership
Swenson
ML 511 Creativity/ Problem-Solving
Hesser
IML
599
Ferrell,
Multi-cultural
Seminar I
ML 530 Ethics in Communication:
Nilsson
Organizational Leadership
Dyrud, Morris, Pike
p
Time I:
Thursday, 6:00-7:30 pm &
Saturday, 8:30 a.m. -12:00 noon
Time II: Thursday, 8:00-9:30 pm &
Saturdav. 1:00 - 4: 30 p.m.
nn
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hose who hope to lead had better understand both
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rationally and intuitively the people who might be
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their followers, and the society in which they are embedded.
They had better comprehend the values of our common
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culture, past and present, know how our political and
economic systems work, and understand how and why
science has changed the world. .. Leaders need specialists
as advisers and staff members. But leaders themselves are
generalists . .. At higher levels of leadership they cannot
achieve their full potential without considerable breadth. of
knowledge. Only this way can they shape the contexts for
decisions where expert knowledge is used.
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- John Gardner
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A-UGSBURG
' • •,
C•O•L•L•E•G•E
Graduate Programs Office
Box 144
2211 Riverside Avenue
Minneapolis, MN 55454
612/330-1786
.
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x~LE
OF CONTENTS
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Introduction ...................... ................... ... ............ .... ..... .. .. .. .. ......... 3
,
.
Leadership Development Model .... .. .................. ....... .................. .4
Curriculum Design ... .. ...................... .............. ...... .. ..................... .5
Thesis/Leadership Application Project.. ............. .. .. .. .. .. .. ..............6
Course Descriptions ... ........................ ............ ... ........ .................... 7
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Admission Requirements & Procedures .. ............. ...................... 10
International Applicants ...... ... ....... .. .......... ..... .. ........... ....... ....... .. 11
•. I .' • t" • • ~
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Evaluation Standards ............. ............. ..... ....... .......... ........ .... .... .. 12
Student Rights .............. ...... .......... ............ ....... .... ...... ........ ... ....... 12
Attendance Policies ................. .. ............ ....... ... ..... .. ........ ..... ....... 13
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Academic Policies ................ ............... ...... .. ............................. .. 13
Student Support Services ......... ... ................................. .. ... .. .. ...... 14
''
Library ... .... ..... ......... .... ... ......... ..... ............... .. ...... .. ... ............ ...... 14
•
Accreditation and Affiliations ..... .. ........ :.. ...................... .... ........ 14
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Fee and Payment Information .. ............. .... ... ..... ... ... .. ....... .. .. .. ..... 15
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Financial Aid ....... ............ .... ...... ...... .. .. ..... .......... .... ... ....... ......... . 16
About Augsburg ............. ... ............ ...................... .... ... .. .. .. ..... ... ... 18
Campus Location & Map ....... .......... .... ..... ...... ... .. ................... ... 19
Faculty and Administration ...... ..... ....... ... ................ ..... ............. .20
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._%TRODUCTION
•
Developing Leaders for
Organizations and the
Community
The Master of Arts in
Leadership (MAL) program
responds to the leadership
development needs of both
profit and not-for-profit
organizations. While different in
structure and purpose, most
organizations seek leaders with
the following qualities: a vision
which is ethically and morally
responsible, extending beyond
immediate concerns; an
understanding of how change
occurs and affects the
immediate environment; a
sensitivity to the complex
problems organizations face,
and an ability to achieve
solutions consistent with an
organization's mission; the
ability to motivate and inspire
individuals and groups to work
toward a common goal; and the
ability to effectively represent
the organization both internally
and externally.
The MAL program provides a
means by which individuals
may discover and refine these
and other abilities fundamental
to effective leadership.
Accommodating the
Full-Time Work Schedule
Designed to meet the needs and
preferences of working adults,
the MAL program is based on
the assumption that the students
who enroll are career oriented,
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self-disciplined, and wellmotivated individuals, seeking a
balance of classroom experience,
group interaction, and individual
study. Most courses are
organized as seminars with
opportunity for discussion and
dialogue, and classes meet on
alternate Saturdays for threeand-one-half hours and alternate
Thursday evenings for one-andone-half hours.
Community of Learners
Essential to the goals of the
MAL program is participation in
a community of learners
gathered together on the
Augsburg campus. This
community is enriched by the
students with a variety of work
and life experiences. To
facilitate community interaction,
students are encouraged to make
use of the Augsburg library,
computer labs, and Christensen
Center. Students share meals
and coffee breaks; participate in
optional lunch time seminars;
and attend music and dramatic
presentations and athletic events.
Individual Professional
Development
A major component of the MAL
program is the professional.
assessment. Given in the first
year of study, the assessment
can help students to identify
leadership skills and preferred
work and learning styles.
Nationally recognized test
instruments are used and based
. ..
on the results, students are
encouraged to create
personalized goals and plans to
strengthen areas which may
require further development.
MAL students are encouraged to
enroll in ML 500, Leadership
Practicum. Students may enroll
in this professional development
series for six terms and upon
completion of six Practica,
receive a half-course credit to be
used as an elective. Scheduled
each term, Practica are designed
to meet student needs in areas
such as interpersonal
communication, approaches to
career change, coping with
workplace issues, and other
areas related to leadership and
professional development. In
consultation with the Director, the
student may also apply to receive
credit for attending seminars
related to his or her employment
as part of the Practicum course.
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DEVELOPMENT MODEL
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The MAL program promotes
leadership as a process which
1) inspires cooperation among
people who must compete for
limited resources, 2) promotes
productivity within and beyond
the organization, and 3) works
toward progress for the
individual and the organization.
To accomplish this, individuals
aspiring to positions of
leadership must possess three
key attributes: a sense of vision,
the ability to persuade, and the
ability to direct action.
Underlying these attributes is a
broad range of abilities and
awareness, outlined in the
Leadership Development Model,
that serve as specific outcomes
for the MAL Program.
Augsburg's model of leadership
development is designed to
assess, promote, enhance, and
refine these capabilities within
the individual.
Leadership
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• Social awareness
• Environmental
awareness
• Tolerance of
religioLis and
philosophical
differences
• Appreciation of
situational
complexity
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Facility for
Persuasion
Orientation
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Communicative
•Long-term
perspective
• Flexibility
• Adaptability
• Innovativeness
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Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team
member
• Interpersonal
sensitivity
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• Curiosity
•Achievement motivation
• Self-esteem
Decisive
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Self-confidence
Analytical ability
Ability to think critically
Understanding of
research
•Ability to manage
conflict
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Aware
• Appreciation for
cultural differences
•World-view
perspective
• Tolerance of
individual
differences
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MAL students are required to
complete 10.5 course credits
(42 semester hours) and a
Thesis or Leadership
Application Project. Each
course includes two or more
liberal arts disciplines,
encourages pursuit of the
designated outcomes, and
uses a variety of learning
techniques appropriate to
adult learners. Instructional
techniques include case
studies, debate, written and
oral presentations, and group
activity. These techniques,
which have had demonstrated
success in advanced courses,
develop targeted leadership
abilities and understanding.
Students are encouraged to
see abilities and
understandings as crossdisciplinary and to see
content areas as integrated.
The very form of the program
reflects the view that the
world in which we operate is
complex and that dealing with
it successfully requires well-
Core Courses
(3.5 course credits)
....
(These two seminars are to be
taken in a student's last two
,
consecutive terms, or when the
The following core courses are
required of all students in the
student has completed at least
five electives.)
.....
MAL program:
developed integrative ability.
ML 510 Visions of Leadership
ML 514 Research Methods
ML 593 Leadership
Research Seminar I
ML 594 Leadership
Research Seminar II
ML 592 Thesis/Application
Project Consultation (to be taken
simultaneously with ML 594 and
in the term in which the Thesis/
Application Project is in progress).
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Elective Courses
(at least 7.0 course credits)
The MAL program requires that a
minimum of five of the seven
elective courses be selected from
the following course list:
ML 500 Leadership Practicum
1·,
ML 511 Creativity and the
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Problem-Solving Process
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ML 520 Self-Identity, Values,
and Personal Growth
ML 521 Methods of
Critical Thought
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 540 Politics, History,
and Leadership
ML 545 Decision Making I:
Qualitative Process
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and Application
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ML 598 Independent Study
ML 599 Special Topics
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ML 580 Colloquium on
Contemporary Theories
of Leadership
ML 596 Women and Leadership
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The MAL program will allow
students to take up to two
electives from the Master of
Arts in Education - Leadership
(MEL) program. See the MEL
program bulletin for detailed
descriptions of these courses.
Thesis/Leadership
Application Project
At, or near, the completion of
the course work for the MAL
program, students are required
to develop and carry out a
study of some aspect of
leadership or of a
leadership-related topic. This
research-based study affords
students the opportunity to "tie
together" what has been
learned from the study of
leadership in the course work
and course-related activities.
Cultural Perspective
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ML 560 Developing a Multi-
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ML 550 Decision Making
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Master of Arts in
Education - Leadership
Elective Courses
(up to 2 course credits)
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Students have the option to do
either a Thesis or Leadership
Application Project for
completion of the degree. The
Thesis or Application Project
should be seen as the
culmination of the MAL
program, offering participants
the opportunity to investigate
either some aspect of leadership
in depth or explore the
application of what has been
studied. The distinction between
these two options lies in their
orientation. The Thesis will
have a more theoretical
orientation, while the
Leadership Application Project
will be based on a more
practical application orientation.
Students who do not complete
their Thesis or Leadership
Application Project while
enrolled in ML 594 are
required to pay a continuation
fee during each subsequent
term until the Thesis/Project
is completed.
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~URSE DESCRIPTIONS
•
ML 500 Leadership
Practicum (.5 credit for
6 Practicum attended)
Professional development
workshops and seminars which
span six terms. One-half course
credit. Graded on a P/N basis.
This course is especially
recommended for students who
want or need more applied
workplace case studies.
ML 510 Visions of
Leadership: An
Historical and Literary
Journey (1.0 course)
Introduction to selected
concepts of leadership,
providing an historical and
philosophical framework for the
program. This course views the
nature and purpose of leadership
from a variety of disciplines
and perspectives.
ML 511 Creativity and
the Problem-Solving
Process (1.0 course)
Exploration of creativity from
the perspective of traditional
aesthetics as well as
contemporary organizational
thinking. This course uses
creativity as a method, and it
examines techniques for solving
problems in organizations, for
enhancing innovation, and for
seeking an integrative worldview. (Students can not receive
credit for this course and
EDU 515 Creativity and
Problem Framing.)
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ML 514 Research
Methods (1.0 course)
Evaluation and documentation
of programs, projects, and ideas
as they relate to leadership
theories and practice.
Qualitative and quantitative
tools will be discussed.
(Students can not receive credit
for this course and EDU 514
Evaluation and Documentation.)
ML 520 Self-Identity,
Values, and Personal
Growth (1.0 course)
Study of the concepts of selfidentity, values and personal
growth as related to
professional, personal life. This
course may employ
psychological, philosophical,
and theological perspectives to
explore the role of the
individual in the larger social
context. Major topics include
the acquisition, development
and evolution of self-identity
and values, the influence of sex
roles, and the relationship to
spiritual growth.
ML 521 Methods of
Critical Thought
(1.0 course)
Investigation of the processes of
critical thinking drawing from
philosophy and other
disciplines. This course focuses
on the relationships between
ideas and the expression and
application of ideas. Students
apply dialectical processes in
the effective formation,
presentation, and use of ideas in
organizational structures.
ML 530 Ethics in
Communication
(1.0 course)
Interdisciplinary study of ethics
and communication through the
investigation of a variety of
ethical perspectives within
human communication. This
course places particular
attention on the use and abuse of
communication in politics,
advertising, and interpersonal
relationships. It emphasizes a
sensitivity to ethical conflicts
which arise in social and
organizational settings.
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ML 531 The Dynamics of
Change (1.0 course)
This course offers an
exploration of the context of
social change and varying
responses to diverse human
needs. Ways of achieving wellbeing may be viewed differently
by leaders in public and private
domains and across cultures.
The course explores these
various perspectives, including
areas of conflict and
opportunities for leadership in
social and organizational
change. Sociological, human
development, and economic
theories are applied to
contemporary public and private
sector issues for social change.
ML 540 Politics, History
and Leadership
(1.0 course)
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ML 545 Decision Making
I: Qualitative Process
and Application
(1.0 course)
Decision making is fundamental
to all human endeavor,
particularly in leadership .
Leaders, regardless of their
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Analysis of leadership
perspectives in selected political
systems and other organizations.
Special focus on significant
leadership theories and leaders,
past and present. Most theories
studied are relevant to business
and non-profit organizations as
well as to politics.
field, are continually held
accountable for decisions in
settings characterized by
incomplete information and
limited time. The constrained
nature of the typical decisionmaking environment
necessitates the use of a
systematic and objective
decision making process .
Drawing on various disciplines,
course participants will examine
the different stages of the
decision-making process,
including: analysis of the
decision setting and its relevant
boundaries, identification of
acceptable decision outcomes,
definition of the implementation
of the decision, and appraisal of
potential contingencies. While
emphasis is given to the
qualitative rather than
quantitative aspects of decision
making, about 20 percent of the
course will include the
development of some basic
analytical concepts: data
collection, graphs and charts,
measuring central tendency and
dispersion, and association.
ML 550 Decision Making
and Technology
(1.0 course)
Historical analysis of the
decision- making and problemsolving process. This course
focuses on the development of
technology as both the cause
and the solution of problems by
investigating various cases.
ML 560 Developing a
Multi-Cultural
Perspective (1.0 course)
Investigation of multicultural
issues. This course will enhance
one's ability to lead and work
more effectively with people of
different cultural backgrounds
through the study of diverse
values, beliefs, and traditions
within the global community.
(Students can not receive credit
for this course and EDU 513
Diversity and Education.)
ML 580 Colloquium on
Contemporary theories
of leadership (1.0 course)
Selected contemporary theories
of leadership presented by
instructors who participate in
this seminar. Emphasis on critical thinking, discussion, written
analysis. Prerequisite: One year
course work in MAL program
and ML 510.
ML 592 Thesis/Project
Consultation (.5 course)
A series of meetings with a
faculty thesis/project adviser
simultaneous with ML 594 and
during the trimester in which the
Thesis/Project is being prepared
for final submission. Graded on
PIN basis. Students not
completing the Thesis/Project
during the same term, in which
they are enrolled in ML 594, are
required to pay a Thesis/Project
continuation fee during each
subsequent term until the
Thesis/Project is completed.
(Credit will not be granted to
MAL students for EDU 592
Thesis Consultation.)
ML 593 Leadership
Research Seminar I:
Research in Leadership
(.5 course)
First half of a two-course
"capstone" sequence for the
MAL program to be taken in a
student's last two consecutive
terms or after the completion of
at least five electives. This
course provides each individual
the opportunity to develop a
research topic, to synthesize
previous study and work
experience, and to demonstrate
an understanding of the
program's principles. Graded on
a P/N basis.
ML 594 Leadership
Research Seminar II:
Synthesis of Findings
(.5 course)
Continuation of the "capstone"
seminar, taken in the term
immediately following the
student's registration in ML
593. This seminar focuses on
the methods of inquiry and
results of individual projects. By
the completion of the seminar,
students should have made
significant progress on the
Thesis or Leadership Application
Project. Graded on a P/N basis.
ML 596 Women and
Leadership (1.0 course)
A seminar exploring the theory
and practice of women and
leadership - political,
entrepreneurial, and social. An
interdisciplinary approach to
issues of women and leadership
with an emphasis on literature
developed by political scientists.
The course is intended to
enhance the critical thinking
skills of the participants and the
leadership skills of women and
of those working with women.
Opportunity for research on
topic and area of interest.
ML 598 Independent
Study (.5-1.0 course)
Provides directed independent
study in an area of the student's
choice. Open to students who
have completed at least three
courses with a grade-point
average of at least 3.0. Students
must complete a Proposal for
Independent Study and have it
signed by the supervising
professor. The proposal then
must be approved by the MAL
Program Director prior to
registration for the course.
ML 599 Special Topics
(.5-1.0 course)
Study of selected topics in
leadership that are not treated
extensively through current
course offerings. Specific topics
will be published prior to
registration for each term.
.... ' '
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A
DMISSION REQUIREMENTS
•
•
•
•
•
& PROCEDURES
•
•
•
• written statement
• Miller Analogies Test score,
if requested
• interview, if requested
To apply, the following
materials must be submitted to
the Graduate Programs Office:
• Completed application form;
• $25.00 non-refundable
application fee;
• A brief (1-3 page) statement
relating the applicant's career
and life goals to his or her
leadership aspirations;
• Recommendation letter and
checklist from an immediate
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supervisor, assessing
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organizations in a position(s) of
hold a baccalaureate degree
leadership or position(s)
demonstrating leadership
checklist from a co-worker (at
college or university and must
potential.
the same level) describing the
have a minimum cumulative
'
undergraduate grade point
..
average of 3.0 (on a scale of A=
4.0) and a minimum cumulative
grade point average of 3.0 for
graduate courses completed at
..
an accredited college or
university. Applicants holding a
.,
Master's or other advanced
degree from accredited colleges
or universities are admissible.
..•• .
Should an applicant not meet
·.. .\
requirements, a probationary
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the minimum admissions
term may be possible as decided
applicant's work style and
the program will be made on an
leadership potential;
individual basis by the MAL
.
·:.
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• Official transcripts from
Admissions Committee .
all undergraduate
Admission to each entering
institutions attended listing
graduate class will be given to the
courses taken and any
most highly qualified individuals.
degree(s) conferred;
Admissions are handled on a
"rolling" basis, with students
• Official transcripts from all
admitted at the beginning of the
graduate institutions attended
fall. winter, and spring terms.
listing courses taken and
Selection of candidates will be
degree(s) conferred, if any;
made on the basis of an
evaluation of each applicant's:
• previous college record
Applicants to the program must
• letters of recommendation
• If requested, official results on
the Miller Analogies Test
• Applicant may be asked to
participate in an interview
with graduate program faculty
have five years of experience (or
• experience and organizational
background
~
• Recommendation letter and
Decisions about admission to
on a case-by-case basis.
equivalent) with one or more
..
leadership potential;
from an accredited four-year
·~
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Applicants to the program must
and/or staff member.
·~ . ~ . .'
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~TERNATIONAL
APPLICANTS
•
•
•
•
•
The Augsburg College Graduate
applicant's work sty le and
Programs Office encourages
potential as a leader;
qualified applicants from other
countries and because these
students contribute significantly
to the program. International
applicants should keep in mind
that classes meet on alternating
Thursday evenings and
Saturdays and that students can
take only two classes (plus a
practicum per trimester if
desired) for a yearly total of six
• Official marksheets with
certified translations from all
undergraduate institutions
attended listing all courses
taken, marks earned, dates
attended, and degree(s) or
diploma(s) conferred, if any;
• Official marksheets with
certified translations from all
classes and three Practica. With
graduate institutions attended
listing all courses taken, marks
this schedule students can
complete the required course
earned, dates attended , and
degree(s) or diploma(s)
work in two years. See the
conferred, if any;
section under Admission
Requirements for a general
description of the admission
process, selection criteria, and
• Official results on the Test of
English as a Foreign Language
(TOEFL) with a minimum
minimum of $10,000 in U.S.
funds for living expenses for
themselves plus the cost
of tuition.
NOTE: Additional information
may be required, as requested
by Augsburg College to more
accurately evaluate educational
credentials more accurately.
Furthermore, supplemental
information may be needed to
issue an 1-20or1-1 for students
admitted to the MAL program.
Information requested for the 120or1-1 will not be used to
make an admission decision.
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score of 590; and
work experience requirements.
• Applicant may be asked to
Application materials required
for international applicants are:
participate in an interview
with graduate program
• Completed application form;
faculty and/or staff member,
if applicant is in the
• $25.00 non-refundable
application fee payable in
U.S. dollars;
• A brief (1-3 page) statement
relating the applicant's career
and life goals to his or her
leadership aspirations;
• Completed Declaration
of Finances;
• Letter of recommendation in
English from an immediate
supervisor, assessing
leadership potential;
• Letter of recommendation in
English from a co-worker (at
the same level) describing the
United States.
Very limited financial aid from
Augsburg College may or may
not be available, therefore,
students and their financial
sponsor must complete a
Declaration of Finances as part
of the application for admission,
along with appropriate
certifications. Students will need
to provide proof of availability
of funds for tuition, books, and
living costs for each academic
year in which they want to
attend. The College requires
students to provide proof of a
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~ALUATION
STANDARDS
•
•
•
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Evaluation of academic performance in the MAL program will be
based on number grades using a 4.0 point scale with these definitions:
·.
4.0
Achieves highest standards of excellence.
3.5
3.0
Achieves above basic course standards.
2.5
2.0
1.5
1.0
Achieves the minimum passing standard.
Performance below basic course standards.
0.5
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Unacceptable performance (no credit for the course).
p
Achieves at or above the 2.0 level (not computed in
grade-point average).
N
Does not meet minimum course standards (110 credit and
non-punitive - not computed in grade-point average).
w
Grade given when a student withdraws from a course after
the deadline for dropping without notation on the record
I
Incomplete grade given when student is unable to complete
course requirements for reasons beyond the student's
control. (To receive an incomplete, a student must file a
petition with the Graduate Programs Office stating reasons
for the request, the plan and date for removing the
incomplete grade, the signature of the instructor and any
other necessary documentation.)
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Courses not offered on the
numbered grading system are
noted in the course descriptions
in this bulletin as being graded on
a PIN basis. In order to receive a
grade of P, a student must
achieve at least a grade of 2.0.
No more than two courses with
a grade below 3.0 will count
toward the degree. Students who
receive an Nor 0.0 in a course
must successfully petition the
MAL Advisory Committee
before being allowed to
continue in the program. If a
second grade of N or 0.0 is
received, the student may be
dismissed from the program .
No more than two courses
with a grade of or below 2.5
can be repeated. Only the credits
and grades earned the second
time are counted in the gradepoint average.
~DENT
RIGHTS
•
•
•
The College has adopted a
statement of student rights and
responsibilities and has
provided for due process in the
matters of disciplinary action,
grievances, and grade appeal.
Students who wish to identify
appropriate procedures for
complaints should contact the
Vice President for Student
Affairs (330-1160).
The College operates in
compliance with the Family
Rights and Privacy Act and
Title IX. Students have the right
to inspect all official records
which pertain to them and
which are maintained in the
Registrar's Office and the
Placement Office (except where
a waiver of access has been
signed) and to challenge
inaccurate or misleading
information. Students have a
right to experience education
free from discrimination.
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cADEMIC POLICIES
•
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Because leadership issues are
important and should be
instructor. Irregular attendance
presented, discussed, and
considered a responsibility, not
only to one's self, but to one's
may, at the discretion of the
analyzed in the classroom,
regular attendance is highly
classmates and course
•
•
•
cADEMIC POLICIES
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instructor, adversely affect
one's grade.
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Academic Probation and
Dismissal Policies
Credit for Prior
Education
Enrollment Policy/Leaves
of Absence
Students must maintain a 3.0
Due to the interdisciplinary
nature of the courses in the
Students may take either one or
cumulative grade point average.
If a student falls below a 3.0
average, the student will be
MAL program, it is unlikely that
courses taken elsewhere may be
placed on probation for the
following trimester. A 3.0
substituted for a particular
course in the curriculum.
cumulative grade-point average
must be restored in order for a
student to be removed from
probation. If a student receives a
Students may petition the MAL
Program Director for approval
of any variation in the
two courses per trimester plus a
Leadership Practicum. Enrolling
the course work in two years.
All students are required to
complete all components of the
program within five years.
Extensions beyond five years
grade of Nor 0.0 in a course,
the student must petition
successfully with the MAL
credits will be evaluated on an
individual basis. The only
Advisory Committee before
being allowed to continue in the
courses that will be considered
for transfer credit are those
program. A plan for the student
to follow would be outlined at
earned from accredited colleges
and universities, whose course
absence in writing from the
MAL Program Director. A
that time. If a second grade of N
or 0.0 is received, the student
content is comparable to those
leave of absence may be
granted for one calendar year.
in the MAL program. No more
than two courses will be
..
in two courses per trimester
enables a student to complete
curriculum including the
transfer of credit. Transfer
will be considered on the basis
of petition to the MAL Advisory
Committee. Students who leave
the program for more than one
.
trimester must request a leave of
program by the MAL Advisory
Committee. Students may also
accepted for transfer credit.
Time spent on an official leave
of absence will not count
be dismissed by the MAL
Advisory Committee for
Credit and Contact Hours
toward the five-year deadline
for degree completion.
may be dismissed from the
..
behavior detrimental to the
Each full credit graduate course
in the MAL program is the
program, such as a gross
violation of college policy (as
published in the Student Guide).
equivalent of four semester credits
or six quarter credits. Students
meet in class a total of 31.5 hours
Dismissal would occur only
after established procedures
each term and are responsible for
a significant amount of individual
may withdraw from a class and
receive a "W" on their records is
published annually in the MAL
were followed.
study and preparation.
Program Supplement.
•,
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Last Day to Withdraw
from Class
The last date on which students
.
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~DENT SUPPORT SERVICES
. .... . •.
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Academic advising from the
MAL Director for program
planning is available. As
stuoents approach the capstone
experience, they select thesis or
project advisors to guide them
throughout the completion of
their program. Graduate
program staff will also assist
..
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students with non-academic
advising issues.
Professional assessment through
Leadership Practicum and the
Graduate Programs Office is
also available .
Self/career assessment
counseling, resume
development, and a careersearch plan through the Career
Services Office (330-1162) can
be obtained as well.
Work experience related to a
student's field of specialization
through the Cooperative
Education Office (330-1148)
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$mRARY
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The Augsburg library collection
includes over 175,000 books,
pe1iodicals, films, audio and video
cassette tapes, and microforms.
Access to the collection is
provided via a computerized
library catalog that includes the
·.. ...
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holdings of Augsburg and six
other private liberal arts college
libraries in the metropolitan
area. Daily courier services
among these libraries facilitate
the sharing of these resources.
Additional library resources are
accessible through MINITEX, a
regional library network, and
through OCLC, an international
library network. Remote, offcampus computer access to all
these services is provided via a
telecommunications link.
.
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AccREDITATION AND AFFILIATIONS
•
•
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Students who successfully
complete Augsburg's
Leadership program will receive
a Master of Arts degree.
Augsburg is accredited by the
North Central Association of
Colleges and Schools. The
College is a member of the
Associated Colleges of the Twin
Cities (ACTC), Lutheran
•
•
•
Education Council in North
America, and Minnesota Private
College Council.
Augsburg College is registered
with the Minnesota Higher
Education Coordinating Board.
Registration is not an
endorsement of the institution.
Registration does not
(necessarily) mean that credits
earned at the institution can be
transferred to other institutions
or that the quality of the
educational programs would
meet the standards of every
student, educational institution,
or employer.
\ .
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PAYMENT INFORMATION
•
•
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A schedule of fees is published
separately in the MAL Program
Supplement. Tuition is
determined annually. ML 592,
ML 593, and ML 594 are halfcredit courses and are charged
half of the current full credit
tuition. ML 500 Leadership
Practicum is a separate charge.
Various Payment Plans
are Available:
*
1) Payment in Full: Due the day
of registration.
2) Payment Plan: Upon
application and after college
approval, a three-pay plan is
available each trimester.
Payment plans will be offered
only if the student has adhered
to previous plans.
3) Company reimbursement:
Full courses, or equivalent,
which are company reimbursed
require a deposit of $100 per
course reimbursed, with full
payment due within 50 days
after the end of the final exams.
A letter from the employer,
stating the company's
reimbursement policy, must
be filed annually with the
Business Office.
loan funds administered by the
college (Federal Perkins Student
Loan); they must be current
according to established
repayment schedules.
*A non-sufficient-funds check
will declare your registration
invalid and could affect further
Registration is permitted only if
the student's account for a
previous term is paid in full as
agreed with the exception of
approved company-reimbursed
students. Augsburg College will
not release diplomas or
academic transcripts until all
student accounts are paid in full.
This also applies to student
credit extended by the college.
Refund Schedule
In order to be eligible for a
refund, students are responsible
for withdrawing from courses
with the Registrar' s Office. A
per-course tuition refund will be
made on the following basi s:
Prior to the first scheduled class
meeting - l 00%
. ....
Prior to the second scheduled
class meeting - 90%
Prior to the third scheduled class
meeting - 80%
•
Prior to the fourth scheduled
class meeting - 70%
Prior to the fifth scheduled class
meeting - 60%
Prior to the sixth scheduled
class meeting - 50%
~·.
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~NANCIAL
AID
•
•
•
Financial assistance is avail able
to degree-seeking students
•.
enrolled in the MAL program.
Non-degree-seeking students
are not eligible for any type of
financi al aid through Augsburg
College. Two full-credit courses
per trimester is considered full-
of Student Financial Services
f •.
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Federal and State Aid
Programs
determined by the 91-day TBills +3.1 %, capped at 8.25 %,
and changes each July 1st for all
borrowers. The interest rate for
enrollment periods beginning
between July 1, 1994, and June
30, 1995, is 7.43 %.
REPAYMENT TERMS:
Repayment begins six months
after you ceased to be enrolled
at least half-time in an eligible
program leading to a degree or
certificate. Repayment may
extend up to ten years.
The Office of Student Financial
DEFERMENTS: In most cases,
deferments are granted for
Augsburg actively pursues non-
Services determines eligibility
for any Federal or State financial
continued education, disability
and unemployment. Contact
aid programs available to
graduate students.
your lender if you think you are
eligible for a deferment.
Program Specific Provisions:
of limited financial means as
well as individuals working for
Determination is based on
standard, nationally accepted
methodology.
volunteer agencies and other
organizations not likely to
• Federal Stafford Loan
Program
provide tuition reimbursement.
Common Loan Provisions:
Augsburg funding for special
scholarships. The availability of
such scholarships may enable
the participation of individuals
BORROWING LIMITS:
Company Tuition
Assistance Programs
Effective with enrollment
pe1iods beginning after October 1,
Many companies, agencies and
1993, graduate students may
corporations offer full or partial
tuition assistance to employees
borrow up to $18,500 per year
with an aggregate of $128,500
(undergraduate and graduate). A
who participate in work-rel ated
or degree-related college
..
·..
Indian Support Program Director
at 330-1138, or your tiibal agency.
INTEREST RATES: The
annually variable interest rate is
Sponsored Scholarships
~.
' . .;
these scholarships. Indian grants
assistance in application, please
contact Augsburg's American
the following:
...
meet federal, state or tribal
requirements may apply for
time. One course is considered
half-time enrollment. The Office
and offers financial aid from
available alternatives, including
~
American Indian students who
generally supplement other
sources of financial aid. For
(330-1046) assists students in
assessing financi al aid eligibility
.
Bureau of Indian Affairs,
Tribal and State Indian
Scholarships
programs. Augsburg College
offers several payment plans by
which employees may handle
tuition reimbursement.
student may borrow from either
the un subsidized or subsidized
programs or a combination of
both, but cannot exceed the
annual loan limits.
FEDERAL ST AFFORD LOAN
(SUBSIDIZED): You may
borrow up to the amount listed
on your Award Notice.
INTEREST: No interest accrues
during the time the student is
enrolled at least half-time.
FEES: An origination fee of 3%
and a guarantee fee of up to 1%
will be deducted from the loan
proceeds before you receive it.
FEDERAL STAFFORD
LOANS (UNSUBSIDIZED):
You may bonuw up to the amount
listed on your Award Notice.
INTEREST: Interest accrues
during the period of enrollment
and may be capitalized.
FEES: An origination fee of 3%
and a guarantee fee of 1% will be
. ..
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deducted from the loan proceeds
before your receive it.
the Office of Student Financial
Services and should be
• Federal Perkins Loan
Program-
completed by the borrower and
Joint Augsburg College-federally
funded program administered
through the College for students
who demonstrate financial
eligibility. No checks are issued,
but the student is required to sign a
promissory note at least once per
term. Funds are put on the student
account after the note is signed.
BORROWING LIMITS: You
may borrow up to $3,000 per
year as a graduate student with a
$30,000 maximum. (Graduate &
co-signer and returned to
Student Financial Services for
further processing. Loan checks
arrive once per term and are
made co-payable to the student
and Augsburg College.
BORROWING LIMITS:
Graduate students may borrow
up to $9,000 per year minus any
other student loan indebtedness.
....
Maximum graduate borrowing
cannot exceed $40,000
including undergraduate. The
00
1) Complete the Application for
minimum loan amount per
Admission and indicate your
under-graduate)
INTEREST AND REPAYMENT:
year is $500.
INTEREST AND REPAYMENT:
desire to also apply for
financial aid.
Simple interest of 5% and
repayment of principal (at a
The interest rate is variable.
Interest payments begin 90 days
minimum of $40 per month)
after the Joan is disbursed and
continue quarterly thereafter
begins nine months after you
graduate or leave school. Partial or
total Joan cancellation privileges
exist for certain types of teaching,
disability and, in certain
circumstances, military service.
DEFERMENTS: No interest
accrues nor do payments need to
be made at any time you are
enrolled at least half-time or for
serving three years in the
military, Peace Corps or
VISTA. Contact our student
loan coordinator if you think
you are eligible for a deferment.
• SELF (Student Educational
Loan Fund)The SELF is administered
through the Minnesota Higher
Education Coordinating Board.
Applications are available from
while the student is enrolled.
Principal payments begin in the
13th month after the student
leaves school.
DEFERMENTS: There are no
deferments. Contact the Minnesota
Higher Education Coordinating
Board regarding special
circumstances and repayment.
• '
To Apply for Financial Aid
... ..
. ...
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2) The Office of Student
Financial Services will send
you the necessary application
and financial statement form
~.. f
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(or you may pick them up at
the Office of Student
Financial Services, 152
Science Hall, or at the
Graduate Programs Office,
2222 Murphy Place).
.··"· ' .
3) All students must have a
Financial Aid Transcript on
file with Augsburg from each
previously attended institution even if they did not
receive financial aid. Forms
are available from the College.
4) Complete and return the
·~
...
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t .".
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...... .·
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.
financial aid forms by the
deadlines indicated.
. ·:
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5) Accept the financial aid
offered, in whole or in part,
by the deadline stated.
. .:·.
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A B OUT AUGSBURG
•
•
•
•
•
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. We are a diverse
community, with many strong
religious traditions represented
among the students, faculty, and
staff, including but not limited
to Lutheran, Roman Catholic,
Jewish, American Indian
Spirituality and Thought,
Buddhist, and Islamic faiths.
Non-Discrimination Policy
It is the policy of Augsburg
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status, sex or
status with regard to public
History
..
..
..
Augsburg was the first seminary
founded by Norwegian
...
. ...
·'
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Educational Amendments of
Section 504 of the Rehabilitation
Accessibility
Act of 1973 as amended in its
admissions policies, educational
presented by Lutherans in
Augsburg, Germany, in 1530,
Augsburg College has made a
major effort to become one of
programs, activities, and
employment practices.
the most accessible campuses in
in 1872.
the region . Skyways, tunnels,
and elevators provide accessible
connections between nine of
Campus Location
fourteen major buildings student housing towers, the
Augsburg's campus is located in
the heart of the Twin Cities
. •\I
assistance or disability as
required by Title IX of the 1972
Lutherans in America. Named
after the confession of faith
Augsburg opened in September,
1869, in Marshall, Wisconsin,
and moved to Minneapolis
...
campus of the University of
Minnesota, and Mississippi
River parkways.
surrounding Murphy Square, the
oldest of 155 parks in the "City
of Lakes." Adjacent to the
campus are Fairview-Riverside
Medical Center, the West Bank
Christensen Center, main
academic and administrative
halls, the library, and the music
building. In addition, there are
programs for students with
learning and physical disabilities.
..
...
•#
.·...
~MPUS LOCATION MAP
•
3SW from the North-Take
Washington Avenue exit and turn
left off Washington (turns right onto
Cedar Avenue), turn left at
Riverside A venue, right at 21st
A venue South.
Admissions House
George Sverdrup Library
Science Hall
OldMain
Quad
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal
Memorial Hall
l 0. Music Hall
11. 2222 Murphy Place
12. Si Melby Hall
13. Ice Arena
14. Stage II Theatre
15. College Relations
16. Nordic Center
17. Foss, Lobeck, Miles Center
for Worship, Drama
and Communication
/"
18. Center for Global
Education
19. Jeroy C. Carlson
Alumni Center
20. Youth and Family Institute
21. American Indian Support
and Black Student Affairs
22. Oscar Anderson Hall
23. East Hall
24. Murphy Square
25. Anderson-Nelson
Athletic Field
26. Husby-Strommen Tennis Courts
.. J
....
.·.
Public Parking
All posted Augsburg College staff,
faculty and commuter lots are free
and open for use from 4:30 p.m.
Monday through Sunday evening.
Lots are located on 7th Street between
21st and 22nd A venues and north or
south of 8th Street between 24th and
25th Avenues. Additional parking is
available in the Fairview-Riverside
Medical Center ramp, or U of M
parking lots on the no11h side of
Riverside Avenue.
3SW from the SouthFollow the I-94 St. Paul signs
(move to right lane after each of
two mergers). Take 25th Avenue
exit and turn left at Riverside
A venue, turn left at 21st
Avenue South.
.
.
•
•
.'
.......
..... . •.
. ..
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-. . .
~
~MPUSMAP
1.
2.
3.
4.
5.
6.
7.
8.
9.
.,
:'
The Graduate Programs Office is in
Murphy Place and is located on the
corner of 23rd Avenue South and
7 y, Street.
1-94 West from St.
Paul-Take Riverside
exit, turn right at
Riverside Avenue, turn
left at 21st Avenue South.
.
,•
•
•
Graduate Programs Location
1-94 East from
Minneapolis-Take 25th
Avenue exit, turn left at
25th A venue, turn left at
Riverside Avenue, turn
left at 21st A venue South.
Directions to Campus
•
•
•
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BVit.ERPi.ACE
,. . ·..
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Parking Lots
A. Admissions Parking
B. Faculty/Staff/Commuter/
Residence Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parking
E. Commuter - Street Parking
'
.
j
•:
'
- .,.
F. Resident Parking
G. Visitor Parking
H. Fairview/St. Mary's
Parking Ramp
:
·...
,. 19 1
.·
• ,•
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... . .
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•,
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~.• ULTY• AND •ADMINISTRATION
•
Faculty who teach in the MAL
program are predominately fulltime senior faculty with
doctorates or appropriate
professional degrees. Some
courses are team taught by
faculty from different
disciplines or occasionally by
combining a faculty member
with professionals from relevant
fields. All of the program's
faculty have extensive experience
teaching adult learners.
John Benson, Professor of
Religion. B.A., Augsburg
College; B.S., Luther
Theological Seminary ; M.A.,
Ph.D., Columbia University.
•
•
Dan Hanson, Adjunct
Professor. B.A. , Augsburg
College; M.A., University of
Minnesota. Vice President,
Land O' Lakes Corporation
Garry Hesser, Professor of
Sociology, Director of
Cooperative Education
Program, Director of MetroUrban Studies. B.A., Phillips
University; M.Div., Union
Theological Seminary; M.A.,
Ph.D., University of Notre Dame.
Marie 0. McNeff, Interim
Vice-President for Academic
Affairs and Dean of the College
and Professor of Education.
B.A., M. A., Ed .D., University
of Nebraska.
Larry Crockett, Associate
Professor of Computer Science.
B.A. , M.A., Pacific Lutheran
University; M.Div., Luther
Theological Seminary; Ph.D.,
University of Minnesota .
Thomas Morgan, Associate
Professor of Business
Administration/MIS. B.S.,
Juniata College; M.B.A.,
University of Denver; M.S.,
University of Oregon; Ph.D.,
University of Minnesota.
Mary Endorf, Adjunct
Professor, B.A. Hamline
University, M.A. State
University of New YorkCortland, Ph.D., University
of Minnesota. Principal,
Orono Public Schools.
William D. Morris, Instructor
of Political Science. B.A.,
Oakland University; Ph.D.,
Carnegie-Mellon University.
President, Decision
Resources, Ltd.
Joseph A. Erickson, Assistant
Professor of Education. B.A.,
M.A ., College of St. Thomas;
M.A., Luther Northwestern
Theological Seminary; Ph.D.,
University of Minnesota.
Norman Ferguson, Professor
of Psychology. B.A., Franklin
and Marshall College; M.S.,
Ph.D., University of Wisconsin.
Richard Nelson, Professor and
Chair, Department of History.
B.A., University of Nebraska;
M.A., Ph.D., University
of Minnesota.
Beverly Nilsson, Professor and
Chair, Department of Nursing.
B.S.N., M.S., Ph.D., University
of Minnesota.
Norma Noonan, Professor of
Political Science, Director of the
Master of Arts in Leadership
Program, and Director of the
International Relations Program.
B.A., University of
Pennsylvania; M.A., Ph.D.,
Indiana University.
Magdalena M. Paleczny-Zapp,
Assistant Professor of Business
Administration/MIS and
Coordinator of the Russian and
East European Area Studies
Program. B.A., M.A., Central
School for Planning and Statistics,
Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Ronald G. Palosaari, Professor
of English. B.A., Bethel
College; B. Div., Bethel
Seminary; M.A., Ph.D.,
University of Minnesota.
Diane Pike, Professor and
Chair, Department of Sociology.
A.B., Connecticut College;
Ph.D., Yale University.
Larry Ragland, Associate
Professor Computer Science.
B.S., M.A., Central Missouri
State College; Ph.D., University
of Texas at Austin.
Milo A. Schield, Associate
Professor of Business
Administration/MIS. B.S., Iowa
State University; M.S.,
University of Illinois; Ph.D.,
Rice University .
William Swenson, Instructor of
Philosophy. A.B., Ph.D.,
University of Chicago.
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Title
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Master of Arts in Leadership (MAL) Catalog, 1997-1999
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rationally and intuitively the people who might be
their followers, and the society in which they are embedded.
They had better comprehend the values of our common
culture, past and present, know how our political and
economic systems work, and understand how and why
science has changed the...
Show more
rationally and intuitively the people who might be
their followers, and the society in which they are embedded.
They had better comprehend the values of our common
culture, past and present, know how our political and
economic systems work, and understand how and why
science has changed the world. ... Leaders need specialists
as advisers and staff members. But leaders themselves are
generalists . ... At higher levels of leadership they cannot
achieve their fall potential without considerable breadth of
knowledge. Only this way can they shape the contexts for
decisions where expert knowledge is used.
- John Gardner
A-UGSBURG
C•O•L•L•E•G•E
Graduate Programs Office
Box 144
2211 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1786
malinfo@augsburg.edu
% LE OF CONTENTS
Introduction .............................. ...... ...... ....... ........ ... ...................... 3
Leadership Development Model ................................... .............. .4
Curriculum Design ....................................................................... 5
Thesis/Leadership Application Project Option ...................... 5
Non-Thesis Option .............. .................. ........ ....... .................. 5
Course Descriptions ............... .......... ......................................... .... 7
Admission Requirements and Procedures .................................. 10
International Applicants ................................ .... ............... ........... 11
Evaluation Standards ........................... ...... ....... .... ... .... ............... 12
Student Rights ............................. ....................... ... ...................... 12
Attendance Policy .................... .. ........................ ...... ................... 13
Academic Policies .................................... .................. .............. .. 13
Student Support Services .................. .................. ....... ....... .. ........ 14
Library ............................... ......................................................... 14
Accreditation and Affiliations ....................... ............................. 14
Fee and Payment Information ..................................................... 15
Financial Aid .............................................................................. 16
About Augsburg .............................................................. ............ 18
Campus Location .............. ......................................................... 19
Campus Map ........................ ..................... .. ................................ 19
MAL Faculty ............................... .............................. .. ........... .... 20
This catalog was current at the time of publication. It is subject to
change without notice.
Augsburg does nor discriminate on the basis of race, color, creed, religion, sexual or affectional
preference, national or ethnic origin, age, marital status, sex, status with regard to public assissrance,
or disability as required by Tirle IX of the 1972 Education Amendments or Section 504 of the
Rehabilitation Act of 1973, as amended, in its admission policies, educational programs, activities and
employment practices.
~TRODUCTION
Developing Leaders for
Organizations and the
Community
The Master of Arts in
Leadership (MAL) program
responds to the leadership
development needs of both
profit and not-for-profit organizations. While different in
structure and purpose, most
organizations seek leaders with
the following qualities: a vision
that is ethically and morally
responsible, extending beyond
immediate concerns; an understanding of how change occurs
and affects the immediate environment; a sensitivity to the
complex problems organizations
face and an ability to achieve
solutions consistent with an
organization's mission; the
ability to motivate and inspire
individuals and groups to work
toward a common goal; and the
ability to effectively represent
the organization both internally
and externally.
The MAL program provides a
means by which individuals
may discover and refine these
and other abilities fundamental
to effective leadership.
Accommodating the FullTime Work Schedule
Designed to meet the needs and
preferences of working adults,
the MAL program is based on
the assumption that the students
who enroll are career-oriented,
self-disciplined and well-
motivated individuals, seeking a
balance of classroom experience, group interaction and
individual study. Most courses
are organized as seminars with
the opportunity for discussion
and dialogue. Classes meet on
alternate Saturdays for threeand-one-half hours and alternate
Thursday evenings for one-andone-half hours.
Community of Learners
Essential to the goals of the
MAL program is participation
in a community of learners
gathered together on the
Augsburg campus. This community is enriched by the students
with a variety of work and life
experiences. To facilitate
community interaction, students
are encouraged to make use of
the Augsburg library, computer
labs and Christensen Center.
Individual Professional
Development
An important component of
the MAL program is the
professional assessment.
The assessment can help
students to identify leadership
skills and preferred work and
learning styles. Nationally
recognized test instruments are
used; based on the results,
students are encouraged to
create personalized goals
and plans to strengthen areas
that may require further
development. MAL Practica
are designed to meet student
needs in areas such as interpersonal communication,
approaches to career change,
coping with workplace
problems, time management
and other issues related to
leadership and professional
development.
~ADERSHIP DEVELOPMENT MODEL
The MAL program promotes
leadership as a process that
1) inspires cooperation among
people who must compete for
limited resources, 2) promotes
productivity within and beyond
the organization, and 3) works
toward progress for the
individual and the organization.
AUGSBURG
Leadership Development Model,
that serve as specific outcomes
for the MAL program.
Augsburg's model of leadership
development is designed to
assess, promote, enhance and
refine these capabilities within
the individual.
To accomplish this, individuals
aspiring to positions of leadership must possess three key
attributes: a sense of vision,
the ability to persuade and the
ability to direct action.
Underlying these attributes is a
broad range of abilities and
awareness, outlined in the
Leadership
Sense of Vision
/
Ethical
• Social awareness
• Environmental
awareness
• Tolerance of
religious and
philosophical
differences
• Appreciation of
situational
complexity
Orientation
Toward Action
~
~
Creative
Facility for
Persuasion
/
Communicative
•Long-term
perspective
• Flexibility
• Adaptability
• Innovativeness
• Effective listener
• Effective speaker
• Effective writer
• Diplomatic ability
• Effective team
member
• Interpersonal
sensitivity
""
Culturally
Aware
• Appreciation for
cultural differences
• World-view
perspective
• Tolerance of
individual
differences
'
Risk Assumptive
•Curiosity
• Achievement motivation
• Self-esteem
Decisive
• Self-confidence
• Analytical ability
• Ability to think critically
• Understanding of
research
• Ability to manage
conflict
(This model was developed by Augsburg Faculty Graduate Advisory Committee, 1985-87.)
~RICULUM DESIGN
There are two ways to complete
the MAL degree. In the
Thesis/Leadership Application
Project (Thesis/LAP) Option,
students complete a thesis or a
major leadership application
project and 10.5 credits. In the
Non-Thesis Option, students
must complete 11 credits, two
papers, but no thesis.
Augsburg uses a course system
rather than a credit system in its
curriculum. An Augsburg
course is equivalent to four
semester credits or six quarter
credits. Each course includes
two or more liberal arts disciplines, encourages pursuit of the
designated outcomes and uses a
variety of learning techniques
appropriate to adult learners.
Instructional techniques include
case studies, debate, written and
oral presentations, and group
activity. These techniques
develop targeted leadership
abilities and understanding.
Students are encouraged to see
abilities and understandings as
cross-disciplinary and to view
content areas as integrated. The
program reflects the view that
the world in which we operate is
complex and that dealing with it
successfully requires welldeveloped integrative abilities.
Thesis/LAP Option
Students who select the
Thesis/LAP Option are required
to develop and carry out an indepth study of some aspect of
leadership or of a leadershiprelated topic. This researchbased study gives the student
the opportunity to "tie together"
what has been learned from the
study of leadership and courserelated activities.
The principal distinction between
the Thesis and the Leadership
Application Project lies in their
underlying orientation. A Thesis
has a more theoretical orientation, while the Leadership
Application Project is based on
practical application. Both
require similar rigor and preparation. For either alternative, the
student must register for ML 592,
593 and 594. Differences
between these two options will
be explored in ML 514 Research
Methods and in ML 593
Leadership Research Seminar I.
Students who do not complete
their Thesis or Leadership
Application Project while
enrolled in ML 594 Leadership
Research Seminar II are
required to pay a continuation fee.
Non-Thesis Option
An alternative to the thesis is the
successful completion of two
major papers, as described
below. The first of these papers
will be written in conjunction
with ML 580. A student must
get a grade of 3.5 or higher on
this major paper to complete the
Non-Thesis requirement. If the
grade for the paper is below 3.5,
the student will revise the paper
WuRRICULUM DESIGN
Elective Courses for
Both Options: (at least
7.0 course credits)
and submit it to the MAL faculty
panel for review and approval.
The second paper will be written
while enrolled in ML 597 NonThesis Independent Project. A
student must get a grade of 3.5
or higher on this paper; it will
then be submitted to the MAL
faculty panel for review and
approval. The judgment
of the MAL faculty panel is
the final one. The independent
research projects approved
each year will be presented in
a special annual colloquium.
All courses are valued at
1.0 credit, unless otherwise
designated.
ML 592 Thesis/LAP
Consultation (0.5 course)
ML 521 Methods of Critical
Thought
(Note: If students wish to
(ML 592 is taken in conjunction
with ML 594.)
ML 530 Ethics in
ML 593 Leadership Research
Seminar I (0.5 course)
ML 531 The Dynamics of
ML 594 Leadership Research
Seminar II (0.5 course)
ML 535 Organizational Theory
and Leadership
(ML 592, 593 and 594 are to be
taken in a student's last two
consecutive terms or after the
student has completed at least
five electives and ML 510.)
ML 540 Political Leadership:
change from the Thesis Option
to the Non-Thesis Option after
completing the Research
Seminars, they may petition
the MAL committee.)
Core Courses for
Thesis/LAP Option:
(3.5 course credits)
The following core courses are
required for all Thesis/LAP
students in the MAL program:
ML 510 Visions of Leadership
ML 514 Research Methods
The MAL program requires that
seven elective courses be
selected from the following
course list*:
ML 511 Creativity and the
Problem-Solving Process
ML 520 Self-Identity, Values
and Personal Growth
Communication
Change
Theory and Practice
ML 545 Decision Making and
Leadership
ML 550 Decision Making and
Core Courses for
Non-Thesis Option:
(4.0 course credits)
ML 510 Visions of Leadership
ML 514 Research Methods
ML 580 Contemporary Theories
of Leadership
ML 597 Non-Thesis
Independent Project
Computer Technology
ML 560 Developing a Multi-
cultural Perspective
ML 565 Women and Leadership
ML 580 Colloquium on
Contemporary Theories
of Leadership
(elective for Thesis/
LAP Option students)
ML 598 Independent Study
ML 599 Special Topics
*No more than two courses may be transferred from a comparable graduate program. Transfer credits must be approved by the
director prior to enrollment in the MAL program No more than 1.0 course of independent study may be applied to the degree.
~URSE DESCRIPTIONS
ML 500 Leadership
Practicum
The MAL program sponsors
professional development workshops and seminars. These
workshops are offered to
students and alumni who desire
more applied case studies or
wish to address topics not
included in the courses.
ML 510 Visions of
Leadership: A Historical
and Literary Journey
(1.0 course)
Introduction to selected concepts
of leadership, providing a
historical and philosophical
framework for the program.
This course views the nature
and purpose of leadership
from a variety of disciplines
and perspectives.
ML 511 Creativity and
the Problem-Solving
Process (1.0 course)
Exploration of creativity from
the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a
method, and it examines techniques for solving problems in
organizations, for enhancing
innovation and for seeking an
integrative world view.
ML 514 Research
Methods (1.0 course)
Evaluation and documentation
of programs, projects and ideas
as they relate to leadership
theories and practice.
Qualitative and quantitative
tools will be discussed.
ML 520 Self-Identity,
Values and Personal
Growth (1.0 course)
Study of the concepts of selfidentity, values and personal
growth as related to professional,
personal life. This course may
employ psychological,
philosophical and theological
perspectives to explore the role
of the individual in the larger
social context. Major topics
include the acquisition,
development and evolution of
self-identity and values, the
influence of sex roles and the
relationship to spiritual growth.
ML 521 Methods of
Critical Thought
(1.0 course)
Investigation of the processes of
critical thinking, drawing from
philosophy as well as natural
and social science. The course
will survey a variety of contemporary approaches to critical
thinking, including the use of
logic and analytical reasoning,
the relationship of evidence to
the confirmation of theories and
the value of appeals to scholarly
studies. A special focus of the
course will be an assessment of
the ways in which natural and
social sciences can (and cannot)
assist leaders in addressing
problems and seeking solutions.
ML 530 Ethics in
Communication
(1.0 course)
Interdisciplinary study of ethics
and communication through the
investigation of a variety of
ethical perspectives within
human communication. This
course places particular attention on the use and abuse of
communication in politics,
advertising and interpersonal
relationships. It emphasizes a
sensitivity to ethical conflicts
that arise in social and organizational settings.
ML 531 The Dynamics of
Change (1.0 course)
This course offers an exploration
of the context of social change
and varying responses to diverse
human needs. Ways of achieving
WoURSE DESCRIPTIONS
well-being may be viewed
differently by leaders in public
and private domains and across
cultures. The course explores
these various perspectives,
including areas of conflict and
opportunities for leadership in
social and organizational
change. Sociological, human
development and economic
theories are applied to contemporary public and private sector
issues for social change.
ML 535 Organizational
Theory and Leadership
(1.0 course)
In-depth exploration of organizational theory plus related
concepts, issues and concerns.
The course is designed to enable
the student to acquire knowledge
and develop skills in order to
function as a responsible, ethical
participant within various types
of organizational structures
and cultures.
ML 540 Political
Leadership: Theory and
Practice (1.0 course)
Analysis of leadership perspectives in selected political
systems and other organizations.
Special focus on significant
leadership theories and leaders,
past and present. Most theories
studied are interdisciplinary and
relevant to business and nonprofit organizations as well as
to politics.
ML 545 Decision Making
and Leadership
(1.0 course)
Review of the decision-making
process - the setting, goals and
contingencies - as it affects
leaders and leadership. Analysis
of arguments and explanations;
analysis of basic statistical
concepts and their relationship
to decision making. Assessment
of major social decisions, past
and present - their intentions,
consequences, arguments,
explanations and justification.
ML 550 Decision Making
and Computer
Technology (1.0 course)
Analysis of the relationship
between decision making and
some of the technology that has
developed in recent years, most
notably, the computing and
communication revolutions.
Some experience using
computers would be helpful,
but is not required.
ML 560 Developing a
Multicultural Perspective
(1.0 course)
Investigation of multicultural
issues. This course will enhance
one's ability to lead and work
more effectively with people of
different cultural backgrounds
through the study of diverse
values, beliefs and traditions
within the global community.
ML 565 Women and
Leadership (1.0 course)
A seminar exploring the theory
and practice of women and
leadership - political,
entrepreneurial and social. An
interdisciplinary approach to
issues of women and leadership
with an emphasis on literature
developed by political scientists.
The course is intended to
enhance the critical-thinking
skills of the participants and the
leadership skills of the participants. Opportunity for research
on topic and area of interest.
ML 580 Colloquium on
Contemporary Theories
of Leadership
(1.0 course)
Selected contemporary theories
of leadership presented by
instructors who participate in
the seminar. Emphasis on critical thinking, discussion, written
analysis. Prerequisite: One year
course work in MAL program
and ML 510.
ML 592 Thesis/LAP
Consultation (0.5 course)
A series of meetings with a
faculty thesis/project adviser
taken simultaneously with ML
594 Leadership Research
Seminar II and during the
trimester in which the
thesis/project is being prepared
for final submission. Graded
on PIN basis. Students not
completing the thesis/applica-
tion project during the same
term in which they are enrolled
in ML 594 are required to pay
a continuation fee for each subsequent term until the Thesis/LAP
is completed.
ML 593 Leadership
Research Seminar I
(0.5 course)
First half of a two-course thesis
capstone sequence for the MAL
program to be taken in a
student's last two consecutive
terms or after the student has
completed at least five electives
and ML 510. This course
provides each individual the
opportunity to develop a
research topic, to synthesize
previous study and work experience, and to demonstrate an
understanding of the program's
principles. Graded on a PIN basis.
ML 594 Leadership
Research Seminar II
(0.5 course)
Continuation of the "capstone"
seminar, taken in the term
immediately following the
student's registration in ML 593
Leadership Research Seminar I.
This seminar focuses on the
methods of inquiry and results
of individual projects. By the
completion of the seminar,
students should have made
significant progress on their
thesis or Leadership Application
Project. Graded on a PIN basis.
ML 597 Non-Thesis
Independent Project*
(1.0 course)
Major written project to be
completed in an area of the
student's choice, reviewed
by the MAL faculty panel
and presented in a colloquium
in partial fulfillment of
requirements for the
Non-Thesis Option.
ML 598 Independent
Study* (1.0 course)
Provides directed independent
study in an area of the student's
choice. Open to students who
have completed at least three
courses with a grade of at least
3.0. Students must complete a
Proposal for Independent Study
and have it signed by the supervising professor. The proposal
then must be approved by the
MAL program director prior to
registration for the course.
ML 599 Special Topics
(1.0 course)
Study of selected topics in
leadership that are not treated
extensively through current
course offerings. Specific
topics will be published prior
to registration.
*A student may count only one of the following for credit toward the MAL degree:
ML 597 or ML 598.
A
DMISSION REQUIREMENTS AND PROCEDURES
• experience and organizational
background
• written statement
• interview, if requested
To apply, the following materials must be submitted to the
Graduate Programs Office:
• Completed application form
• $25.00 non-refundable
application fee
• A 1-3 page statement relating
the applicant's career and life
goals to leadership aspirations
Applicants to the program
must hold a baccalaureate
degree from an accredited
four-year college or university
and must have a minimum
cumulative undergraduate grade
point average of 3.0 (on a scale
of A= 4.0) and a minimum
cumulative grade point average
of 3.0 for graduate courses
completed at an accredited
college or university. Applicants
holding a master's or other
advanced degree from accredited
colleges or universities are
admissible. Should an applicant
not meet the minimum admission
requirements, a probationary
term may be possible as decided
on a case-by-case basis.
Applicants to the program must
have five years of experience (or
equivalent) with one or more
organizations in a position of
leadership or position demonstrating leadership potential.
Decisions about admission to
the program will be made on an
individual basis by the MAL
Admissions Committee.
Admission to each entering
graduate class will be given to
the most highly qualified individuals. Admissions are handled
on a "rolling" basis, with
students admitted at the beginning of the fall, winter and
spring terms. Selection of
candidates will be made on
the basis of an evaluation of
each applicant's:
• previous college record
• letters of recommendation
• Recommendation letter and
checklist from an immediate
supervisor, assessing
leadership potential
• Recommendation letter and
checklist from a work
colleague (at the same level)
describing the applicant's
work style leadership potential
• Official transcripts from all
undergraduate institutions
attended, listing all courses
taken and any degree(s)
conferred
• Official transcripts from all
graduate institutions attended,
listing courses taken and
degree(s) conferred, if any
Applicants may be asked to
participate in an interview with
graduate program faculty and/or
staff members.
~TERNATIONAL APPLICANTS
The Augsburg College Graduate
Programs Office encourages
qualified applicants from other
countries. International applicants should keep in mind that
classes meet on alternating
Thursday evenings and
Saturdays and that students can
take only two classes (plus an
optional practicum per trimester,
if desired) for a yearly total of
six classes. With this schedule
students can complete the
required course work in less
than two years. See Admission
Requirements for a description
of the admission process,
selection criteria and work
experience requirements.
Application materials
required for international
applicants are:
• Completed application form
• $25.00 application fee (nonrefundable) payable in U.S.
dollars
• A 1-3 page statement relating
the applicant's career and life
goals to leadership aspirations
• Completed Declaration of
Finances (see below for
further information)
• Letter of recommendation in
English from an immediate
supervisor, assessing
leadership potential
• Letter of recommendation in
English from a work colleague
(at the same level) describing
the applicant's work style and
potential as a leader
• Official marksheets with
certified translations from
all undergraduate institutions
attended listing all courses
taken, marks earned, dates
attended and degree(s) or
diploma(s) conferred, if any
• Official marksheets with
certified translations from all
graduate institutions attended
listing all courses taken, marks
earned, dates attended and
degree(s) or diploma(s)
conferred, if any
• Official results on the Test of
English as a Foreign Language
(TOEFL) with a minimum
score of 590
Applicants may be asked to
participate in an interview with
graduate program faculty and/or
staff members, if the applicant is
in the United States.
Students and their financial
sponsor must complete a
Declaration of Finances as
part of the application for
admission, along with
appropriate certifications.
Students will need to provide
proof of availability of funds for
tuition, books and living costs
for the academic year in which
they want to attend. The College
requires students to provide
proof of a minimum of $10,000
in U.S. funds for living
expenses for themselves plus the
cost of tuition.
NOTE: Additional information
may be required, as requested by
Augsburg College, to accurately
evaluate educational credentials. Furthermore, supplemental
information may be needed to
issue an 1-20 or J-1 for students
admitted to the MAL program.
Information requested for the
1-20 or J-1 will not be used to
make an admission decision.
~ALUATION STANDARDS
Evaluation of academic performance in the MAL program will be
based on number grades using a 4.0 point scale with these definitions:
4.0
Achieves highest standards of excellence.
3.5
3.0
Achieves above basic course standards.
2.5
2;0
1.5
1.0
0.5
0.0
Achieves the minimum passing standard.
Performance below basic course standards.
Unacceptable performance (no credit for the course).
p
Achieves at or above the 2.0 level (not computed in
grade point average).
N
Does not meet minimum course standards (no credit and
non-punitive - not computed in grade point average).
w
Grade given when a student withdraws from a course after
the deadline for dropping without notation on the record
I
Incomplete grade given when student is unable to complete
course requirements for reasons beyond the student's
control. (To receive an incomplete, a student must file a
petition with the Graduate Programs Office stating reasons
for the request, the plan and date for removing the
incomplete grade, the signature of the instructor and any
other necessary documentation.)
Courses not offered on the
numbered grading system are
noted in the course descriptions
in this catalog as being graded
on PIN basis. In order to receive
a grade of P, a student must
achieve at least a grade of 2.0.
No more than two courses with
a grade below 3.0 will count
toward the degree.
No more than two courses with
a grade of or below 2.5 can be
repeated. Only the credits and
grades earned the second time
are counted in the grade point
average.
~DENT RIGHTS
The College has adopted a
statement of student rights and
responsibilities and provides due
process in matters of disciplinary
action, grievances and grade
appeal. Students who wish to
identify appropriate procedures
for complaints should contact
the Vice President for Student
Affairs (330-1160).
The College operates in
compliance with the Family
Rights and Privacy Act and
Title IX. Students have the right
to inspect all official records
that pertain to them and that are
maintained in the Registrar's
Office and the Placement Office
(except where a waiver of
access has been signed) and
to challenge inaccurate or
misleading information.
Students have a right to
experience education free
from discrimination.
A
Because leadership issues are
presented, discussed and
analyzed in the classroom,
regular attendance is highly
important and should be considered a responsibility, not only to
one's self, but to one's classmates
and course instructor.
TTENDANCE POLICY
Irregular attendance may, at the
discretion of the instructor,
adversely affect one's grade.
A
cADEMIC POLICIES
Academic Probation and
Dismissal Policies
Credit for Prior
Education
Enrollment Policy/
Leaves of Absence
Students must maintain a 3.0
cumulative grade point average.
If a student falls below a 3.0
average, the student will be
placed on probation for the
following term. A 3.0 cumulative
grade point average must be
restored in order for a student to
be removed from probation. If
a student receives a grade of N
or 0.0 in a course, the student
must petition successfully with
the MAL Advisory Committee
before being allowed to
continue in the program. A plan
for the student to follow would
be outlined at that time. If a
second grade of Nor 0.0 is
received, the student may be
dismissed from the program by
the MAL Advisory Committee.
Students may also be dismissed
by the MAL Advisory
Committee for behavior detrimental to the program, such as a
gross violation of college policy
(as published in the Student
Guide). Dismissal would occur
only after established procedures
were followed.
Due to the interdisciplinary
nature of the courses in the
MAL program, it is unlikely that
courses taken elsewhere may be
substituted for a particular
course in the curriculum.
Students may petition the MAL
program director for approval of
any variation in the curriculum
including the transfer of credit.
Transfer credits will be evaluated on an individual basis.
The only courses that will be
considered for transfer credit are
those earned from accredited
colleges and universities, whose
course content is comparable to
those in the MAL program. No
more than two courses will be
accepted for transfer credit.
Students may take either one or
two courses per trimester.
Enrolling in two courses per
trimester enables a student to
complete the course work in
the program within two years.
All students are required to
complete all components of the
program within five years.
Extensions beyond five years
will be considered on the basis
of petition to the MAL Advisory
Committee. Students who leave
the program for more than one
trimester must request a leave of
absence in writing from the
MAL program director. A leave
of absence may be granted for
one calendar year. Time spent
on an official leave of absence
will not count toward the five
year deadline for degree
completion.
Credit and Contact
Hours
Each full-credit graduate course
in the MAL program is the
equivalent of four semester
credits or six quarter credits.
Students meet in class a total of
31.5 hours and are responsible
for a significant amount of individual study and preparation.
Last Day to Withdraw
from Class
The last date on which students
may withdraw from a class and
receive a "W" on their records is
published annually in the MAL
Calendar.
~DENT SUPPORT SERVICES
Academic advising from the
MAL director for program
planning is available. As
students approach the capstone
experience, they select thesis or
project advisers to guide them
throughout the completion of
their program. Graduate
program staff are also available
to help students with nonacademic advising issues.
and a career-search plan are
available through the Career
Services Office, (612) 330-1162.
Professional assessment is
administered through the
Graduate Programs Office.
Work experience related to a
student's field of specialization
is possible through the
Cooperative Education Office,
(612) 330-1148.
Self/career assessment counseling, resume development
$ iBRARY
A new four-level, 73,000-squarefoot library offers state-of-the-art
technology, multimedia classrooms and study areas with
network access. The library
collection includes over 175,000
books, periodicals, films, audio
A
and video cassette tapes, and
microfilms. A computerized
library catalog includes the
holdings of Augsburg and six
other private liberal arts college
libraries in the metropolitan area.
Additional library resources are
accessible through MINITEX, a
regional library network, and
through OCLC, an international
library network. Remote, offcampus computer access to all
these services is provided via a
telecommunications link.
ccREDITATION AND AFFILIATIONS
Students who successfully
complete Augsburg' s
Leadership program will receive
a Master of Arts degree.
Augsburg is accredited by the
North Central Association of
Colleges and Schools*. The
College is a member of the
Associated Colleges of the Twin
Cities (ACTC), Lutheran
Education Council in North
America and the Minnesota
Private College Council.
Augsburg College is registered
with the Minnesota Higher
Education Services Office.
Registration is not an endorsement of the institution.
Registration does not mean that
credits earned at the institution
can be transferred to other institutions or that the quality of the
educational programs would
meet the standards of every
student, educational institution
or employer.
*North Central Association of Colleges and Schools, Commission on Institutions of Higher Education, 30 North LaSalle St.,
Suite 2400, Chicago, IL 60602-2504; (312) 263-0456.
~E AND PAYMENT INFORMATION
A schedule of fees is published
previous term is paid in full as
separately in the MAL Program
agreed. Augsburg College will
Supplement. Tuition is
determined annually. ML 592,
not release diplomas or academic
transcripts until a student's
ML 593 and ML 594 are half-
account is paid in full. This also
credit courses and are charged
applies to student loans administered by the College (e.g.,
half of the current full credit
tuition. ML 500 Leadership
Practicum is a separate charge.
Augsburg offers the
following payment
options:
Various payment plans are
available*:
1) Payment in Full:
Due day of registration.
2) Payment Plan:
Perkins Student Loan). They
must be current according to
established repayment schedules.
Refund Schedule
Students are responsible for
canceling courses with the
Registrar's Office in order to be
eligible for a refund. Students
who unofficially withdraw (stop
attending) and do not complete
the drop/add form are respon-
A three-pay plan is available
each trimester upon applica-
sible for all charges. Financial
aid may be adjusted based on
tion and after College
the student's last recorded date
of attendance. A per-course
approval. Payment plans
will be approved only if
previous plans have been
satisfactorily completed.
3) Company Reimbursement:
Full courses, or equivalent,
that are company reimbursed
require a deposit of $100 per
course reimbursed, with full
payment due within 50 days
after the end of the term. A
letter from the employer,
stating the company's reimbursement policy, must be
annually filed with the
tuition refund will be made on
the following basis:
Through the first scheduled
class meeting -100% of
tuition (less a $7 5 administration fee if withdrawing from
current term entirely)
Prior to the second scheduled
class meeting - 80% of tuition
Prior to the third scheduled class
meeting - 60% of tuition
No refund after the third
scheduled class meeting.
Business Office.
Registration is permitted only
if the student's account for a
*A non-sufficient funds check will declare your registration invalid and could affect further credit extended by the College.
~~ANCIAL AID
Financial assistance is available
to degree-seeking students
emolled in the MAL program.
Non-degree-seeking students are
not eligible for any type of
financial aid through Augsburg
College. Two full-credit courses
per trimester are considered full
time. One course is considered
half-time enrollment. The Office
of Student Financial Services,
(612) 330-1046, assists students
in assessing financial aid eligibility and offers financial aid
from available alternatives,
including the following:
Sponsored Scholarships
Augsburg actively pursues nonAugsburg funding for special
scholarships. The availabilily uf
such scholarships may enable
the participation of individuals
of limited financial means as
well as individuals working for
volunteer agencies and other
organizations not likely to
provide tuition reimbursement.
Company Tuition
Assistance Programs
Many companies, agencies and
corporations offer full or partial
tuition assistance to employees
who participate in work-related
or degree-related college
programs. Augsburg College
offers several payment plans by
which employees may handle
tuition reimbursement. Students
should contact the Business
Office to make payment arrangements using the company
reimbursement payment plan.
Bureau of Indian Affairs,
Tribal and State Indian
Scholarships
American Indian students who
meet federal, state or tribal
requirements may apply for these
scholarships. Indian grants
generally supplement other
sources of financial aid. For
assistance in application, please
contact Augsburg's American
Indian Student Support Program
director at (612) 330-1144 or
your tribal agency.
Federal and State Aid
Programs
The Office of Student Financial
Services uses standard, nationally
accepted methodology to determine eligibility for federal and
state financial aid programs.
• Federal Stafford Loan
Program
Common Loan Provisions:
BORROWING LIMITS:
Effective with enrollment
periods beginning after October
1, 1993, graduate students may
borrow up to $18,500 per year
with an aggregate of $128,500
(undergraduate and graduate).
A student may borrow from
either the unsubsidized or
subsidized programs or a
combination of both but cannot
exceed the annual loan limits.
INTEREST RATES: The
annually variable interest rate
is determined by the 91-day
T-Bills +3.1 %, capped at 8.25%
and changes each July 1st for
all borrowers. The interest rate
for enrollment periods beginning between July 1, 1996 and
June 30, 1997 is 7.66%.
REPAYMENT TERMS:
Repayment begins six months
after you cease to be enrolled at
least half time in an eligible
program leading to a degree or
certificate. Repayment may
extend up to 10 years.
DEFERMENTS: In most cases,
deferments are granted for
continued education, disability
and unemployment. Contact
your lender if you think you are
eligible for a deferment.
Program Specific Provisions:
FEDERAL STAFFORD LOAN
(SUBSIDIZED): The Office of
Student Financial Services has
determined that, based on the
financial information
submitted, students qualify for
up to the amount listed on their
Award Notice.
INTEREST: No interest accrues
during the time the student is
enrolled at least half time.
FEES: An origination fee of 3%
and a guarantee fee of up to 1%
will be deducted from the loan
check before you receive it.
FEDERAL STAFFORD
LOANS (UNSUBSIDIZED):
You may borrow up to
the amount listed on your
Award Notice.
during the period of enrollment
• SELF (Student Educational
Loan Fund)
and may be capitalized.
The SELF is administered
INTEREST: Interest accrues
FEES : An origination fee of 3%
through the Minnesota Higher
and a guarantee fee of 1% will
Education Coordinating Board.
be deducted from the loan check
Applications are available from
before you receive it.
the Office of Student Financial
• Federal Perkins Loan
Program
completed by the borrower and
A joint Augsburg Collegefederally funded program
administered through the College
for students who demonstrate
financial eligibility. No checks
are issued, but the student is
required to sign a promissory
note at least once per tenn.
Funds are put on the student
account after the note
is signed.
BORROWING LIMITS:
You may borrow up to $3,000
per year as a graduate student
with a $30,000 maximum.
INTEREST AND REPAYMENT:
Simple interest of 5% and
repayment of principal (at a
minimum of $40 per month)
begin nine months after you
graduate or leave school.
Partial or total loan cancellation
privileges exist for certain
types of teaching, disability
and, in certain circumstances,
military service.
DEFERMENTS : No interest
accrues nor do payments need to
be made at any time you are
enrolled at least half time or for
serving three years in the
military, Peace Corps or
VISTA. Contact our student
loan coordinator if you think
you are eligible for a deferment.
Services and should be
co-signer and returned to
Student Financial Services for
further processing. Loan checks
arrive once per term and are
made co-payable to the student
and Augsburg College.
BORROWING LIMITS:
Graduate students may borrow
To Apply for Financial Aid:
up to $9,000 per year minus any
Financial Aid application
other student loan indebtedness.
materials are available from
Maximum graduate borrowing
the Graduate Programs or
cannot exceed $40,000
Student Financial Services
including undergraduate.
office. Applicants must be
The minimum loan amount
admitted to Augsburg as regular
per year is $500.
students or be returning students
INTEREST AND REPAYMENT:
in good academic standing.
The interest rate is variable.
Interest payments begin 90 days
after the loan is disbursed and
continue quarterly thereafter
while the student is enrolled.
Principal payments begin in
The Financial Aid application
will be processed when the
following documents are
received:
1) The Free Application for
the 13th month after you
Federal Student Aid (FAFSA)
leave school.
or the Renewal F AFSA
DEFERMENTS: There are no
deferments. Contact the
2) Augsburg Financial Aid
Application
Minnesota Higher Education
Coordinating Board regarding
special circumstances and
repayment.
3) Federal income tax return(s)
and W-2(s)
A
BOUT AUGSBURG
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. We are a diverse
community with many strong
religious traditions represented
among the students, faculty and
staff, including Lutheran,
Protestant, Roman Catholic,
Jewish, American Indian
Spirituality and Thought,
Buddhist and Islamic faiths.
Non-Discrimination
Policy
It is the policy of Augsburg
History
Augsburg was the first seminary
founded by Norwegian
Lutherans in America. Named
after the confession of faith
presented by Lutherans in
Augsburg, Germany, in 1530,
Augsburg opened in September
1869, in Marshall, Wisconsin,
and moved to Minneapolis
in 1872.
Campus Location
Augsburg's campus is located
in the heart of the Twin Cities
and surrounds Murphy Square,
the oldest of 155 parks in the
"City of Lakes." Adjacent to the
campus are Fairview-University
Medical Center, the West Bank
campus of the University of
Minnesota, and Mississippi
River parkways.
Accessibility
Augsburg College has made a
major effort to become one of
the most accessible campuses in
the region. Skyways, tunnels,
and elevators provide accessible
connections among major
buildings -student housing
towers, the Christensen Center,
main academic and administrative halls, the library and the
music building. In addition,
there are programs for students
with learning, physical and
psychiatric disabilities.
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status, sex or
status with regard to public
assistance or disability as
required by Title IX of the 1972
Educational Amendments or
Section 504 of the Rehabilitation
Act of 1973, as amended, in its
admissions policies, educational
programs, activities, and
employment practices.
~MPUS LOCATION
Graduate Programs Location
I-94 East from
Minneapolis-Take 25th
Avenue exit, turn left at
25th Avenue, turn left at
Riverside Avenue, turn
left at 21st Avenue South.
N
The Graduate Programs Office is in
Memorial Hall (second floor).
Public Parking
All Augsburg College staff, faculty
and commuter lots are free and open
for use after 4:30 p.m. Monday
through Friday, and on weekends,
unless otherwise posted. Lots are
located on 7th Street, between 21st
and 22nd A venues and north or
south of 8th Street between 24th and
25th Avenues. Additional parking is
available in the Fairview-University
Medical Center ramp, or University
of Minnesota parking lots on the
north side of Riverside A venue.
I-94 West from St.
Paul-Take Riverside
exit, turn right at
Riverside Avenue, tum
left at 21st Avenue South.
Directions to Campus
35W from the North-Take
Washington Avenue exit and turn
left on Washington (curves right
onto Cedar Avenue), turn left at
Riverside Avenue, right at 21st
A venue South.
l. Admissions Weekday Program
2. Air Structure Entrance
November through March
3. American Indian Student Support
Program and Pan-Afrikan
Student Services
4. Anderson-Nelson Athletic Field and
Seasonal Air Structure
5. Center for Global Education and
International Programs
6. Christensen Center,
Information Desk
7. East Hall
8. Foss , Lobeck, Miles Center for
Worship, Drama and
Communication
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Maintenance and Grounds Shop
13. Mortensen Tower
14. Murphy Place
Weekend College
15. Murphy Square
16. Music Hall
17. Nordic Center
18. Old Main
19. Oscar Anderson Hall
20. Public Relations and
Communication
21. Quad
22. Science Hall
23. Security Dispatch Center
24. Shipping and Receiving
25. Si Melby Hall
26. Sverdrup Library
27. Sverdrup-Oftedal Memorial Hall
Master of Social Work Admissions
Master of Arts in Leadership
28. Urness Tower
29. Youth and Family Institute
30. New Library to open Fall 1997
35W from the SouthFollow the I-94 St. Paul signs
(move to right lane after each of
two mergers). Take 25th Avenue
exit, turn left at 25th Avenue, turn
left at Riverside Avenue, turn left
at 21st Avenue South.
~MPUSMAP
~0
~
6th Street S,
~
!!!
s
Jg
7th Street
s.
2f!;
2Z
27
~
~
18
16
b.
21
(!)O.
@
7thS1reetS.
Co-utt11d:QltkH
29
6
40.
c~
14
7 1/2 Street s.
0.
)>
20
t:l
a
i
<
~
0.
25
<D
(1)
8th Sl~etS.
fl'
IS
fl'
@
Buller Place
U>
~~~~~~~~~~~~--11-~~~~~~~~~-- · ~
~Interstate 94 West
Interstate 94 East ~
Parking Lots
A. Admissions/Faculty/Staff Parking
B. Faculty/Staff/Commuter/Resident
Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parking
E. Commuter Parking
0.01~b111t""'"
F. Resident Parking
G. Visitor Parking
H. Riverside Professional Building Ramp
Pay parking available
~AL FACULTY
Faculty who teach in the MAL
program are predominantly
full-time senior faculty with
doctorates or appropriate
professional degrees. Some
Lucie Ferrell, Associate
Professor of Nursing. B.S.,
College of St. Catherine; M.N.,
University of California-Los
Angeles; Ph.D., Adelphi
University.
courses are team taught by
faculty from different disciplines
or occasionally by combining a
f acuity member with professionals
from relevant fields. All of
the program'sfaculty have
extensive experience teaching
adult learners.
John Benson, Professor of
Religion. B.A., Augsburg
College; B.S., Luther
Theological Seminary; M.A.,
Ph.D., Columbia University.
Larry Crockett, Associate
Professor of Computer Science.
B.A., M.A., Pacific Lutheran
University; M.Div., Luther
Theological Seminary; Ph.D.,
University of Minnesota.
Mary Endorf, Adjunct
Professor. B.A., Hamline
University; M.A., State
University of New YorkCortland; Ph.D., University of
Minnesota. Principal, Orono
School.
Joseph A. Erickson, Assistant
Professor of Education. B.A.,
M.A., College of St. Thomas;
M.A., Luther Northwestern
Theological Seminary; Ph.D.,
University of Minnesota.
Norman Ferguson, Professor of
Psychology. B.A., Franklin and
Marshall College; M.S., Ph.D.,
University of Wisconsin.
Garry Hesser, Professor of
Sociology, Director of
Cooperative Education Program,
Director of Metro-Urban
Studies. B.A., Phillips
University; M.Div., Union
Theological Seminary; M.A.,
Ph.D., University of Notre
Dame.
Marie 0. McNeff, VicePresident for Academic Affairs
and Dean of the College and
Professor of Education. B.A.,
M.A., Ed.D., University of
Nebraska.
Thomas Morgan, Professor of
Business Administration/MIS.
B.S., Juniata College; M.B.A.,
University of Denver; M.S.,
University of Oregon; Ph.D.,
University of Minnesota.
William D. Morris, Instructor
of Political Science. B.A.,
Oakland University; Ph.D.,
Carnegie-Mellon University.
President, Decision Resources,
Ltd.
Richard Nelson, Professor and
Chair, Department of History.
B.A., University of Nebraska;
M.A., Ph.D., University of
Minnesota.
Beverly Nilsso"'"~P.rofessor and
Chair, Department of Nursing.
B.S.N., M.S., Ph.D., University
of Minnesota.
Norma Noonan, Professor of
Political Science, Director of
MAL program, and Director of
the International Relations
Program. B.A., University of
Pennsylvania; M.A., Ph.D.,
Indiana University.
Ronald Palosaari, Professor of
English. B.A., Bethel College;
B. Div., Bethel Seminary; M.A.,
Ph.D., University of Minnesota.
Curt Paulsen, Associate
Professor of Social Work. B.A.,
St. Olaf College; M.S.W.,
University of Minnesota; Ph.D.,
Clinical Psychology, Fielding
Institute.
Diane Pike, Professor and Chair,
Department of Sociology. A.B.,
Connecticut College; Ph.D.,
Yale University.
Milo A. Schield, Associate
Professor of Business
Administration/MIS. B.S., Iowa
State University; M.S.,
University of Illinois; Ph.D.,
Rice University.
Barbara Swanson, Adjunct
Professor. B.A., Macalester
College; M.A., Augsburg
College; Ed.D., University of St.
Thomas. Assistant Professor of
Graduate Education, Hamline
University.
William Swenson, Instructor of
Philosophy. A.B., Ph.D.,
University of Chicago.
Joseph Volker, Instructor of
Psychology. B.A., University of
California-Irvine; M.A., Ph.D.,
University of Minnesota.
Licensed psychologist at MDA
Associates.
Show less
-
-
Title
-
Master of Arts in Leadership (MAL) Catalog, 2000-2001
-
Collection
-
Course Catalogs
-
Search Result
-
•
COLLEGE
•
LEADERSHIP
,
••
<
•
"Those who hoye to lead had better
Table of Contents
understand both rationally and
Introduction
intuitively the yeoyle who mtght be
Leadership Development Model
2
their followers, and the society in
Curriculum Design
3
which they are embedde...
Show more
•
COLLEGE
•
LEADERSHIP
,
••
<
•
"Those who hoye to lead had better
Table of Contents
understand both rationally and
Introduction
intuitively the yeoyle who mtght be
Leadership Development Model
2
their followers, and the society in
Curriculum Design
3
which they are embedded. They had
Thesis/Leadership Application Project Option
3
better comyrehend the values of our
Non-Thesis Option
3
Course Descriptions
4
Library
5
Admission Requirements and Procedures
6
systems work, and understand how
International Applicants
6
and why science has changed the
Student Support Services
7
world ... Leaders need syecialists as
Evaluation Standards
8
Student Rights
8
Attendance Policy
8
leaders themselves are generalists ...
Academic Policies
9
At higher leveh of leadershty they
Accred itation and Affiliations
9
cannot achieve their fall yotential
Fee and Payment Information
10
Financial Aid
11
About Augsburg
14
knowledge. only this way can they
Campus Location
15
shaye the contexts for decisions where
Campus Map
15
exyert knowledge is used."
MAL Faculty
16
common culture, yast and yresent,
know how our yolitical and economic
advisers and staff members. But
without considerable breadth of
- John Gardner
•
This catalog was current at the time of publication .
It is subject to change without notice.
I
Introduction
Accommodating the Full-Time
Work Schedule
Communitv of Learners
Designed to meet the needs and
MAL program is participation
The Master of Arts in
preferences of working adults,
in a community of learners
Leadership (MAL) program
the MAL program is based on
gathered together on the
responds to the leadership
the assumption that the students
Augsburg campus. This
development needs of both
who enroll arc career-oriented,
community is enriched by the
profit and not-for-profit
self-disciplined and well-
students with a variety of work
Developing Leaders for
Organizations and the
Communitv
Essential to the goals of the
organizations. While different in
motivated individuals, seeking a
and life experiences. To facilitate
structure and purpose, most
balance of classroom experience,
community interaction, students
organizations seek leaders with
group interaction and individual
are encouraged to make use of
the following qualities: a vision
study. Most courses are organized
the Lindell library, computer
that is ethically and morally
as seminars with the opportunity
for disrnssion and dialogue.
labs, and Christensen Center.
responsible, extending beyond
immediate concerns; an
Classes meet on alternate
understanding of how change
Saturdays for three-and-one-
occurs and affects the immediate
half hours* and alternate
environment; a sensitivity to the
Thursday evenings for one-
complex problems organizations
and-one-half hours.
face and an ability to achieve
* In spring trimester, Saturday
solutions consistent with an
organization's mission; the ability
sessions meet for four hours.
to motivate and inspire
individuals and groups to work
toward a common goal; and the
Asample class schedule for a month in the MAL program
S11nrlay
VH111rJ~v
l11eso~y
I
'Nea11e,oa1
ability to effectively represent
Friday
Satur ay
Period II
and externally. The MAL
which individuals may discover
Thursday
Period I
the organization both internally
program provides a means by
r
Period I
oak t o
Period II
and refine these and other
Period I
abilities fundamental to effective
Period II
leadership.
Period I
ok lour
Period II
Period I
Period II
Period I
Period II
Thursday 6:00 p.m. to 7:30 p.m
Saturday 8:30 a.m. to 12:00 noon
Thursday 8:00 p.m . to 9:30 p.m.
Saturday 1:00 p.m. to 4:30 p.m.
Note: Each class taken commits a student to either Period I or Period 11.
Leadership Development ModelAuosburu College
The MAL program promotes
To accomplish this, individuals
Leadership Development Model ,
leadership as a process that
aspiring to positions of
that serve as specific outcomes
1) inspires cooperation among
leadership must possess three key
for the MAL program.
people who must compete for
attributes: a sense of vision, the
Augsburg's model of leadership
limited resources, 2) promotes
ability to persuade, and the
development is designed to
productivity within and beyond
ability to direct action.
assess, promote, enhance, and
the organizat ion, and 3) works
Underlying these attributes are
refine these capabilities within
toward progress for the
a broad range of abilities and
the individual.
individual and the organization.
awareness , outlined in the
Leadership
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Orientation
Toward Action
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
(This model was
develofJed l;ry the
Augsburg Faculty
Graduate Advisoiy
Commiuee, 1985-87.)
• Curiosity
• Achievement motivation
• Self-esteem
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conflict
•
I
3
Curriculum Design
There are two ways to complete
related topic. This research- based
Non-Thesis Independent Project.
the MAL degree. In the
study gives the student the
The independent research
Thesis/Leadership Application
opportunity to "tie together" what
projects approved each year will
Project (Thesis/ LAP) Option,
has been learned from the study of
be presented in an annual
students complete a thesis or a
leadership and course-related
colloquium. Students who do
major leadership application
activities.
not complete their independent
project and 10.5 credits. In the
The principal distinction
project while enrolled in
Non-Thesis Option, students must
between the Thesis and the
ML 597 are required to pay a
complete 11 credits, two papers,
Leadership Application Project
continuation fee.
but no thesis.
lies in their underlying
For more information
Augsburg uses a course
orientation. A Thesis has a more
regarding the Non-Thesis option,
system rather than a credit system
theoretical orientation, while the
refer to the Information and
in its curriculum. An Augsburg
Leadership Application Project is
Guidelines for the Non-Thesis
course is equivalent to four
based on practical application.
Project booklet.
semester credits or six quarter
Both require similar rigor and
credits. Each course includes two
preparation. For either alternative,
or more liberal arts disciplines,
the student must register for ML
encourages pursuit of the
592, 593, and 594. Differences
designated outcomes and uses a
between these two options will be
variety of learning techniques
explored in ML 514 Research
appropriate to adult leamers.
Methods and in ML 593
Instructional techniques include
Leadership Research Seminar I.
case studies, debate, written and
For more information
oral presentations, and group
regarding the Thesis/LAP option,
activity. These techniques develop
refer
targeted leadership abilities and
Guidelines for the Thesis and
to
the Information and
understanding. Students are
Leadership Application Project
encouraged to see abilities and
booklet.
understandings as cross-
Students who do not
complete their Thesis or Leadership
Application Project while enrolled
in ML 594 Leadership Research
Seminar II are required to pay a
continuation fee.
disciplinaty and to view content
areas as integrated. The program
reflects the view that the world in
which we operate is complex and
that dealing with it successfully
requires well-developed integrative
abilities.
Non-lhesis Option
Core Courses for Thesis/LAP
Option: (3.5 course credits)
Elective Courses for Both Options:
(at least 7.0 course credits)
The following core courses are
required for all Thesis/LAP students
in the MAL program:
ML 510 Visions of Leadership
ML 514 Research Methods
ML 592 Thesis/LAP Consultation
(0.5 course)
(ML 592 is taken in conjunction
with ML 594.)
ML 593 Leadership Research
Seminar I (0.5 course)
ML 594 Leadership Research
Seminar II (0.5 course)
(ML 592, 593, and 594 are to be taken
in a student's last two consecutive
terms or after the student has
completed at least five electives and
ML 510.)
The MAL program requires that seven
elective courses be selected from the
following course list:
ML 511 Creativity and the
Problem-Solving Process
ML 520 Self-Identity, Values, and
Personal Growth
ML 521 Methods of Critical
Thought
ML 525 Personality and Systems
Theories
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 535 Organizational Theory and
Leadership
ML 540 Political Leadership:
Theory and Practice
ML 545 Decision Making and
Leadership
ML 550 Decision Making and
Computer Technology
ML 560 Developing a Multi-cultural
Perspective
ML 565 Women and Leadership
ML 580 Colloquium on
Contemporary Theories
of Leadership (elective for
Thesis/ LAP Option
students)
ML 598 Independent Study
ML 599 Special Topics
Core Courses for Non·Thesis
Option: (4.0 course credits)
ML 510
ML 514
ML 580
An alternative to the thesis is the
lhesis/LAP Opdon
successful completion of two
Students who select the
major papers, as described below.
Thesis/LAP Option are required
The first of these papers will be
to develop and carry out an in-
written in conjunction with ML
depth study of some aspect of
580. The second paper will be
leadership or of a leadership-
written while enrolled in ML 597
(Note: If students wish to
change from the Thesis
Option to the Non-Thesis
Option after completing the
Research Seminars, they
may petition the MAL
committee.)
ML 597
Visions of Leadership
Research Methods
Contemporary Theories
of Leadership
Non-Thesis Independent
Project
All courses are valued at 1.0 credit unless otherwise designated.
Course Descriptions
ML 500
Leadership Practicum
ML 521
Methods of Critical Thought
(1.0 course)
ML 531
The Dynamics of Change
(1.0 course)
Introduction to selected concepts of
leadership, providing a historical and
philosophical framework for the
program. This course views the
nature and purpose of leadership
from a variety of disciplines and
perspectives.
Investigation of the processes of
critical thinking, drawing from
philosophy as well as natural and
social science. The course will survey
a variety of contemporary approaches
to critical thinking, including the use
of logic and analytical reasoning, the
relationship of evidence to the
confirmation of theories and the value
of appeals to scholarly studies. A
special focus of the course will be an
assessment of the ways in which
natural and social sciences can (and
cannot) assist leaders in addressing
problems and seeking solutions.
This course offers an exploration of
the context of social change and
varying responses to diverse human
needs. Ways of achieving well-being
may be viewed differently by leaders
in public and private domains and
across cultures. The course explores
these various perspectives, including
areas of conflict and opportunities for
leadership in social and organizational
change. Sociological, human
development and economic theories
are applied to contemporary public
and private sector issues for
social change.
ML 511
Creativity and the Problem-Solving
Process (1.0 course)
ML 525
Personality and Systems Theories
(1.0 course)
ML 535
Organizational Theory and
Leadership (1.0 course)
Exploration of creativity from the
perspective of traditional aesthetics
as well as contemporary
organizational thinking. This course
uses creativity as a method, and it
examines techniques for solving
problems in organizations, for
enhancing innovation and for seeking
an integrative world-view.
Study of leadership in the dual
context of personality theory and
systems theory. Contributions of
Jung, Fromm, Maslow, May and
others to personality theory are
considered as are the systems'
theories of von Bertalanffy and
Bateson. The theories are applied
to the concrete realities of
leadership in a variety of settings.
In-depth exploration of organizational
theory plus related concepts, issues
and concerns. The course is
designed to enable the student to
acquire knowledge and develop
skills in order to function as a
responsible, ethical participant within
various types of organizational
structures and cultures.
The MAL program occasionally
sponsors professional development
workshops and seminars for
students, alumni and interested
community members .
ML 510
Visions of Leadership: A Historical
and Literary Journey (1.0 course)
ML 514
Research Methods (1.0 course)
Evaluation and documentation of
programs, projects and ideas as they
relate to leadership theories and
practice. Qualitative and quantitative
tools will be discussed.
ML520
Self-Identity, Values and Personal
Growth (1.0 course)
•
Study of the concepts of self-identity,
value formation , and personal growth
as they relate to professional life;
factors that influence the
development of self-identity and
personal values; and the effect of
personal values of learning and
leadership strategies.
ML530
Ethics in Communication
(1.0 course)
Interdisciplinary study of ethics
and communication through the
investigation of a variety of ethical
perspectives within human
communication. This course places
particular attention on the use and
abuse of communication in politics,
advertising and interpersonal
relationships . It emphasizes
sensitivity to ethical conflicts that
arise in social and organizational
settings.
ML 540
Political Leadership: Theory and
Practice (1.0 course)
Analysis of leadership perspectives
in selected political systems and
other organizations. Special focus
on significant leadership theories
and leaders, past and present.
Most theories studied are
interdisciplinary and relevant to
business and non-profit organizations
as well as to politics.
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ML 545
Decision Making and Leadership
(1.0 course)
ML 580
Colloquium on Contemporary
Theories of Leadership (1.0 course)
Review of the decision-making
process - the setting , goals, and
contingencies - as it affects leaders
Selected contemporary theories of
leadership presented by instructors
who participate in the seminar.
Emphasis on critical thinking ,
discussion, written analysis.
Prerequisite: One-year coursework
in MAL program and ML 510.
and leadership. Analysis of
arguments and explanations; analysis
of basic statistical concepts and their
relationship to decision making.
Assessment of major social
decisions, past and present - their
intentions, consequences, arguments,
explanations, and justification .
ML 550
Communication, Decision Making,
and Technology (1.0 course)
Analysis of the role various forms of
digitally-mediated communication
play in our society and how
communication, decision making,
and leadership have been altered
by these technologies. Students
examine how they can engage and
manage these processes in their
organizations.
ML 560
Developing a Multicultural
Perspective (1.0 course)
Investigation of multicultural issues.
This course will enhance one's ability
to lead and work more effectively
with people of different cultural
backgrounds through the study of
diverse values, beliefs, and traditions
within the global community.
ML 565
Women and Leadership (1.0 course)
A seminar exploring the theory and
practice of women and leadership:
entrepreneurial, political, and social.
An interdisciplinary approach to
issues of women and leadership.
Topics include analysis of alternative
approaches to leadership, women
and careers, and women in society
past and present. The course is
intended to enhance the analytical
and leadership skills of the
participants.
ML 592
Thesis/LAP Consultation
(0.5 course)
A series of meetings with a faculty
thesis/project adviser, taken
simultaneously with ML 594
Leadership Research Seminar II .
Graded on PIN basis. Students not
completing the thesis/application
project during the same term in
which they are enrolled in ML 594
are required to pay a continuation
fee for each subsequent term until
the Thesis/LAP is completed.
ML 593
Leadership Research Seminar I
(0.5 course)
First half of a two-course thesis
capstone sequence for the MAL
program to be taken in a student's
last two consecutive terms or after
the student has completed at least
five electives and ML 510. This
course provides each individual the
opportunity to develop a research
topic, to synthesize previous study
and work experience, and to
demonstrate an understanding of
the program's principles. Graded
on a PIN basis.
5
By the completion of the seminar,
students should have made
significant progress on their thesis or
Leadership Application Project.
Graded on a PI N basis.
ML 597
Non-Thesis Independent Project
(1.0 course)
Major written project to be completed
in an area of the student's choice, in
consultation with an adviser and a
reader. The research is presented in
a colloquium in partial fulfillment of
requirements for the Non-thesis
option.
Students who do not complete the
project during the term in which they
are enrolled are required to pay a
continuation fee for each subsequent
term until the project is completed.
ML 598
Independent Study* (1.0 course)
Provides directed independent study
in an area of the student's choice.
Open to students who have
completed at least three courses with
a grade of at least 3.0. Students must
complete a Proposal for Independent
Study and have it signed by the
supervising professor. Proposals
must be approved by the MAL
program director prior to registration
for the course.
ML 599
Special Topics (1 .0 course)
Study of selected topics in leadership
that are not treated extensively
through current course offerings.
Specific topics will be published prior
to registration.
ML 594
Leadership Research Seminar II
(0.5 course)
Continuation of the "capstone"
seminar, taken following the student's
registration in ML 593 Leadership
Research Seminar I. This seminar
focuses on the methods of inquiry
and results of individual projects.
•A student may count only one of the following for credit toward the MAL degree: ML 597 or ML 598.
Please refer to the Thesis/LAP and Non-Thesis Project booklets for additional information.
LINDELL LIBRARY
The James G. Lindell Fam
library, which opened in
1997, houses over 175,001
items and provides access
the holdings of the seven
private liberal arts college
in the Twin Cities.
Admission Requirements and Procedures
Applicants to the program must
beginning of the fall, winter,
hold a baccalaureate degree
and spring terms. Selection of
graduate institutions attended,
from an accredited four-year
candidates will be made on the
listing courses taken and
college or university and must
bas is of an evaluation of each
degree (s) conferred, if any.
have a minimum cumulative
applicant's:
undergraduate grade point
• Previous college record
to participate in an interview
average of 3.0 (on a scale of
• Letters of recommendation
with graduate program faculty
A = 4.0) and a minimum
• Experience and organizational
and/or staff members.
cumulative grade point average
Applicants may be asked
background
of 3.0 fo r graduate courses
• Written statement
completed at an accredited
• Interview, if requested
college or university. Applicants
International Applicants
The Augsburg College MAL
holding a master's or other
To apply, the following
Program Office encourages
advanced degree from accredited
materials must be submitted to
qualified applicants from other
colleges or universities are
the MAL Program Office:
countries. International
admissible. Should an applicant
• Completed application form
applicants should keep in mind
not meet the minimum
• $35.00 non-refundable
admission requirements, a
probationary term may be
possible as decided on a case-bycase bas is. Applicants to the
application fee
experience (or equivalent) with
one or more organizations in a
position of leadership or position
demonstrating leadership
potential.
Decisions about admission
Saturdays and that students can
the applicant's career and life
take only two classes for a yearly
goals to leadership aspirations
• Recommendation letter and
checklist from an immediate
supervisor, assessing leadership
potential
• Recommendation letter and
checklist from a work
to the progra m will be made on
colleague (at the same level)
an individual basis by the MAL
describing the applicant's
Admissions Committee.
work-style leadership potential
Admission to each entering
that classes meet on alternating
Thursday evenings and
• A 1-3 page statement relating
program must have five years of
•
• O fficial transcripts from all
• Official transcripts from all
graduate class will be given to
undergraduate institutions
the most highly qualified
attended, listing all courses
individuals. Admissions are
taken and any degree(s)
handled on a "rolling" basis,
conferred
total of six classes. With this
schedule students can complete
the required course work in less
than two years. See Admission
Requirements for a description
of the admission process,
selection criteria, and work
experience requirements.
Application materials required
for international applicants are:
• Completed application form
• $35.00 application fee (nonrefundable) payable in U.S.
dollars
with students admitted at the
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• A 1-3 page statement relating
the applicant's career and life
goals to leadership aspirations
• Completed Declaration of
Finances (see below for further
information)
• Letter of recommendation in
English from an immediate
supervisor, assessing leadership
potential
• Letter of recommendation in
English from a work colleague
(at the same level) describing
the applicant's work style and
potential as a leader
• Official mark-sheets with
Applicants may be asked
to participate in an interview
STUDENT SUPPORT SERVICES
with graduate program faculty
Academic advising for
program planning is available.
certified translations from all
and/or staff members, if the
undergraduate institutions
applicant is in the United States.
attended listing all courses
Students and their
taken, marks earned, dates
financial sponsor must complete
attendee\, and clegree(s) or
a Declaration of Finances as part
cliploma(s) conferred, if any
of the application for admission,
• Official mark-sheets with
certified translations from all
graduate institutions attended
along with appropriate
certifications.
Students will need to
listing all courses taken, marks
provide proof of availability of
earned, dates attended, and
funds for tuition, books, and
degree(s) or diploma(s)
living costs for the academic year
conferred, if any
in which they want to attend.
• Official results on the Test of
The College requires students to
As students approach the
capstone experience, they
select thesis or project
advisers to guide them
throughout the completion of
their program. Graduate
program staff is also available
to help students with nonacademic advising issues.
Self/career assessment
counseling, resume
development and a career-
English as a Foreign Language
provide proof of a minimum of
(TOEFL) with a minimum
$10,000 in U.S. funds for living
search plan are available
through the Center for
Service, Work, and Learning,
score of 590
expenses for themselves plus the
(612) 330-1148.
cost of tuition.
NOTE: Additional information may be required, as requested by Augsburg College, to accurately evaluate
educational credentials. Furthermore, supplemental information may be needed to issue an 1-20 or J-1
for students admitted to the MAL program. Information requested for the 1-20 or J-1 will not be used to
make an admission decision.
Fee and Pavment Information
A schedule of fees is published
letter from the employer,
A per-course tuition refund will
separately in the MAL Program
stating the company's
be made on the following basis:
Supplement. Tuition is
reimbursement policy, must
• T hrough the first scheduled
determined annually. ML 592,
be filed annually with the
class meeting - 100% of tuition
ML 593, and ML 594 are half-
Business Office.
(less a $75 administration fee
credit courses and are charged
Registration is permitted
half of the current full credit
only if the student's account for
tuition. A continuation fee is
a previous term is paid in full as
charged to students who do not
agreed. Augsburg College will
complete their capstone project
not release diplomas or academic
during the terms they are
transcripts until a student's
enrolled.
account is paid in full. This also
applies to student loans
Augsburg otters the following
pavment options:
administered by the College
Various payment plans are
They must be current according
available:
to established repayment
1) Payment in Full:
schedules.
if withdrawing from current
term entirely).
• Prior to the second scheduled
class meeting - 80% of tuition.
• Prior to the third scheduled
class meeting - 60% of tuition.
• No refund after the third
scheduled class meeting.
(e.g., Perkins Student Loan).
Due day of registration.
2) Payment Plan:
Refund Schedule
A three-pay plan is available
Students are responsible for
each trimester upon
canceling courses with the
application and after College
registrar's office in order to be
approval. Payment plans will
eligible for a refund. Students
be approved only if previous
who unofficially withdraw (stop
plans have been satisfactorily
attending) and do not complete
completed.
the drop/add form are
3) Company Reimbursement:
responsible for all charges.
Full courses, or equivalent,
Financial aid may be adjusted
that are company reimbursed,
based on the student's last
require a deposit of $100 per
recorded date of attendance.
course reimbursed, with full
payment due within 50 days
after the end of the term. A
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Financial Aid
Financial assistance is available
to degree-seeking students
enrolled in the MAL program.
~on-degree-seeking
students are
not eligible for any type of
financial aid through Augsburg
College. Two full-credit courses
per trimester are considered full
time. One course is considered
half-time enrollment. The
Federal and State Aid
Programs
Enrollment and Financial
or degree-related college
Services Center (EFSC),
programs. Augsburg College
(612) 330-1046, assists students
offers several payment plans by
The Enrollment and Financial
in assessing financial aid
which employees may handle
Services Center (EFSC) uses
eligibility and offers financial aid
tuition reimbursement. Students
standard, nationally accepted
from available alternatives,
should contact the EFSC to make
methodology to de termine
including the following:
payment arrangements using
eligibility for federal and state
the company reimbursement
financial aid programs.
Sponsored Scholarships
Augsburg actively pursues nonAugsburg funding for special
scholarships. The availability of
payment plan.
• Federal Stafford Loan Program
Bureau of Indian Affairs. Tribal
and State Indian Scholarships
Common Loan Provisions:
Borrowing Limits: Graduate
American Indian students who
students may borrow up to
participation of individuals of
meet federa l, state, or tribal
$18,500 per year with an
limited financial means as well as
requirements may apply for these
aggregate of $128,500
individuals wocking for volunteer
scholarships. Indian grants
(undergraduate and graduate).
agencies and other organizations
generally supplement other
such scholarships may enable the
not likely to provide tuition
reimbursement.
Companv Tuition Assistance
Programs
from either the unsubsidized or
assistance in application, please
subsidized programs or a
contact Augsburg's American
combination of both but cannot
Indian Student Services Program
exceed the annual loan limits.
director at (612) 330-1144 or
your tribal agency.
Many companies, agencies, and
corporations offer full or partial
tuition assistance to employees
who participate in work-related
A student may borrow
sources of financial aid. For
Interest Rates: The annually
variable interest rate is
determined by the 91-day
T-Bills +3.1 %, capped at 8.25%
and changes each July 1st for all
12
Financial Aid, continued
borrowers. The interest rate for
Fees: An origination fee of 3%
Borrowing Limits: You may
enrollment periods beginning
and a guarantee fee of up to 1%
borrow up to $3 ,000 per year
between July 1, 2000 and
will be deducted from the loan
as a graduate student with a
June 30, 2001 is 7.59%.
check before you receive it.
$30,000 maximum.
Repayment Terms: Repayment
Federal Stafford Loans
Interest and Repayment:
begins six months after you cease
(Unsubsidized): You may
Simple interest of 5% and
to be enrolled at least half time
borrow up to the amount listed
repayment of principal (at a
in an eligible program leading
on your award notice.
minimum of $40 per month)
begin nine months after you
to a degree or certificate.
Repayment may extend up
Interest: Interest accrues
to 10 years.
during the period of enrollment
graduate or leave school.
Partial or total loan
and may be capitalized.
cancellation privileges exist
deferments are granred for
Fees: An origination fee of
disability and, in certain
continued education, disability,
3 % and a guarantee fee of
circumstances, military service.
and unemployment. Contact
1% will be deducted from
Deferments: In most cases,
for certain types of teaching,
your lender if you think you are
the loan check before you
Deferments: No interest accrues
eligible for a deferment.
receive it.
nor do payments need to be
made at any time you are
enrolled at least half time or for
Progrnm Specific Provisions :
•Federal Perkins Loan Program
serving three years in the
Federal Stafford Loan
A joint Augsburg College-
military, Peace Corps, or VISTA.
(Subsidized): The Enrollment
federally funded program
Contact the EFSC if you think
and Financial Services Center
administered through the
you are eligible for a deferment.
has determined that, based on
College for students who
the financial information
demonstrate financial eligibility.
submitted, students qualify for
No checks are issued, but the
up to the amount listed on
student is required to sign a
•SELF (Student Educational
Loan Fund)
their Award Notice.
promissory note at least once
The SELF is administered
per term. Funds are put on the
through the Minnesota Higher
Interest: No interest accrues
student account after the
Education Coordinating Board.
during the time the student is
note is signed.
Applications are available from
enrolled at least halftime.
the EFSC and should be
completed by the borrower and
•
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13
co-signer and returned to the
To APPIV tor Financial Aid
EFSC for further processing.
Financial Aid application
Loan checks arrive once per
materials are available from the
term and are made co-payable
MAL Program or EFSC.
to the student and Augsburg
Applicants must be admitted to
College.
Augsburg as regular students or
be returning students in good
Borrowing Limits: Graduate
academic standing.
students may borrow up to
The financial aid
$9,000 per year minus any
application will be processed
other student loan indebtedness.
when the following documents
Maximum graduate borrowing
are received:
cannot exceed $40,000
1) The Free Application for
including undergraduate.
Federal Student Aid
The minimum loan amount
(FAFSA) or the Renewal
per year is $500.
FAFSA
Interest and Repayment:
The interest rate is variable.
Interest payments begin 90 days
after the loan is disbursed and
2) Augsburg Financial Aid
Application
3) Federal income tax return(s)
and W-2(s)
continue quarterly thereafter
while the student is enrolled.
Principal payments begin in
For further information,
contact:
the 13th month after you
leave school.
Enrollment and Financial
Services Center
Deferments: There are no
deferments. Contact the
Minnesota Higher Education
Coordinating Board regarding
special circumstances and
repayment.
(612) 330-1046
efsvcctr@augsburg.edu
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About Augsburg
Historv
Augsburg was the first seminary
founded by Norwegian
Lutherans in America, named
after the confession of faith
presented by Lutherans in
Augsburg, Germany, in 1530.
Augsburg opened in September
1869, in Marshall, Wisconsin,
and moved to Minneapolis
in 1872.
Campus Location
Augsburg's campus is located in
the heart of the Twin Cities,
surrounding Murphy Square, the
main academic and
orientation, marital status, status
administrative halls, the library,
with regard to public assistance,
and the music building. In
or disability in its education
addition, there are programs for
policies, admissions policies,
students with learning, physical,
scholarship and loan programs,
and psychiatric disabilities.
athletic and/or school
administered programs, except in
first of 155 parks in the "City of
Lakes." The University of
Church AHiliation
Minnesota West Bank campus
Augsburg is a college of the
and one of the city's largest
Evangelical Lutheran Church
medical complexes-Fairview
in America. It has a diverse
University Medical Center-are
community with many strong
adjacent to Augsburg, with the
religious traditions represented
Mississippi River and the Seven
among the students, faculty,
Corners theatre district just a
and staff, including Lutheran,
few blocks away.
Protestant, Roman Catholic,
Jewish, American Indian
Accessibilitv
Augsburg College has made a
Spirituality and Thought,
Buddhist, and Islamic faiths.
major effort to become one of
•
the most accessible campuses in
Hon-Discrimination Policv
the region. Skyways, tunnels,
those instances where religion is
a bona fide occupational
qualification. Augsburg College
is committed to providing
reasonable accommodations to
its employees and students.
Any questions concerning
Augsburg's compliance with
federal or state regulations
implementing equal access and
opportunity can be directed to
Lora Steil, affirmative action
coordinator, Office of Human
Resources, CB 79, Augsburg
College, 2211 Riverside Avenue,
Augsburg College, as affirmed in
Minneapolis, MN 55454. She
and elevators provide accessible
its mission, does not discriminate
can be reached by telephone
connections among major
on the basis of race, color, creed,
at (612) 330-1023; or by e-mail,
buildings-student housing
religion, national or ethnic
steil@augsburg.edu.
towers, the Christensen Center,
origin, age, gender, sexual
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Campus Location
Campus Map
~\
0
~
:c
6lh Street S
Directions to Campus
35W from the North Take Washington Avenue exit
and turn left on Washington
(cu1ves right onto Cedar Avenue),
turn left at Riverside Avenue,
right at 21st Avenue South.
I-94 East from Minneapolis Take 25th Avenue exit, turn left
at 25th Avenue, turn left at
Riverside Avenue, turn left at
21st Avenue South.
I-94 West from St. Paul Take Riverside exit, turn right
at Riverside Avenue, turn left
at 21st Avenue South.
35W from the South Follow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit, turn left at 25th
Avenue, turn left at Riverside
Avenue, turn left at 21st
Avenue South.
~ lnlerslala 94 West
Master of Arts in Leadership
Program office location
Please call (612) 330-1786 for
directions to the Master of Arts
in Leadership Program office.
College Map Information
1.
2.
Public Parking
3.
All Augsburg College staff,
faculty and commuter lots are
free and open for use after
4:30 p.m. Monday through
Friday, and on weekends, unless
otherwise posted. Lots are
located on 7th Street, between
21st and 22nd Avenues and
north or south of 8th Street
between 24th and 25th
Avenues. Additional parking
is available in the FairviewUniversity Medical Center
ramp, or University of
Minnesota parking lots on
the north side of Riverside
Avenue.
4.
5.
6.
7.
8.
9.
10.
11 .
12.
13.
14.
15.
16.
17.
18.
19.
20
21.
Admissions Weekday Program
Air Structure Entrance
(November through March)
Anderson-Nelson Athletic Field
and Seasonal Air Structure
Christensen Center
(Information Desk)
East Hall
Faculty Guest House
Foss, Lobeck, Miles Center
for Worship, Drama and
Comunication (TjornhomNelson Theatre, Hoversten
Chapel)
George Sverdrup Hall
Husby-Strommen Tennis Courts
Ice Arena
Jeroy C. Carlson Alumni Center
Lindell Library
Maintenance and Grounds Shop
Mortensen Hall
Murphy Place
Murphy Square
Music Hall
New Residence Hall
Old Main
Oscar Anderson Hall
Public Relations &
Communications
22.
23.
24.
25.
26.
27.
28.
Quad
Science Hall
Security Dispatch Center
Shipping and Receiving
Si Melby Hall
Sverdrup-Oftedal Memorial Hall
Urness Hall
Parking Lots
A. Admissions/Faculty/Staff
Parking
B. Faculty/Staff/Commuter/
Resident Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parking
E. Commuter Parking
F. Resident Parking
G. Visitor Parking
H. Fairview-University Parking
Ramp (pay parking available)*
MALFacultv
John E. Benson, Professor of
Religion . B.A. , Augsburg College;
B.S., Luther Theological Seminary;
M.A., Ph .D., Columbia University.
Larry J. Crockett, Professor of
Computer Science. B.A., M.A., Pacific
Lutheran University; M.Div., Luther
Theological Seminary; Ph.D.,
University of Minnesota.
Rosemary J. Link, Professor of
Social Work, BNHons. University of
Southampton, Post graduate diploma
& C.Q.S.W. University of London,
U.K., Ph.D., University of Minnesota.
Marie 0. McNeff, Professor of
Education. B.A., M.A., Ed.D.,
University of Nebraska.
Diane L. Pike, Professor and Chair,
Department of Sociology. A.B .,
Connecticut College; Ph.D., Yale
University.
Milo A. Schield, Associate Professor
of Business Administration/MIS. B.S.,
Iowa State University; M.S.,
University of Illinois; Ph.D., Rice
University.
Thomas F. Morgan, Professor of
Cass Dalglish, Associate Professor
Faculty who teach in the
MAL program are
predominantly full-time
senior faculty with
doctorates or appropriate
professional degrees. Some
courses are team taught by
faculty from different
disciplines or occasionally
by combining a faculty
of English . B.A. , College of St.
Catherine; M.F.A. , Vermont College;
Ph.D., The Union Institute.
Business Administration/MIS. B.S.,
Juniata College; M.B.A., University of
Denver; M.S., University of Oregon;
Ph.D., University of Minnesota.
Joseph A. Erickson, Associate
William D. Morris, Assistant
Professor of Education. B.A., M.A.,
College of St. Thomas; M.A., Luther
Northwestern Theological Seminary;
Ph .D., University of Minnesota.
Professor of Political Science. B.A.,
Oakland University; Ph.D., CarnegieMellon University. President, Decision
Resources, Ltd.
Garry W. Hesser, Professor of
Sociology, Director of Cooperative
Education Program, Director of
Metro-Urban Studies. B.A., Phillips
University; M .Div., Union Theological
Seminary; M.A., Ph.D ., University of
Notre Dame.
Beverly J. Nilsson, Professor of
Nursing. B.S.N ., M.S., Ph.D.,
University of Minnesota.
David V. Lapakko, Associate
Professor of Speech, Communication
and Theatre. B.A. Macalester
College, M.A. and Ph.D., University
of Minnesota.
member with professionals
from relevant fields. All of
the program 's faculty have
extensive experience
teaching adult learners.
Velma Lashbrook, Instructor. B.S .•
Speech Communication, Iowa State
University, M.S., Speech
Communication, Illinois State
University, Ed.D., Communication
and Educational Psychology, West
VirginiaUniversity. President,
Strategy Implementation Associates .
John S. Schmit, Associate Professor,
English ; B.S., St. John's University
(MN); M.A. , University of New
Orleans; Ph.D. , The University of
Texas at Austin.
Joseph M. Vo lker, Instructor of
Psychology. B.A., University of
California-Irvine; M.A., Ph.D. ,
University of Minnesota. Licensed
psychologist at MDA Associates.
Norma Noonan, Professor of Political
Science, Director of MAL program,
and Director of the International
Relations Program. B.A., University of
Pennsylvania; M.A., Ph.D., Indiana
University.
Catherine L. Paulsen, Instructor in
Psychology, B.A. , St. Olaf College,
M.A. , Lone Mountain College, San
Francisco.
Curt Paulsen, Associate Professor of
Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota;
Ph.D., Clinical Psychology, Fielding
Institute.
•
I
•
Master of Arts in
Master of Arts in
LEADERSHIP _____P_rogram
office hours, location, & phone
Hours
Location
Phone
Monday-Friday, 8 a.m.-4:30 p.m.
Class Saturdays, appointments only
Anderson Hall
2016 South 8th St.
(612) 330-1786
FAX: (612) 330-·ffl55-
r1Si..\
Master of Arts in
LEADERSHIP
Information Sessions
Adults who are interested in the Master of Arts in Leadership Program are encouraged to attend one of the information
sessions scheduled throughout the year. Information sessions are free of charge and approximately two hours in length.
Call the Master of Arts in Leadership Office at (612) 330-1786 for details or to sign up for one of the following dates:
Fall Trimester 2000-200 I
Spring Trimester 2000-200 I
Thursday, July 6, 6 p.m.
Wednesday, August 2, 6 p.m.
Wednesday, February 7, 5:30 p.m.
Saturday, March 10, 9 a.m.
Winter Trimester 2000-2001
Fall Trimester 2001-2002
Tuesday, October 17, 5:30 p.m.
Thursday, November 16, 5:30 p.m.
Tuesday, May 8, 5:30 p.m.
Tuesday, June 26, 5:30 p.m .
For more information, write or call :
The Master of Arts in Leadership Program
Campus Box 144
2211 Riverside Avenue
Minneapolis MN 55454
Master of Arts in
LEADERSHIP
--
Phone: (612) 330-1786
Fax: (612) 330-1355
malinfo@augsburg.edu
www.augsburg.edu
2000-2001 Program Calendar
New Students
Fall
Winter
Spring
Application Deadline
New Student Orientation
August 7
August 29
December 15
January 4
March 5
March 29
Current Students
Fall
Winter
Spring
Mail Registration Begins
Mail Registration Ends
Syllabi Available
Payment Information Sent
Confirmation Due
June 19
July 7
August 7
August 7
August 31
October 9
October 23
December 11
December 11
January 6
February 5
February 19
March 12
March 12
March 31
Master of Arts in
LEADERSHIP
2000-2001 Academic Calendar
Fall Trimester 2000
Classes meet
Winter Trimester 2001
Thursday, August 31
Saturday, September 9
Saturday, September 16
Thursday, September 21
Saturday, September 30
Thursday, October 5
Saturday, October 14
Thursday, October 19
Thursday, October 26
Saturday, November 4
Thursday, November 9
Saturday, November 18
Saturday, January 6
Thursday, January 11
Saturday, January 20
Thursday, January 25
Saturday, February 3
Thursday, February 8
Saturday, February 17
Thursday, February 22
Saturday, March 3
Thursday, March 8
Saturday, March 17
Thursday, March 22
Spring Trimester 200 I
Saturday, March 31
Saturday, April 7
Thursday, April 12
Saturday, April 21
Thursday, April 26
Saturday, May 5
Thursday, May 10
Saturday, May 19
Thursday, May 24
Saturday, June 2
Last day to add/drop* :
Wednesday, April 11, 2001
Last day to add/drop*:
Last day to add/drop* :
Wednesday, September 6, 2000
Wednesday, January 10, 2001
Last day to withdraw:
Thursday, May 10, 2001
Last day to withdraw:
Last day to withdraw:
Thursday, October 12, 2000
Thursday, February 15, 2001
Final grades due:
Monday, July 2, 2001
Final grades due:
Final grades due:
Friday, December 15, 2000
Friday, April 20, 2001
Note:
Saturday Classes during Spring 2001
are four hours.
1st period: 8 a.m.-noon
2nd period: 1-5 p.m.
*Refer to MAL Catalog for refund schedule.
The College reserves the right to change the above dates should it be necessary. In such cases sufficient advance notice will be given.
In case of severe weather listen to WCCO 830 AM or call (612) 330-1786 for cancellation information.
2000-2001 Tuition & Fees
Application Fee (payable once, non-refundable)
Tuition (per course)
Technology Fee (per course)
Thesis/Project Continuation Fee (per trimester)
Campus Access Fee (per trimester)
Audit a Course
Late Fee (per day)
Registration change after first class meeting (cancel/add)
Transcript Fee (first is free)
$35
~ IS' l'd.'64
$25
$175
$10
$626
$35
$10
$5
A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more.
Augsburg College reserves the right to adjust charges should economic conditions necessitate.
Commencement 2001
In order to participate in Commencement 2001, application forms must be submitted by March 1, 2001 :
• Thesis/Application Project students: Must have defended their thesis/application project by May 16.
• Non-thesis (Plan B) students: Must have successfully completed ML580 and ML597 including the presentation (May 16).
When all the degree requirements are completed , your diploma will be mailed.
Class Schedule & Course Offering s
Fall Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m . and Saturday 8:30 a.m.-noon
Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m .
Time period I:
ML510 Visions of Leadership
ML599 Topics: Spirituality and Leadership in the Workplace
Time period II :
ML514 Research Methods
ML550 Communication, Decision-Making & Technology
Winter Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m. and Saturday 8:30 a.m.-noon
Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m.
Time period I:
ML525 Personality and Systems Theories
ML580 Colloquium of Contemporary Theories in Leadership
Time period II:
ML535 Organizational Theory and Leadership
ML593 Leadership Seminar I
ML599 Topics
Spring Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m. and Saturday 8 a.m -noon
Thursday 8-9:30 p.m. and Saturday 1-5 p.m.
Note: Classes on Saturday are 4 hours instead of 3.5 hours long
Time period I:
ML521 Methods of Critical Thought
ML540 Political Leadership
ML594 Leadership Seminar II
Time period II :
ML510 Visions of Leadership
ML530 Ethics in Communication
Summer Trimester
Time : to be determined
ML560 Developing a Multi-cultural Perspective
These course offerings may change.
A-UGSBURG
C•O•L•L•E•G•E
MASTER OF ARTS IN LEADERSHIP
PO Box 144
2211 Riverside Avenue
Minneapolis. MN 55454
www.augsburg.edu
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Master of Arts in Leadership (MAL) Catalog, 2002-2005
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2002-2005
My life-changing experience in the Augsburg MAL Program has
provided me with a strong foundation to pursue a leadership role in
both my personal and professional life. In addition to being a strong,
challenging program, it is also geared toward flexibility to accommodate
the adult...
Show more
2002-2005
My life-changing experience in the Augsburg MAL Program has
provided me with a strong foundation to pursue a leadership role in
both my personal and professional life. In addition to being a strong,
challenging program, it is also geared toward flexibility to accommodate
the adult learner. A program in my opinion that goes unmatched!
-Ann Dejongh 02
1
MASTER OF ARTS
Attaining the MAL degree was a
transforming experience both
personally and professionally. It
increased my self-confidence, enabled
me to recognize and develop my
strengths, and also provided a
valuable networking opportunity with
fellow students and faculty.
-Luann Watson '02
IN LEADERSHIP
INTRODUCTION
The primary mission of the Center for Leadership Studies (CLS) at Augsburg
College is to develop leaders for organizations and the community. The core
program of the center is the Master of Arts in Leadership (MAL). The
program, which was launched in 1987, responds to the leadership
development needs of both profit and not-for-profit organizations. While
different in structure and purpose, most organizations seek leaders with the
following qualities: a vision that is ethically and morally responsible,
extending beyond immediate concerns; an understanding of how change
occurs and affects the immediate environment; a sensitivity to the complex
problems organizations face and an ability to achieve solutions consistent
with an organization's mission; the ability to motivate and inspire individuals
and groups to work toward a common goal; and the ability to effectively
represent the organization both internally and externally. The MAL program
provides a means by which individuals may discover and refine these and
other abilities fundamental to effective leadership.
ACCOMMODATING THE FULL-TIME WORK SCHEDULE
Designed to meet the needs and preferences of working adults, the MAL
program is based on the assumption that the students who enroll are careeroriented, self-disciplined, and well-motivated individuals, seeking a balance
of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for discussion and
dialogue. Classes meet on alternate Saturdays for four hours.
COMMUNITY OF LEARNERS
Essential to the goals of the MAL program is participation in a community of
learners gathered together on the Augsburg campus. This community is
enriched by the students, who have a variety of work and life experiences. To
facilitate community interaction, students are encouraged to make use of the
Augsburg library, computer labs , and Christensen Center. The Center for
Leadership Studies also offers some special colloquia and seminars each year
to supplement and complement the course work of the master's program.
A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM
PERIOD I
Saturday
8:00 a.m . to 12:00 noon
PERIOD II
Saturday
1:00 p.m. to 5:00 p.m.
Note: Each class taken commits a student to either Period I or Period II;
on average two meetings a month.
LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE
The MAL program promotes leadership as a process that
1) inspires cooperation among people who must compete for limited resources, 2) promotes productivity within and
beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this,
individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to
persuade, and the ability to direct action. Underlying these attributes are a broad range of abilities and awareness,
outlined in the Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's
model of leadership development is designed to assess , promote, enhance, and refine these capabilities within the
individual.
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
-
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conmct
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
There are two ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/ LAP) Option,
students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis Option,
students must complete 11 credits, two papers, but no thesis.
Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to
four semester credits or six quarter credits. Each course includes two or more liberal arts disciplines, encourages
pursuit of the designated outcomes and uses a variety of learning techniques appropriate to adult learners.
Instructional techniques include case studies, debate, written and oral presentations, and group activity. These
techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with it successfully requires well-developed integrative
abilities.
THESIS/LAP OPTION
Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the Leadership Application Project lies in their underlying
orientation. A thesis has a more theoretical orientation, while the Leadership Application Project is based on practical
application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592,
593, and 594. Differences between these two options will be explored in ML 514 Research Methods and in ML 593
Leadership Research Seminar I.
For more information regarding the Thesis/LAP option, refer to the Information and Guidelines for the Thesis and
Leadership Application Project booklet.
Students who do not complete their thesis or Leadership Application Project while enrolled in ML 594 Leadership
Research Seminar II are required to pay a continuation fee.
-
NON-THESIS OPTION
An alternative to the thesis is the successful completion of two major papers, as described below. The first of these
papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 NonThesis Independent Project. The independent research projects approved each year will be presented in an annual
colloquium. Students who do not complete their independent project while enrolled in ML 597 are required to pay a
continuation fee.
For more information regarding the Non-Thesis option, refer
Project booklet.
to
the Information and Guidelines for the Non-Thesis
CORE COURSES FOR THESIS/LAP OPTION:
(3.5 course credits)
The following core courses are required for all Thesis/LAP students in the MAL program:
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592 Thesis/LAP Consultation (0.5 course)
ML 592 is taken in conjunction with ML 594.
ML 593
Leadership Research Seminar I (0.5 course)
ML 594
Leadership Research Seminar II (0.5 course)
(ML 592, 593, and 594 are to be taken in a student's last two
consecutive terms or after the student has completed at least five
electives and ML 510.)
CORE COURSES FOR NON-THESIS OPTION:
(4.0 course credits)
-
Ml 510
Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
Ml 597
Non-Thesis Independent Project
ELECTIVE COURSES FOR BOTH OPTIONS: (at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list:
ML 511
Creativity and the Problem-Solving Process
ML 520
Self-Identity, Values, and Personal Growth
ML 521
Methods of Critical Thought
ML 525
Personality and Systems Theory: Perspectives on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organizational Theory and Leadership
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 550
Communication, Decision Making, and Technology
ML 557
Language of Leadership
ML 560
Developing a Multicultural Perspective
ML 565
Women and Leadership
ML 580
Colloquium on Contemporary Theories of Leadership (elective for Thesis/ LAP Option students)
ML 598
Independent Study
ML 599
Special Topics
ML 500
Leadership Practicum
The MAL program sponsors professional development workshops
and seminars. These workshops are offered to students and
alumni who desire more applied case studies or wish to address
topics not included in the courses. (Offered occasionally)
ML 510
Visions of Leadership: A Historical and Literary journey
(1.0 course)
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety
of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process (1.0 course)
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking. This
course uses creativity as a method, and it examines techniques for
solving problems in organizations, for enhancing innovation, and for seeking an integrative world view.
ML 514
Research Methods (1.0 course)
Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 520
Self-Identity, Values and Personal Growth (1.0 course)
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values of learning and
leadership strategies.
ML 521
Methods of Critical Thought (1.0 course)
Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The
course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical
reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A
special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot)
assist leaders in addressing problems and seeking solutions.
ML 525
Personality and Systems Theory: Perspectives on Leadership (1.0 course)
Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm,
Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson.
The theories are applied to the concrete realities of leadership in a variety of settings.
-
ML 527 Spirituality and Leadership in the Workplace (1.0 course)
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
ML 530
Ethics in Communication (1.0 course)
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
ML 531
The Dynamics of Change (1 .0 course)
This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The
course explores these various perspectives, including areas of conflict and opportunities for leadership in social and
organizational change. Sociological, human development, and economic theories are applied to contemporary public
and private sector issues for social change.
ML 535
Organizational Theory and Leadership (1.0 course)
In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant
within various types of organizational structures and cultures.
ML 540
Political Leadership: Theory and Practice
(1.0 course)
Analysis of leadership perspectives in selected
political systems and other organizations. Special
focus on significant leadership theories and leaders,
past and present. Most theories studied are
interdisciplinary and relevant to business and nonprofit organizations as well as to politics.
ML 545
Decision Making and Leadership (1.0 course)
Review of the decision-making process-the setting,
goals, and contingencies-as it affects leaders and
leadership. Analysis of arguments and explanations;
analysis of basic statistical concepts and their
relationship to decision making. Assessment of major
social decisions, past and present-their intentions,
consequences, arguments, explanations, and
justification.
-
ML 550
Communication, Decision Making, and Technology (1.0 course)
Analysis of the role various forms of digitally-mediated
communication play in our society and how communication, decision
making, and leadership have been altered by these technologies.
Students examine how they can engage and manage these processes in
their organizations.
ML 557
Language of Leadership (1.0 course)
Students analyze language from a variety of rhetorical and
sociolinguistic perspectives and learn to make judgments about
rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction;
speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of
persuasive appeals; the protection of "face;" and strategies for maintaining personal relationships across hierarchical
levels in organizations.
ML 560
Developing a Multicultural Perspective (1.0 course)
This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
ML 565
Women and Leadership (1.0 course)
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
ML 580
Colloquium on Contemporary Theories of Leadership (1.0 course)
Selected contemporary theories of leadership presented by instructors
who participate in the seminar. Emphasis on critical thinking,
discussion, written analysis. Prerequisite: One-year coursework in
MAL program and ML 510.
ML 592
Thesis/LAP Consultation (0.5 course)
A series of meetings with a faculty thesis/project adviser, taken
simultaneously with ML 594 Leadership Research Seminar II. Graded
on PIN basis. Students not completing the thesis/application project
during the same term in which they are enrolled in ML 594 are
required to pay a continuation fee for each subsequent term until the
Thesis/LAP is completed.
ML 593
Leadership Research Seminar I (0.5 course)
First half of a two-course thesis capstone sequence for the MAL program to be taken in a student's last two consecutive
terms or after the student has completed at least five electives and ML 510. This course provides each individual the
opportunity to develop a research topic, to synthesize previous study and work experience, and to demonstrate an
understanding of the program's principles. Graded on a PIN basis.
ML 594
Leadership Research Seminar II (0.5 course)
Continuation of the "capstone" seminar, taken following the student's registration in ML 593 Leadership Research
Seminar I. This seminar focuses on the methods of inquiry and results of individual projects. By the completion of the
seminar, students should have made significant progress on their thesis or Leadership Application Project. Graded on a
PIN basis.
ML 597
Non-Thesis Independent Project (1.0 course)
Major written project to be completed in an area of the student's choice, in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. Students
who do not complete the project during the term in which they are enrolled are required to pay a continuation fee for
each subsequent term until the project is completed.
ML 598
Independent Study* (1.0 course)
Provides directed independent study in an area of the student's choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the
course.
ML 599
Special Topics (1.0 course)
Study of selected topics in leadership that are not
treated extensively through current course
offerings. Specific topics will be published prior to
registration.
*A student may count only one of the following
for credit toward the MAL degree: ML 597 or ML
598, except with permission of the MAL program
director.
Please refer to the Thesis/LAP and Non-Thesis
Project booklet for additional information.
Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must
have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum
cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Applicants
holding a master's or other advanced degree from accredited colleges or universities are admissible. Should an applicant
not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case
basis. Applicants to the program must have three years of experience (or equivalent) with one or more organizations in
a position of leadership or position demonstrating leadership potential.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are
handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of each applicant's:
I Previous college record
I Letters of recommendation
I Experience and organizational background
I Written statement
I Interview, if requested
To apply, the following materials must be submitted to the MAL Program Office:
I Completed application form
I $35.00 non-refundable application fee
I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
I Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
I Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work-style
leadership potential
I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
I Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
-
The Augsburg College MAL Program Office encourages qualified applicants from other countries. International
applicants should keep in mind that classes meet on alternate Saturdays and that students can take only two classes for
a yearly total of six classes. With this schedule students can complete the required course work in less than two years.
See Admission Requirements for a description of the admission process, selection criteria, and work experience
requirements.
Application materials required for international applicants are:
I Completed application form
I $35.00 application fee (non-refundable) payable in U.S. dollars
I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
I Completed Declaration of Finances (see below for further information)
I Letter of recommendation in English from an immediate supervisor, assessing leadership potential
I Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style
and potential as a leader
I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an
evaluation center
I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an
evaluation center
I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 590
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members, if the
applicant is in the United States.
Students and their financial sponsor must complete
a Declaration of Finances as part of the application
for admission, along with appropriate certifications.
In accordance with federal regulations, students on
F-1 visas must provide reliable documentation that
they have financial resources adequate to meet
expenses while studying at Augsburg.
NOTE: Additional information may be needed to
issue an I-20 or J-1 for students admitted to the
MAL program. Information requested for the I-20
or J-1 will not be used to make an admission
decision.
-
-
EVALUATION STANDARDS
Evaluation of academic performance in the MAL program will
be based on number grades using a 4.0 point scale and as defined
below.
Courses not offered on the numbered grading system are noted in
the course descriptions in this catalog as being graded on PIN basis.
In order to receive a grade of P, a student must achieve at least a
grade of 2.0. No more than two courses with a grade below 3.0 will
count toward the degree. No more than two courses with a grade of
or below 2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
1.5
Achieves the minimum passing standard
1.0
Performance below basic course standards
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point average)
N
Does not meet minimum course standards (no credit and non-punitive-not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
Incomplete grade given when student is unable to complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student must file a petition with the MAL Program Office
stating reasons for the request, the plan
and date for removing the incomplete
grade, the signature of the instructor, and
any other necessary documentation.)
ATTENDANCE POLICY
Because leadership issues are presented, discussed
and analyzed in the classroom, regular attendance is
highly important and should be considered a
responsibility, not only to one's self, but to one's
classmates and course instructor.
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the
student will be placed on probation for the following
term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from
probation. If a student receives a grade of N or 0.0 in a
course, the student must petition successfully with the
MAL Advisory Committee before being allowed to
continue in the program. A plan for the student to
follow would be outlined at that time. If a second
grade of N or 0.0 is received , the student may be
dismissed from the program by the MAL Advisory
Committee. Students may also be dismissed by the
MAL Advisory Committee for behavior detrimental to
the program, such as a gross violation of college policy
(as published in the Student Guide). Dismissal would
occur only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Due to the interdisciplinaiy nature of the courses in the
MAL program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in
the curriculum. Students may petition the MAL program
director for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to
those in the MAL program. No more than two courses
will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course in the MAL program is
the equivalent of four semester credits or six quarter
credits. Students meet in class a total of 28 hours and
are responsible for a significant amount of individual
study and preparation.
ENROLLMENT POLICY/ LEAVES OF ABSENCE
Students may take either one or two courses per
trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the
program within two years. All students are required to
complete all components of the program within five
years. Extensions beyond five years will be considered
on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more
than one trimester must request a leave of absence in
writing from the MAL program. A leave of absence may
be granted for one calendar year. Time spent on an
official leave of absence will not count toward the fiveyear deadline for degree completion.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the MAL Supplement.
STUDENT RIGTHS
The College has adopted a statement of student rights
and responsibilities and has provided for due process
in the matter of disciplinary action, grievances, and
grade appeal, as outlined in the Augsburg College
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Catalog and the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA) of 1974, as
amended, provides certain rights to students regarding their education
records. Each year Augsburg is required to give notice on the various
rights accorded to students pursuant to FERPA. A copy of Augsburg's
policy is published in the Augsburg College Catalog and in the
Studertt Guide distributed to students.
Augsburg College understands that no information other than
"directory information" can be released without the written
permission of the student. Students must give permission in writing
for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This
means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless
explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's procedures with regard to
FERPA are available from the registrar's office.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is
accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions or
that the quality of the educational
programs would meet the standards of
every student, educational institution or
employer.
*The Higher Leaming Commission,
North Central Association
1-800-621-7440 or 312-263-0456
www.ncahigherleamingcommission.org
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A schedule of fees is published separately in the MAL
Catalog Supplement. Tuition is determined annually.
ML 592, ML 593, and ML 594 are half-credit courses
and are charged half of the current full credit tuition. A
continuation fee is charged to students who do not
complete their capstone project during the terms they
are enrolled.
PAYMENT OPTIONS
Various payment plans are available:
1)
2)
Payment in Full:
Due after registration and before the beginning of
the trimester. No finance charge or administrative
fee. Late payment fee $25 . Finance charge of 8%
APR will apply toward any unpaid balance after
the start of the term.
Payment Plan:
A three-payment plan is available each trimester
upon application and after College approval.
Payment plans will be approved only if previous
plans have been satisfactorily completed.
Payments for each trimester are due in three equal
installments. There is an administrative fee of $35
per trimester. No finance charge if paid in full by
end of payment plan. Late payment fee $25.
Finance charge of 8% APR will apply if not paid in
full by the end of the payment plan period.
3)
Company Reimbursement:
Full courses, or equivalent, that are company
reimbursed, require a deposit of $100 per course
reimbursed, with full payment due within 50 days
after the end of the term. An application for
Employer Reimbursement Payment Plan must be
filed once each academic year. Student is
responsible for payment if employer does not pay
for any reason. Finance charge of 8% APR will
accrue on the deferred balance once the term has
begun.
Registration is permitted only if the student's account
for a previous term is paid in full as agreed. Augsburg
College will not release diplomas or academic
transcripts until a student's account is paid in full. This
also applies to student loans administered by the
College (e.g., Perkins Student Loan). They must be
current according to established repayment schedules.
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges based
on the appropriate refund schedule (except for the
minimum charge of $100 to cover administrative
costs) . Financial aid may also be adjusted for those
students who withdraw from the College or drop one
or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid
adjustments are not necessarily made on a one-to-one
basis. For example, you could receive a 60% tuition
refund but have 80% of your financial aid returned.
Be sure you understand the financial consequences of
making adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be
adjusted based on the student's last recorded date of
attendance. Refund calculations are based on the date
that the drop/add form is processed.
The refund schedule is effective whether or not a
student has attended classes. All refunds of charges will
be applied to the student account and all adjustments
for aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit
balance is determined. Please allow two weeks for
a refund.
-
The refund is a percentage of the full tuition charged,
not a percentage of any deposit paid toward tuition,
e.g. deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund
schedule, see the Payment Information Booklet or visit
<www.augsburg.edu/enroll ..
A per-course tuition refund will be made on the
following basis:
I Through the first scheduled class meeting - 100% of
tuition (less a $100 administration fee if
withdrawing from current term entirely).
I Prior to the second scheduled class meeting - 80% of
tuition.
I Prior to the third scheduled class meeting - 60% of
tuition.
I Prior to the fourth scheduled class meeting - 40% of
tuition.
I No refund after the fourth scheduled class meeting.
Financial assistance is available to degree-seeking
students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of
financial aid through Augsburg College. Two full-credit
courses per trimester are considered full time. One
course is considered half-time enrollment. The
Enrollment Center, 612-330-1046, or 1-800-458-1721,
or <www.augsburg.edu/enrolb, assists students in
assessing financial aid eligibility and offers financial aid
from available alternatives, including the following:
SPONSORED SCHOLARSHIPS
Augsburg actively pursues non-Augsburg funding for
special scholarships. The availability of such
scholarships may enable the participation of
individuals of limited financial means as well as
individuals working for volunteer agencies and other
organizations not likely to provide tuition
reimbursement.
COMPANY TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full
or partial tuition assistance to employees who
participate in work-related or degree-related college
programs. Augsburg College offers a payment plan by
which employees may handle tuition reimbursement.
Students should contact the Enrollment Center to
make payment arrangements using the company
reimbursement payment plan.
BUREAU OF INDIAN AFFAIRS, TRIBAL, AND
STATE INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, please
contact Augsburg's American Indian Student Services
Program director at 612-330-1144 or your tribal
agency
FEDERAL STAFFORD LOAN PROGRAM
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up
to $18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but
cannot exceed the annual loan limits.
Interest Rates: The annually variable interest rate is
determined by the 91-day T-Bills +2.3%, capped at
8.25% and changes eachJuly 1. For example, the
interest rate from July 1, 2002 to June 30, 2003 is
4.06% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center uses standard, nationally
accepted methodology to determine eligibility for
federal and state financial aid programs.
-
-
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility No checks are issued,
but the student is required to sign a promissory note at
least once per term. Funds are put on the student
account after the note is signed.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan
cancellation privileges exist for certain types of
teaching, disability and, in certain circumstances,
military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half
time or for serving three years in the military, Peace
Corps, or VISTA. Contact the Enrollment Center if you
think you are eligible for a deferment.
SELF (Student Educational Loan Fund)
The SELF is administered through the Minnesota
Higher Education Services Offices. Applications are
available from the Enrollment Center and should be
completed by the borrower and co-signer and returned
to the Enrollment Center for further processing. Loan
proceeds are released through electronic funds transfer.
Borrowing Limits: Graduate
students may borrow up to $9,000
per year minus any other student
loan indebtedness. Maximum
graduate borrowing cannot exceed
$40,000 including undergraduate.
The minimum annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be
admitted to Augsburg as regular students or be
returning students in good academic standing.
The financial aid application will be processed when
the following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Augsburg Financial Aid Application (for new
students)
3) Federal income tax return(s) .
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
Augsburg was the first seminary founded by Norwegian
Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530.
Augsburg opened in September 1869 in Marshall, Wisconsin,
and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City
of Lakes." The University of Minnesota West Bank campus and
one of the city's largest medical complexes-Fairview
University Medical Center-are adjacent to Augsburg, with the
Mississippi River and the Seven Corners theatre district just a
few blocks away.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the
most accessible campuses in the region. Skyways, tunnels, and
elevators provide accessible connections among major
buildings-student housing towers, the Christensen Center,
main academic and administrative halls, the library, and the
music building. In addition, there are programs for students
with learning, physical, and psychiatric disabilities.
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong
religious traditions represented among the students, faculty,
and staff, including Lutheran, Protestant, Roman Catholic,
Jewish, American Indian spirituality and thought, Buddhist,
and Islamic faiths.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not
discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status,
status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs, except
in those instances where religion is a bona fide occupational
qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity
can be directed to the Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside Avenue, Minneapolis, MN
55454, or 612-330-1023.
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LEADERSHIP STUDIES FACULTY
Faculty who teach in the MAL program are predominantly full-time senior faculty with doctorates or appropriate
professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by combining
a faculty member with professionals from relevant fields. All of the program's faculty have extensive experience
teaching adult learners.
ANDREW AOKI, Associate Professor of Political
Science B.A., University of Oregon; M.A., Ph.D.,
WILLIAM D. MORRIS, Assistant Professor of
Political Science B.A., Oakland University; Ph.D.,
University of Wisconsin.
Carnegie-Mellon University. President, Decision
Resources, Ltd.
JOHN BENSON, Professor of Religion B.A., Augsburg
College; B.D., Luther Theological Seminary; M.A., Ph.D.,
Columbia University.
NORMA NOONAN, Professor of Political Science;
Director of the Center for Leadership Studies and
the MAL Program B.A., University of Pennsylvania;
CASS DALGLISH, Associate Professor of English B.A. ,
M.A., Ph.D., Indiana University.
College of St. Catherine; M.FA., Vermont College; Ph.D.,
The Union Institute.
JOSEPH A. ERICKSON, Associate Professor of
Education B.A., M.A., College of St. Thomas; M.A.,
Luther Northwestern Theological Seminary; Ph.D.,
University of Minnesota.
MAGDALENA PALECZNY-ZAPP, Associate Professor
of Business Administration B.A. , M.S., Academy of
Economics, Warsaw; Ph.D., Academy of Economics,
Krakow, Poland.
CATHERINE PAULSEN, Instructor of Psychology
B.A., St. Olaf College; M.A., Lone Mountain College.
ROBERT C. GROVEN, Assistant Professor of Speech/
Communication and Theatre Arts B.A., Concordia
College-Moorhead; M.A.,j.D., University of Minnesota.
CURTIS PAULSEN, Associate Professor of Social
Work B.A., St. Olaf College; M.S.W, University of
Minnesota; Ph.D., Fielding Institute.
GARRY HESSER, Professor of Sociology and Director
of Metro-Urban Studies B.A., Phillips University;
DIANE PIKE, Professor and Chair, Department of
Sociology A.B., Connecticut College; Ph.D. , Yale
M.Div., Union Theological Seminary; M.A., Ph.D. ,
University of Notre Dame.
University.
DAVID LAPAKKO, Associate Professor of Speech/
Communication, and Theatre Arts B. A., Macalester
MILO A. SCHIELD, Professor of Business
Administration B.S., Iowa State University; M.S.,
College, M.A., and Ph.D., University of Minnesota.
University of Illinois; Ph.D., Rice University.
VELMA J. LASHBROOK, Instructor
JOHNS. SCHMIT, Associate Professor of English and
Associate Dean for Adult Programs B.S., St. john's
B.S. , Iowa State University; M.S., Illinois State University;
Ed.D., West Virginia University. President, Strategy
Implementation Associates.
ROSEMARY LINK, Professor of Social Work, BA.,
B.A., University of Southampton, Post graduate diploma
& C.Q.S.W , University of London; Ph.D., University of
Minnesota.
THOMAS MORGAN, Professor of Business
Administration and Vice President for Enrollment
and Market Development B.S.,juniata College; M.B.A.,
University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
University; M.A., University of New Orleans; Ph.D., The
University of Texas-Austin.
KATHRYN SWANSON, Professor and Chair,
Department of English B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
JOSEPH VOLKER, Instructor of Psychology B.A.,
University of California-Irvine; M.A., Ph.D., University of
Minnesota. Licensed psychologist at MDA Associates.
AUGSBURG
LOCATION MAP
+
AUGSBURG CAMPUS MAP
6th Street S.
Master of Arts in Leaderhip offices
Visitor Parking
Augsburg campus buildings
Student /Staff Parking
Butler Place
~Interstate 94 West
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Title
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Master of Arts in Leadership (MAL) Catalog, 2005
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Collection
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Course Catalogs
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Search Result
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MASTER OF ARTS
IN LEADERSHIP
TABLE OF CONTENTS
lntroduction-2
Leadership Development Model-3
Curriculum Design-4
Course Design-7
Admission Requirements-11
International Appl icants-12
Academic Policies-13
Fee and Payment lnformation-16
Financial Aid-1 7
About Augsburg-19
Leadership Studie...
Show more
MASTER OF ARTS
IN LEADERSHIP
TABLE OF CONTENTS
lntroduction-2
Leadership Development Model-3
Curriculum Design-4
Course Design-7
Admission Requirements-11
International Appl icants-12
Academic Policies-13
Fee and Payment lnformation-16
Financial Aid-1 7
About Augsburg-19
Leadership Studies Faculty-20
WELCOME TO THE AUGSBURG COLLEGE
MASTER OF ARTS IN
LEADERSHIP PROGRAM
Dear Friend:
Welcome to the Master of Arts in Leadership (MAL) program's catalog. Launched
in 1987, the program has been a vital part of the Augsburg College curriculum
ever since.
The MAL program offers students an excellent opportunity to explore leadership
within the context of the liberal arts. The program design broadens the skills and
mindset you need to improve your leadership capabilities in your current and
future positions, as well as in your life.
The MAL program is taught by senior Augsburg faculty from a variety of
disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students
represent a wide array of occupations including business, health care, and the non-profit sector. This diverse
learning community provides a rich environment for you to explore leadership beyond your own realm of
expertise.
Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am
frequently told by students that the program has changed their lives, has sharpened their understanding of
themselves and others, and has opened doors that would otherwise have remained closed. To learn even more
about the program, please visit our Web site at <www.augsburg.edu/mal>.
I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit
you. You may contact me via e-mail at <noonan@augsburg.edu> or by telephone at 612-330-1198. I look
forward to seeing you on campus soon!
Cordially,
Norma C. Noonan, Ph.D.
Director, M.A. in Leadership Program
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The Master of Arts in Leadership (MAL) is the core program of Augsburg's Center for Leadership Studies (CLS).
The MAL program, which was launched in 1987, responds Lo the leadership development needs of both for-profit
and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the
following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an
understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems
organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to
motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent
the organization both internally and externally. The MAL program provides a means by which individuals may
discover and refine these and other abilities fundamental to effective leadership.
Leadership studies is a growing field in American higher education, and the MAL program has significantly
developed and modified its curriculum in response to new trends in the field . The program has a deep theoretical
base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be
applied in the workplace and society.
ACCOMMODATING THE FULL-TIME WORK SCHEDULE
Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that
the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of
classroom experience, group interaction, and individual study. Most courses are organized as seminars with the
opportunity for discussion and dialogue. During the academic year, classes meet on alternate Saturdays for four
hours. A few courses are taught by the immersion model, which has fewer sessions but longer meeting times. Most
courses incorporate some online work into their agenda. MAL students may take up to seven courses during the
calendar year; with that schedule it is possible to complete the degree within two years.
COMMUNITY OF LEARNERS
Essential to the goals of the MAL program is participation in a community of learners gathered on the Augsburg
campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate
community interaction, students are encouraged to make use of the Augsburg library, computer labs, and
Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to
supplement and complement the course work of the master's program.
A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM
PERIOD I
Saturday
8:00 a.m. to 12:00 noon
PERIOD II
Saturday
1:00 p.m. to 5:00 p.m.
Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. A
Jew courses are taught on an immersion model which features fewer but longer sessions.
Augsburg College has two summer sessions. The MAL program usually offers at least two classes during the
summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion
courses.
LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE
The MAL program promotes leadership as a process that
1) inspires cooperation among people who must compete for limited resources , 2) promotes productivity within and
beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this ,
individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to
persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the
Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's model of
leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conflict
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Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to
four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines,
encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult
learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity.
These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with it successfully requires well-developed integrative
abilities.
FINAL PROJECT OPTIONS
There are three ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/LAP) Option
(Plan A), students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis
Option (Plan B), students must complete 11 credits, two papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete 11 credits, including the comprehensive exam seminar.
PLAN A: THESIS/LAP OPTION
Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying
orientation. A thesis has a more theoretical orientation, while a leadership application project is based on practical
application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592
and 593 .
For more information regarding the Thesis/LAP Option, refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students who do not complete their thesis or leadership application project within two years are required to
pay a continuation fee each trimester.
PLAN B: NON-THESIS OPTION
One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written
in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent
Project. The independent research projects approved each year will be presented in an annual colloquium.
For more information regarding the Non-Thesis Option, refer to the Thesis/LAP Project&: Non-Thesis Project
Guidelines booklet. Students who do not complete their independent project within a year of registering for ML 597 are
required to pay a continuation fee each trimester.
PLAN C: COMPREHENSIVE EXAM SEMINAR
The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a
Comprehensive Exam Seminar (ML 589). This course must be taken as the last course in the program or in
conjunction with another course during the last term. This course is taken on a pass/fail basis, and when the course
and the oral, written, and take-home examinations are successfully completed, the program requirements will be
satisfied.
CORE COURSES FOR THESIS/LAP OPTION (PLAN A):
(3.5 course credits)
The following core courses are required for all Thesis/LAP
students in the MAL program:
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II (0.5 course)
CORE COURSES FOR NON-THESIS OPTION (PLAN B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
ML 597
Non-Thesis Independent Project
CORE COURSES FOR THE COMPREHENSIVE EXAM
SEMINAR OPTION (PLAN C):
(4.0 course credits)
ML 510 Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
ML 589
Comprehensive Exam Seminar
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ELECTIVE COURSES FOR ALL OPTIONS: (at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list:
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ML 511
Creativity and the Problem-Solving Process
ML 520
Self-Identity, Values, and Personal Growth
ML 521
Methods of Critical Thought
ML 525
Personality and Systems Theory: Perspectives on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organizational Theory and Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 557
Language of Leadership
ML 560
Developing a Multicultural Perspective
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 598
Independent Study (special permission required)
ML 599
Topics: special courses offered only once or twice
ML 500
Leadership Practicum
The MAL program sponsors professional development workshops
and seminars. These workshops are offered to students and
alumni who desire more applied case studies or wish to address
topics not included in the courses. (Offered occasionally)
ML 510
Visions of Leadership: A Historical and Literary Journey
(1.0 course)
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety
of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process (1.0 course)
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking. This
course uses creativity as a method , and it examines techniques for
solving problems in organizations, for enhancing innovation, and for seeking an integrative world view.
ML 514
Research Methods (1.0 course)
Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 520
Self-Identity, Values, and Personal Growth (1.0 course)
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values on learning and
leadership strategies.
ML 521
Methods of Critical Thought (1.0 course)
Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The
course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical
reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A
special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot)
assist leaders in addressing problems and seeking solutions. (not offered currently)
ML 525
Personality and Systems Theory: Perspectives on Leadership (1.0 course)
Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm,
Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson.
The theories are applied to the concrete realities of leadership in a variety of settings.
-
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ML 527 Spirituality and Leadership in the Workplace (1.0 course)
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
ML 530
Ethics in Communication (1.0 course)
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
ML 531
The Dynamics of Change (1.0 course)
This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The
course explores these various perspectives, including areas of conflict and opportunities for leadership in social and
organizational change. Sociological, human development, and economic theories are applied to contemporary public
and private sector issues for social change.
ML 535
Organizational Theory and Leadership (1.0 course)
In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant
within various types of organizational structures and cultures.
ML 539
Communicating a Self in the Modern Organization (1.0 course)
Understanding through reading, reflecting, and dialogue of the
functions of communication in organizational settings with particular
emphasis on the self-defining aspects of the social contract between the
individual and the organization in a changing world. Supplementary
reading packet, open dialogue, and individual projects.
ML 540
Political Leadership: Theory and Practice
(1.0 course)
Analysis of leadership perspectives in selected political systems and
other organizations. Special focus on significant leadership theories
and leaders, past and present. Most theories studied are
interdisciplinary and relevant to business and non-profit organizations
as well as to politics.
ML 545
Decision Making and Leadership (1.0 course)
Review of the decision-making process-the setting, goals, and
contingencies-as it affects leaders and leadership. Analysis of
arguments and explanations; analysis of basic statistical concepts and
their relationship to decision making. Assessment of major social
decisions, past and present-their intentions, consequences,
arguments, explanations, and justification.
ML 548
Coaching and Consulting (1.0 course)
The purpose of this course is to develop influence skills through the
exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work
of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect
on these experiences to develop their own purpose, principles, and practices for influencing others.
ML 550
Communication, Decision Making, and Technology (1.0 course)
Analysis of the role various forms of digitally-mediated communication play in our society and how communication,
decision making, and leadership have been altered by these technologies. Students examine how they can engage and
manage these processes in their organizations.
ML 557
Language of Leadership (1.0 course)
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments
about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social
interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the
development of persuasive appeals; the protection of "face;" and strategies for maintaining personal relationships across
hierarchical levels in organizations.
ML 560
Developing a Multicultural Perspective (1.0 course)
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal sensitivity,
appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
ML 565
Women and Leadership (1.0 course)
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and
leadership. Topics include analysis of alternative approaches
to leadership, women and careers, and women in society past
and present. The course is intended to enhance the analytical
and leadership skills of the participants.
-
ML 568
The Global Business Environment (1.0 course)
Knowledge of the global business environment in the context of leadership studies is essential for modern, successful
leaders and other professionals. The course complements other offerings in the international cultural understanding of
leadership.
ML 580
Colloquium on Contemporary Theories of Leadership (1.0 course)
Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on
critical thinking, discussion, written analysis. Prerequisite: One-year coursework in MAL program and ML 510.
ML 589
Comprehensive Exam Seminar (1.0 course)
This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final
course taken in the program.
ML 592
Thesis/LAP Consultation I (1.0 course)
Independent research project supervised by an academic adviser.
ML 593
Thesis/LAP Consultation II (0.5 course)
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597
Non-Thesis Independent Project* (1.0 course)
Major written project in an area of the student's choice, to be completed in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option.
ML 598
Independent Study* (1.0 course)
Provides directed independent study in an area of the
student's choice. Open to students who have completed at
least three courses with a grade of at least 3.0. Students
must complete a Proposal for Independent Study and
have it signed by the supervising professor. Proposals
must be approved by the MAL program director prior to
registration for the course.
ML 599
Special Topics (1.0 course)
Study of selected topics in leadership that are not treated
extensively through current course offerings. Specific
topics will be published prior to registration.
*A student may count only one of the following for credit
toward the MAL degree: ML 597 or ML 598, except with
permission of the MAL program director.
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Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must
have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum
cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university Applicants
holding a master's or other advanced degrees from accredited colleges or universities are admissible. Should an
applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a
case-by-case basis. Applicants to the program must have three years of experience (or equivalent) with one or more
organizations in a position of leadership or position demonstrating leadership potential.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are
handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of each applicant's:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
To apply, the following materials must be submitted to the Graduate Admissions Office:
• Completed application form
• $35.00 non-refundable application fee
• A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
• Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work style
and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
• Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
FOR FURTHER INFORMATION, CONTACT
Graduate Admissions Office, 612-330-1101, 1-800-458-1721, <gradinfo@augsburg.edu>, or <www.augsburg.edu>.
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The Augsburg College MAL Program Office encourages qualified applicants from other countries. The term
"international student" as used here refers exclusively to those students seeking to study at Augsburg in F-1
nonimmigrant status. Questions pertaining to program eligibility for other immigration categories will be directed to
the appropriate college personnel for a response.
International applicants should keep in mind that classes meet on alternate Saturdays and that students may take only
two classes per trimester plus one in the summer for a yearly total of seven classes. With this schedule, students can
complete the required course work in less than two years.
See Admission Requirements for a description of the admission process and selection criteria. Application materials
required for international students are:
• Completed application form
• $35.00 application fee (non-refundable) payable in U.S. dollars
• A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
• Completed Certification of Finances and supporting documentation which reliably demonstrate that the student has
financial resources adequate to meet expenses while studying at Augsburg
• Letter of recommendation in English from an immediate supervisor assessing leadership potential
• Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style
and potential as a leader
• Official mark-sheets with certified translations from all undergraduate and graduate institutions attended listing all
courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any
• Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (paper) or 250
(computer). TOEFL iBT (Internet-based test) minimum scores were not yet available at the time of this catalog's
publication. Please contact the MAL admissions counselor for updated information.
Participants may be asked to participate in a phone or
in-person interview with graduate faculty or staff.
Note: All F-1 international students and their
dependents are required to have adequate health
insurance coverage for the duration of their program.
Students will be enrolled in the College-recommended
plan unless they fill out a waiver verifying proof of
coverage through an alternative provider for the same
period.
EVALUATION STANDARDS
Evaluation of academic performance in the MAL program will be
based on number grades using a 4.0 point scale and as defined below.
Courses not offered on the numbered grading system are noted in
the course descriptions in this catalog as being graded on PIN basis.
In order to receive a grade of P, a student must achieve at least a
grade of 2.0. No more than two courses with a grade below 3.0 will
count toward the degree. No more than two courses with a grade of
or below 2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
Achieves the minimum passing standard
1.5
1.0
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point average)
N
Does not meet minimum course standards (no credit and not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
Performance below basic course standards
Incomplete grade given when student is unable to complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student must file a petition with the Office of the Registrar
stating reasons for the request and the plan and date for removing the incomplete grade. The signature of the
instructor and any other necessary
documentation must be included.)
ATTENDANCE POLICY
Because leadership issues are presented, discussed,
and analyzed in the classroom, regular attendance is
highly important and should be considered a
responsibility, not only to one's self, but to one's
classmates and course instructor.
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the
student will be placed on probation for the following
term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from
probation. If a student receives a grade of N or 0.0 in a
course, the student must petition successfully with the
MAL Advisory Committee before being allowed to
continue in the program. A plan for the student to
follow would be outlined at that time. If a second
grade of N or 0.0 is received, the student may be
dismissed from the program by the MAL Advisory
Committee. Students may also be dismissed by the
MAL Advisory Committee for behavior detrimental to
the program, such as a gross violation of College policy
(as published in the Student Guide). Dismissal would
occur only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Due to the interdisciplinary nature of the courses in the
MAL program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in
the curriculum. Students may petition the MAL program
director for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis. Approved transfer
courses will appear on the student's Augsburg transcript
but will not be counted in the cumulative grade point
average. Semester and quarter credits will be
appropriately converted to Augsburg course credits.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to
those in the MAL program. No more than two courses
will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Augsburg operates on a course credit system rather
than semester or quarter hours. Each full-credit
graduate course in the MAL program is the equivalent
of four semester credits or six quarter credits. Students
meet a total of 28 hours per course and are responsible
for a significant amount of individual study and
preparation.
MAL PROGRAM ENROLLMENT POLICY
Students may take either one or two courses per
trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the
program within two years. All students are required to
complete all components of the program within five
years. Extensions beyond five years will be considered
on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more
than one trimester must request a leave of absence in
writing from the MAL program. A leave of absence may
be granted for one calendar year. Students who return
to the program after a leave of one year or more must
fill out an Application for Readmission form and turn
it into the Office of the Registrar. Time spent on an
official MAL-approved leave of absence will not count
toward the five-year deadline for degree completion.
LAST DAY TO WITHDRAW FROM CLASS
MAL follows the Weekend College schedule for the last
date each term on which students may withdraw from
a class and receive a "W" on their records. Please refer
to <www.augsburg.edu/enroll/calendars/weekend!> for
up-to-date information.
STUDENT RIGHTS
The College has adopted a statement of student rights
and responsibilities and has provided for due process
in the matter of disciplinary action , grievances, and
grade appeal, as outlined in the Augsburg College
Catalog and the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA) of 1974, as
amended, provides certain rights to students regarding their education
records . Augsburg's policy is published in the Augsburg College Catalog
and in the Student Guide.
Augsburg College understands that no information other than
"directory information" can be released without the written
permission of the student. Students must give permission in writing
for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This
means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless
explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of
recommendation.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is
accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of
the institution. Registration does not mean that credits earned at the institution can be transfened to other institutions or
that the quality of the educational programs would meet the standards of every student, educational institution, or
employer.
*The Higher Learning Commission, North Central Association, <www.ncahigherlearningcommi.ssion.org>.
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A schedule of fees is published separately in the MAL
Catalog Supplement. Tuition is determined annually.
ML 593 is a half-credit course for which half of the
current full credit tuition is charged.
PAYMENT OPTIONS
Various payment plans are available:
1) Payment in Full:
Payment is due after registration and before the
beginning of the trimester. No finance or
administrative fee is charged for payments made
during this period. The late payment fee is $25. A
finance charge of 8% APR will apply toward any
unpaid balance after the start of the term.
2) Payment Plan:
A three-payment plan is available each trimester
upon application and after College approval.
Payment plans will be approved only if previous
plans have been satisfactorily completed. Payments
for each trimester are due in three equal
installments. There is an administrative fee of $50
per trimester. There is no finance charge if
payment is made in full by end of the payment
plan. The late payment fee is $25. A finance charge
of 8% APR will apply if not paid in full by the end
of the payment plan period.
3)
Company Reimbursement:
Full courses, or equivalent, that are company
reimbursed require a deposit of $100 per course
reimbursed, with full payment due within 50 days
after the end of the term. An application for the
Employer Reimbursement Payment Plan must be
filed once each academic year. The student is
responsible for payment if the employer does not
pay for any reason. A finance charge of 8% APR
will accrue on the deferred balance once the term
has begun.
Registration is permitted only if the student's
account for a previous term is paid in full as
agreed. Augsburg College will not release diplomas
1r academic transcripts until a student's account is
,>aid in full. This also applies to student loans
administered by the College (e.g., Perkins Student
; Jan). They must be current according to
established repayment schedules.
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges based
on the appropriate refund schedule (except for the
minimum charge of $100 to cover administrative
costs). Financial aid may also be adjusted for those
students who withdraw from the College or drop one
or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid
adjustments are not necessarily made on a one-to-one
basis. For example, you could receive a 60% tuition
refund but have 80% of your financial aid returned.
Be sure you understand the financial consequences of
making adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be
adjusted based on the student's last recorded date of
attendance. Refund calculations are based on the date
that the drop/add form is processed.
The refund schedule is effective whether or not a
student has attended classes. All refunds of charges will
be applied to the student account and all adjustments
for aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit
balance is determined. Please allow two weeks for a
refund.
The refund is a percentage of the full tuition charged,
not a percentage of any deposit paid toward tuition,
e.g. deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund
schedule, visit <www.augsburg.edu/enrolb.
Financial assistance is available to degree-seeking
students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of
financial aid through Augsburg College. Two full-credit
courses per trimester are considered full time. One
course is considered half-time enrollment. The
Enrollment Center (612-330-1046, or 1-800-458-1721,
or <www.augsburg.edu/enrolb) assists students in
assessing financial aid eligibility and offers financial aid
from available alternatives, including the following:
SPONSORED SCHOLARSHIPS
Augsburg actively pursues non-Augsburg funding for
special scholarships. The availability of such
scholarships may enable the participation of
individuals of limited financial means as well as
individuals working for volunteer agencies and other
organizations not likely to provide tuition
reimbursement
COMPANY TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full
or partial tuition assistance to employees who
participate in work-related or degree-related college
programs. Augsburg College offers a payment plan by
which employees may handle tuition reimbursement.
Students should contact the Enrollment Center to
make payment arrangements using the company
reimbursement payment plan.
TRIBAL AND STATE INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, contact
Augsburg's American Indian Student Services Program
director at 612-330-1144 or your tribal agency.
STAFFORD LOAN PROGRAM
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up
to $18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but
cannot exceed the annual loan limits.
Interest Rates: The annually variable interest rate is
determined by the 91-day T-Bills +2.3%, capped at
8.25% and changes each July l. For example, the
interest rate from July 1, 2002 to June 30, 2003 is
4.06% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center uses standard, nationally
accepted methodology to determine eligibility for
federal and state financial aid programs.
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TO APPLY FOR FINANCIAL AID
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. No checks are issued,
but the student is required to sign a promissory note at
least once per term. Funds are put on the student
account after the note is signed.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan
cancellation privileges exist for certain types of
teaching, disability, and, in certain circumstances,
military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half
time or for serving three years in the military, Peace
Corps, or VISTA. Contact the Enrollment Center if you
think you are eligible for a deferment.
SUPPLEMENTAL LOANS:
If additional financing is needed, the Enrollment Center
can offer guidance in selecting the appropriate loan.
-
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be
admitted to Augsburg as regular students or be
returning students in good academic standing.
The financial aid application will be processed when
the following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Verification Form.
3)
Federal income tax return(s).
FOR FURTHER INFORMATION, CONTACT
Enrollment Center, 612-330-1046, 1-800-458-1721,
<enroll@augsburg.edu>, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
Augsburg College is a diverse, faith-based learning community in the heart
of the city that transforms individual interests, gifts, and talents into
opportunities to work, lead, and serve in the world.
Through a rigorous blending of classroom learning, one-on-one mentoring,
and real-world experience, Augsburg's liberal arts and sciences curricula
challenge students from diverse religious, cultural, ethnic, and experiential
backgrounds through research, study, and service opportunities.
Affiliated with the Evangelical Lutheran Church in America (ELCA) ,
Augsburg serves the wide-ranging needs of more than 3,000 students in
day, weekend, and graduate programs.
HISTORY
Augsburg College was founded in 1869 in Marshall, Wis. , by Norwegian
immigrants as a training school for Lutheran ministers and was named for
the Augsburg Confession from 1530. Augsburg relocated to Minneapolis in
1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities, surrounding
Murphy Square, the oldest park in the "City of Lakes." The University of
Minnesota-West Bank campus and one of the city's largest medical
complexes-Fairview-University Medical Center-are adjacent to
Augsburg, with vast cultural, recreational, and corporate resources within a
short distance from campus.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators provide
accessible connections among major buildings-student housing towers ,
the Christensen Center, main academic and administrative halls, the
library, and the music building. In addition, there are programs for
students with learning, psychiatric, and physical disabilities.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not discriminate on the
basis of race, color, creed, religion, national or ethnic origin, age, gender,
sexual orientation, marital status, status with regard to public assistance,
or disability in its education policies, admissions policies, scholarship and
loan programs, athletic and/or school-administered programs, except in
those instances where religion is a bona fide occupational qualification.
Augsburg College is committed to providing reasonable accommodations
to its employees and students.
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed to
the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside
Avenue, Minneapolis, MN 55454, or 612-330-1058.
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LEADERSHIP STUDIES FACULTY
The professors who teach in the MAL program are predominantly full-time senior faculty with doctorates or
appropriate professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by
combining a faculty member with professionals from relevant fields . The program's faculty members have extensive
experience teaching adult learners.
ANDREW AOKI, Associate Professor of Political
Science B.A., University of Oregon; M.A., Ph.D.,
University of Wisconsin.
ROSEMARY LINK, Professor of Social Work B.A.,
University of Southampton, Post graduate diploma &
C.Q.S.W, University of London; Ph.D., University of
Minnesota.
ALEXANDRE ARDICHVILI, lnstuctor M.B.A. and
Ph.D., University of Minnesota; Ph.D., Moscow State
University: Associate Professor of Organization Leaming
and Development at the University of St. Thomas.
THOMAS MORGAN, Professor of Business
Administration and Vice President for Planning and
Market Development B.S. , Juniata College; M.B.A.,
JOHN BENSON, Professor Emeritus of Religion B.A.,
University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
Augsburg College; B.D. , Luther Theological Seminary;
M.A., Ph.D., Columbia University:
LARRY CROCKETT, Professor of Computer Science
NORMA NOONAN, Professor of Political Science
and Director of the Center for Leadership Studies
and the MAL Program B.A., University of Pennsylvania;
B.A., M.A., Pacific Lutheran University; M.Div., Luther
Theological Seminary; Ph.D., University of Minnesota;
Priest, Episcopal Diocese of Minnesota.
M.A., Ph.D., Indiana University:
CASS DALGLISH, Associate Professor of English B.A.,
Economics, Warsaw; Ph.D., Academy of Economics,
Krakow, Poland.
College of St. Catherine; M.EA. , Vermont College; Ph.D.,
The Union Institute.
MAGDALENA PALECZNY-ZAPP, Associate Professor
of Business Administration B.A. , M.S., Academy of
CATHERINE PAULSEN, Instructor B.A., St. Olaf
JOSEPH A. ERICKSON, Professor of Education B.A.,
M.A., College of St. Thomas; M.A., Luther Northwestern
Theological Seminary; Ph.D., University of Minnesota.
ROBERT C. GROVEN, Associate Professor of
Communication Studies, Director of Forensics, and
Director of the Honors Program B.A., Concordia
College-Moorhead; M.A., ].D., University of Minnesota.
College; M.A., Lone Mountain College.
CURTIS PAULSEN, Associate Professor of Social
Work B.A. , St. Olaf College; M.S.W , University of
Minnesota; Ph.D., Fielding Institute.
DIANE PIKE, Professor of Sociology and Director of
the Center for Teaching and Learning A.B.,
Connecticut College; Ph.D., Yale University:
DANIEL S. HANSON, Assistant Professor of
Communication Studies B.A. , Augsburg College; M.A. ,
University of Minnesota.
GARRY HESSER, Professor of Sociology and Director
of Metro-Urban Studies B.A., Phillips University;
M.Div., Union Theological Seminary; M.A., Ph.D.,
University of Notre Dame.
JOHN S. SCHMIT, Associate Professor of English and
Associate Dean for Adult Programs B.S. , St. John's
University; M.A., University of New Orleans; Ph.D., The
University of Texas-Austin.
KATHRYN SWANSON, Professor and Chair,
Department of English B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
DAVID LAPAKKO, Associate Professor of
Communication Studies B. A., Macalester College,
M.A. , and Ph.D., University of Minnesota.
VELMA J. LASHBROOK, Instructor B.S., Iowa State
University; M.S. , Illinois State University; Ed.D., West
Virginia University: President, Strategy Implementation
Associates.
JOSEPH VOLKER, Instructor B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
Vice President and Practice Area Leader, MDA
Leadership Consulting Inc.
AUGSBURG
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Title
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Master of Arts in Nursing (MAN) Catalog, 2005
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Course Catalogs
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TABLE OF CONTENTS
Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1
Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2
Transformational Leadership and Management ..... . .... .......... .3
Thesis or Graduate Project ...............
Show more
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TABLE OF CONTENTS
Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1
Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2
Transformational Leadership and Management ..... . .... .......... .3
Thesis or Graduate Project ................ . . ......•.. . . ... . .. . .4
Practica .................... . .......... .............. . ...... 5
Study Abroad Opportunities ............... .. ... ... . .... . ...... 5
Course Descriptions ............. . ...... .. .. .... .... .. ........ 6
Admissions Requirements and Procedures .... .. .. .. . ............ 10
International Applicants .................... . . . ..... ... . ..... . 11
Academic Policies ....................... .. .................. 12
Fee and Payment Information ... .... ...... ... . ... . ... ... .... .. 15
Financial Aid .......................... . . . . ....... ......... 17
About Augsburg . ... .................... .. . .......... . .. .. . . 19
MA Nursing Faculty .... . ..... . ........... . .. ..•.......... ... 20
Campus Maps ......................... ....... . ... . .. back cover
WELCOME TO THE AUGSBURG COLLEGE
NURSING DEPARTMENT
We are proud of the opportunities, the diversity of experiences and the breadth of
transcultural nursing knowledge you will encounter in the Master of Arts in Nursing
program at Augsburg College. You will find faculty and staff available and eager to
assist you in expanding your nursing practice and advancing your career while we
explore together our understanding of what it means to live and practice nursing in a
global society.
Students entering the Master of Arts in Nursing come from diverse cultural,
educational, and experiential backgrounds. While some master's degree candidates
enter directly from college, others are making mid-life career changes, and some are
returning to college after raising a family. The career options in nursing are more
variable and more rewarding than ever before.
As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and
competence. The master's program prepares nurses for leadership across care settings, population groups, cultures,
and care systems, with particular emphasis on addressing global and local health inequities. Graduates of our
master's program are practicing in acute care, community and public health, nursing education, nursing
administration, and in emerging care settings that are responsive to the needs of culturally diverse and underserved
populations. Many of our graduates have created innovative practice and educational models that demonstrate
interdisciplinary leadership and economically feasible solutions to health inequities within communities.
Our curriculum invites persons into one of two tracks of study: Transcultural Nursing in Community or
Transformational Nursing Leadership and Management. Both tracks encourage students to apply for advanced
nursing certification through the American Nurses Credentialing Center (ANCC) or the Transcultural Nursing
Society (TCNS). Students certified in Advanced Community Health Nursing are eligible to apply for Clinical Nurse
Specialist (CNS) status through the Minnesota Board of Nursing. Courses are offered at the Augsburg campuses in
Minneapolis and Rochester, Minnesota, and the program is fully accredited by the Commission on Collegiate
Nursing Education (CCNE).
With its emphasis on nursing science and the liberal arts, the Master of Arts in Nursing fosters the development of
values and skills essential for transcultural nursing leadership in contemporary society. Faculty and staff at
Augsburg are receptive and committed to our students and to an educational process that equips you to transform
your unique gifts and interests into personal and professional service in the world.
Sincerely,
Cheryl Leuning, Ph.D.
Professor and Chair
Department of Nursing
The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for
advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public
health principles, themy-guided practice, and transcultural care. The program of study focuses on reaching populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich
alternative teaching and learning opportunities for graduate students locally and internationally This program prepares nurses to
apply for certification in Transcultural Nursing through the International Transcultural Nursing Society Also, graduates of this
track of the masters program will be eligible to apply to take the American Nurses Credentialing Center (ANCC) certification
exam in Advanced Community Health Nursing.
Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, and five additional courses make up the Transcultural Nursing in
Community Track.
ADVANCED NURSING CORE (THREE COURSES)
NUR 505 Theoretical Foundations for Advanced Nursing
Practice
NUR 520 Research Methods in Nursing
NUR 523 Theory, Research, and Practice Seminar
TRANSCULTURAL NURSING IN COMMUNITY TRACK
(FIVE COURSES)
NUR 500 Transcultural Health Care
NUR 503 Transcultural Health, Families, and the Life
Cycle
NUR 515 Managing Nursing Effectiveness within Care
Systems OR
NUR 541 The Politics of Health Care
Two of the
NUR 510
NUR 511
NUR 530
NUR 532
following courses: *
Advanced Community Health Nursing I
Advanced Community Health Nursing II
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
ELECTIVES - Students choose two of the following
graduate electives: (TWO COURSES)
ECO 520 Economics of Health Care in a Global
Community
ML 510
Visions of Leadership
Creativity and the Problem-Solving Process
ML511
ML530
Ethics in Communication
ML 531
The Dynamics of Change
ML560
Developing a Multicultural Perspective
Investigation of Multicultural Issues
NUR 506 Nursing Leadership & Management Roles I **
NUR 507 Nursing Leadership &: Management Roles II **
NUR 530 The Power of Ritual and Ceremony for
Transformation
NUR 532 Transcultural Healing Practices
THESIS OR GRADUATE PROJECT - Students are
required to complete either a thesis or a graduate
project: (ONE COURSE)
NUR 525 Graduate Field Project
NUR 535 Integrative Master's Thesis
*Students seeking certification in Advanced Community Health Nursing from the American Nurses Credentialing Center
(ANCC) must complete 500 hours of clinical practicum work and select NVR 510 and NVR 511; students seeking
certification from the International Transcultural Nursing Society may select NVR 530 and NVR 532. Clinical practicum
hours are integrated into several courses in the curriculum.
-
I
**Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops
provided through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree.
The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This
track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able
to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care
settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply
knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways. Specialty electives build on students' competencies and goals. Courses are offered
by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of
Business Administration programs.
Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, and five additional courses make up the Transformational
Leadership and Management Track.
ADVANCED NURSING CORE (THREE COURSES)
NUR 505
NUR 520
NUR 523
Theoretical Foundations for Advanced Nursing
Practice
Research Methods in Nursing
Theory, Research, and Practice Seminar
TRANSFORMATIONAL NURSING LEADERSHIP TRACK
(FIVE COURSES) *
NUR 500
NUR 521
BUS 520
Transcultural Health Care
Transformational Nursing Leadership
Management of the Healthcare Organization
Two of the following courses:
ML
ML
ML
ML
511
527
535
565
Creativity and the Problem-Solving Process
Spirituality and Leadership in the Workplace
Organizational Theory and Leadership
Women and Leadership
ELECTIVES - Students choose two of the following
graduate electives: (TWO COURSES)
ECO 520
ML510
ML511
ML530
ML 531
ML 560
NUR 506
NUR 507
NUR 530
NUR 532
Economics of Health Care in a Global
Community
Visions of Leadership
Creativity and the Problem-Solving Process
Ethics in Communication
The Dynamics of Change
Developing a Multicultural Perspective
Investigation of Multicultural Issues
Nursing Leadership & Management Roles I **
Nursing Leadership & Management Roles II **
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
THESIS OR GRADUATE PROJECT - Students are
required to complete either a thesis or a graduate
project: (ONE COURSE)
NUR 525
NUR 535
Graduate Field Project
Integrative Master's Thesis
*The Transformational Leadership and Management track provides the academic background to apply for certification in
Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC).
**Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops provided
through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree.
-
Students have two options for fulfilling their Master of Arts
in Nursing final project, which serves as the capstone of
the master's program: a graduate field project, or an
integrative master's thesis.
The Graduate Field Project, NUR 525, is based on a selfselected issue relevant to transcultural community health
nursing, or nursing leadership. The student will focus
primarily on the application and integration of knowledge.
Working with an adviser, the student will design and/or
implement and evaluate a model of advanced practice
nursing applied to solving a transcultural problem related
to health inequities in a selected community, or a nursing
leadership issue.
The integrative thesis option, NUR 535, expands upon
and/or extends theoretical foundations or concepts
identified in transcultural nursing, community health
nursing, and/or nursing leadership literature. The thesis
project demonstrates the student's ability to do
independent research involving the exposition of
primary and secondary literature appropriate to the
topic, the collection and analysis of empirical data, and
the articulation of implications for advanced practice
nursing.
Students register for their final project, with their
adviser's permission, near the end of the program.
Students must complete all coursework and defend the
project within one year after registration. After one year,
students must pay a continuation fee of $350 per term
in order to retain student status in the graduate
program, including library privileges, AugNet access,
and parking privileges.
Please refer to the "Graduate Field Project or Integrative
Thesis Procedures and Policies" booklet available in the Nursing Department for additional information.
-
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the
Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification
exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Practice experience
with diverse populations will also provide students with the options to apply to take the certification exam in Transcultural
Nursing. In this track students practice in nontraditional settings with persons underserved or excluded from mainstream
health care. This practice emphasizes cultural diversity and health inequities across health care settings. Students in the
Transformational Leadership and Management track will have practice experience in several courses with preceptors in
leadership positions in a variety of care settings.
A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing
Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from
diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities
for students to explore advanced nursing roles and new models and forms of practice.
STUDY ABROAD
OPPORTUNITIES
The Nursing Department works closely with Augsburg's Center for Global Education in developing study abroad
opportunities. Currently, four study abroad opportunities exist for student practicum experience.
Annually, students may travel to Namibia in southwest
Africa to spend three weeks exploring health and health
care challenges within a rapidly developing country:
Practical experience with nurses in a variety of care settings,
meaningful dialogue with key resource persons, and critical
reflection foster personal and professional growth.
There are also week-long practica experiences on the Pine
Ridge Indian reservation in South Dakota. In this
experience, students live on the reservation and participate
with public health nurses providing health services.
Students also interact with tribal leaders and experience
cultural events relevant to the Lakota people of Pine Ridge.
Week-long experiences are available in Mexico and
Guatemala on alternating years. Students explore the
relationships of indigenous and Western health care, the
connection between social justice and health, and interact
with local indigenous healers.
Students may apply these study abroad experiences to the
practicum requirements for a variety of courses, including
the thesis and graduate field project.
-
NUR 500
Transcultural Health Care
NUR 510
Advanced Community Health Nursing I
This course explores meanings and expressions of health,
illness, caring, and healing transculturally. Focus is on
understanding and developing professional competence in
caring for individuals, families, groups, and communities
with diverse cultural backgrounds. Culture is examined as a
pervasive, determining "blueprint" for thought and action
throughout the human health experience. Patterns of
human interaction that foster health and quality of life are
analyzed, and health destroying patterns of interaction, e.g.,
stereotyping, discrimination, and marginalization, are
examined and submitted to moral and ethical reflection.
(36 hours of practice experience)
This course focuses on persons, families and groups living
in relationship. Emphasis is on applying the core functions
of community/public health - assessment, policy
development and assurance. Principles of epidemiology,
population demographics, and culture care are integrated
into community-focused health care delivery models.
Power structures within dominant social systems are
analyzed and critiqued with regard to resource access and
distribution among underserved populations. (72 hours of
practice experience)
NUR 503
Transcultural Health, Families, and the Life Cycle
The major curriculum concepts of individuals, health,
nursing, and society are developed further in this course as
the function of individuals living in families and in
communities is explored. Content about systems,
communication, small group, and nursing theories,
introduced earlier, is applied to family constellation. The
influence of the multigenerational family is examined in
terms of culture, belief system, roles, and healthcare
patterns, values, and goals. Specific concepts related to
values and culture are expanded and applied to the more
complex social structures of traditional and nontraditional
families as they interact in and with society.
NUR 505
Theoretical Foundations for Advanced Nursing Practice
This course focuses on nursing science and nursing theory
as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and
research traditions in nursing are compared and related to
the provision of culturally competent care in diverse
communities. Nursing science is emphasized as a process of
theory advancement and as an accumulating body of
nursing knowledge. (36 hours of practice experience)
-
NUR 511
Advanced Community Health Nursing II
Emphasis is on the application of publidcommunity health
theory and research in providing health care to populations
and communities. Essential public health services are
assessed for adequacy in meeting community health needs
and addressing health goals. The impact of diversity,
privilege, resource limits, and globalization add depth and
reality to local and global community health concerns,
patterns of health, suffering, and health care provisioning.
Prerequisite: NUR 510. (72 hours of practice experience)
NUR 515
Managing Nursing Effectiveness within Care Systems
In planning and implementing nursing activities, healthcare organizations are considered subcultures of society,
which entail particular issues of access and utilization for
marginalized people. Strategies for negotiating structures of
privilege and professional control will be explored.
Working with marginalized populations, students will
identify and support the agency or persons who are seeking
help from these systems. Nursing action will focus on
mediating subcultures of clients with the subculture of
healthcare systems. Major emphasis will be placed on
mutuality with clients in planning actions and evaluating
outcomes. (72 hours of practice experience)
NUR 520
Research Methods in Nursing
Through a combination of literature review, field
experience, and class discussion, research methods relevant
to the exploration of culture and health will be examined.
Class topics will include formulating study questions to
explore collective foundations of meaning and explanation
in health and illness, practice in data collection procedures
of field research, and issues of interpretation and analysis in
qualitative research. (pre-requisite: a college-level statistics
course)
and dialogue, which includes professional experience of
practice contexts, as well as theoretical and research
literature, students will formulate a transcultural nursing
model of care. (72 hours of practice experience)
NUR 525
Graduate Field Project
This course focuses on the application and integration of
knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health
nursing, and/or transformational nursing leadership.
Working with a nursing faculty adviser, students design
and/or implement and evaluate a theory-based model of
advanced practice nursing. Relevant coursework is
integrated into the project and the final written report.
Plans for disseminating the report for public and
professional use are encouraged . Students will defend the
project to their graduate committee (major faculty adviser
and two readers) and invited guests at the time of
completion.
NUR 521
Transformative Nursing Leadership
This course emphasizes transformational nursing leadership
and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the
evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in
designing relevant models of care delivery are woven into
clinical practica. (72 hours of practice experience)
NUR 523
Theory, Research, and Practice Seminar
Through a combination of literature review and class
discussion, conceptual models of nursing will be critiqued
for their effectiveness, their relevance, and their
substantiation. The conceptualization, investigation, and
application of nursing knowledge will be critiqued with
particular focus on the contribution to developing practice
in transcultural community health care. Through reflection
-
NUR 530
The Power of Ritual and Ceremony for Transformation
In this course, the student will explore ritual and ceremony
from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions,
and in the modern American medical system that sustains
its own rituals. In some cultures, formal or informal
religious practices may be integral to the ritual of ceremony
and healing. In modern American culture, the perceived
division between the mind, body, and spirit has led to ritual
and ceremony being considered adjunctive to the scientific
approach to healing. Students will have an opportunity to
interact with persons who integrate ritual and ceremony
into their lives and healthcare practices. Students will also
discuss the meaning of ritual and ceremony to their own
lives and professional practice.
NUR 532
Transcultural Healing Practices
This course will introduce students to complementary
healing practices including the historical and cultural
contexts in which they developed. Students will discuss the
philosophical underpinnings of therapeutic systems and
paradigms of healing in selected complementary therapies.
Selected complementary therapies are: music therapy,
traditional Chinese medicine, mind-body healing, spiritual
and faith practices, energy healing practices, movement
therapies, homeopathy, manual therapies, and nutrition and
nutritional supplements.
NUR 535
Integrative Master's Thesis
The integrative thesis expands upon or extends the
theoretical foundations in the literature of Transcultural
Nursing in Community or Transformational Leadership and
Management. It demonstrates the student's ability to do
independent research that integrates past and current
literature appropriate to the topic, the collection and
analysis of empirical data, and the articulation of
implications for advanced nursing practice or leadership in
nursing organizations. Students will defend the project to
their selected graduate committee (comprised of the
student's faculty adviser and two readers) and invited
-
guests. Plans for disseminating the report for public and
professional use are encouraged.
NUR 541
The Politics of Health Care
This course will explore how health and illness are related
to inequities in society and dynamics of power in systems
of health care. The following issues will be examined in the
course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social
inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of
healing resources in the population, and what strategies the
poor and powerless employ to gain access to healthcare
resources. This course will include an optional study
abroad experience in Guatemala. (72 hours of practice
experience)
BUS 520
Management of the Healthcare Organization
This course provides an overview of the key organizational
and behavioral concepts which underlie effective
management practices in healthcare organizations. It
addresses both the theory and practice of effective
management. The course will emphasize the importance of
addressing the expectations, needs, and performances of
people in organizations, and recognizes the role of the
internal, external, and global cultures that impact
organizational structure, behavior, and change.
ECO 520
Economics of Health Care in a Global Community
At the end of the class, students will be better able to
apply economic concepts to the health systems of both the
United States and other parts of the world. The focus will
be on the public policy aspects of the healthcare system,
e.g., issues of access and cost.
leaders in public and private domains and across cultures.
The course explores these various perspectives, including
areas of conflict and opportunities for leadership in social
and organizational change. Sociological, human
development, and economic theories are applied to
contemporary public and private sector issues for social
change.
ML 510
Visions of Leadership: A Historical and Literary Journey
Introduction to selected concepts of leadership, providing
a historical and philosophical framework for the program.
This course views the nature and purpose of leadership
from a variety of disciplines and perspectives.
ML 535
Organizational Theory and Leadership
In-depth exploration of organizational theory plus related
concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop
skills in order to function as a responsible, ethical
participant within various types of organizational
structures and cultures.
ML 511
Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of
traditional aesthetics as well as contemporary
organizational thinking. This course uses creativity as a
method, and it examines techniques for solving problems
in organizations, for enhancing innovation, and for
seeking an integrative worldview.
ML 527
Spirituality and Leadership in the Workplace
The wide-ranging spirituality movement in the workplace
is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications
for leadership through a variety of sources and
perspectives.
ML 530
Ethics in Communication
Interdisciplinary study of ethics and communication
through the investigation of a variety of ethical
perspectives within human communication. This course
places particular attention on the use and abuse of
communication in politics, advertising, and interpersonal
relationships. It emphasizes sensitivity to ethical conflicts
that arise in social and organizational settings.
ML 531
The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs.
Ways of achieving well-being may be viewed differently by
ML 560
Developing a Multicultural Perspective: Investigation of
Multicultural Issues
This course will enhance one's ability to lead and work
more effectively with people of different cultural
backgrounds through the study of diverse values, beliefs,
and traditions within the global community.
ML 565
Women and Leadership
A seminar exploring the theory and practice of women
and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and
leadership. Topics include analysis of alternative
approaches to leadership, women and careers, and women
in society past and present. The course is intended to
enhance the analytical and leadership skills of the
participants.
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Applicants into the Master of Arts in Nursing program must hold a bachelor's degree in nursing from an accredited fouryear college or university, or must have an associate degree in nursing in addition to a bachelor's degree. Applicants must
hold a cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework, have experience as a registered
nurse, and have professional liability insurance, and a current Minnesota nursing license.
A college-level statistics course is required for progression in the program.
Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee.
Admissions are handled on a rolling basis, with students being admitted at the beginning of the fall, winter, and spring
terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:
I Previous college record and GPA
I Letters of recommendation
I Professional experience
I Written statement
To apply, the following materials must be submitted to the Graduate Studies Admissions Office:
I A completed application form
I $35 nonrefundable application fee
I A two- to three page-typed statement describing the applicant's professional and educational goals
I Three letters of recommendation addressing the applicant's character and ability for graduate study (Two of these
recommendations must be from professional colleagues.)
I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
I
Official transcripts from all graduate institutions attended, listing all courses taken and degree(s) conferred, if any
Applicants may be asked to participate in an interview
with graduate program faculty and/or staff members.
-
Augsburg College encourages qualified applicants from other countries. See Admissions Requirements for a description of
the admission process, selection criteria, and work experience requirements.
Application materials required for international applicants include the following:
I A completed application form
I $35 application fee (nonrefundable) payable in U.S. dollars
I A two- to three-page typed statement describing the applicant's professional and educational goals
I Completed Declaration of Finances (see below for further information)
I Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study. (Two
of these recommendations must be from professional colleagues.)
I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation
center
I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks
earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center
I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 for the paper test,
and a minimum score of 250 for the computer version.
Applicants may be asked to participate in an interview, in person or over the phone, with graduate program faculty
and/or staff members.
DECLARATION OF FINANCES
Students and their financial sponsors must
complete a Declaration of Finances as part
of the application for admission, along with
appropriate certifications.
In accordance with federal regulations,
applicants seeking an F-1 student visa or
J-1 exchange visitor visa must provide
documentation to the school that they have
financial resources adequate to cover all
expenses for the duration of the program.
Once a student has been accepted into the
program, the appropriate school official
will issue the student an 1-20 (if seeking an
F-1) or DS-2019 (if seeking aj-1) .
-
EVALUATION STANDARDS
Evaluation of academic performance in the Master of Arts in Nursing
program will be based on number grades using a 4.0 point scale and as
defined below.
4.0
Achieves highest standards of excellence
3.5
Achieves above basic course standards
3.0
Achieves basic course standards
2.5
Achieves the minimum passing standard
2.0
Unacceptable performance (no credit for the course)
W
Grade given when a student withdraws from a course after the
deadline without notation on the record
An incomplete grade (I) may be awarded when the instructor
grants permission after determining that a student emergency
may delay completion of coursework. Students who receive an
incomplete grade should be capable of passing the course if they
satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for
Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to
complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that
apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work
by the instructor and the filing of a grade before the final day of the following academic term. If the work is not completed by
the specified date of the following academic term, the grade for the course becomes a 0.0.
ATTENDANCE POLICY
Class attendance is expected and should be considered a responsibility; not only to one's self, but to one's classmates and course
instructor.
-
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the student
will be placed on probation for the following term. A 3.0
cumulative grade point average must be restored in order
for a student to be removed from probation. If a student
receives a grade of 2.0 or less in a course, the student
must petition successfully to the faculty of the Master of
Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow
would be outlined at that time. If a second grade of 2.0
or less is received, the student may be dismissed from the
program. Students may also be dismissed for behavior
detrimental to the program, such as a gross violation of
college policy (as published in the Student Guide).
Dismissal would occur only after established procedures
were followed.
CREDIT FOR PRIOR EDUCATION
Students may petition the Master of Arts in Nursing
faculty for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to those
in the Master of Arts in Nursing program. No more than
three courses will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course is the equivalent of four
semester credits or six quarter credits. Classes are
scheduled to meet the needs of working adults,
combining in-class and web-based components. Clinical
practica opportunities are included in selected courses.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the Master of Arts in Nursing supplement.
-
STUDENT RIGHTS
The College has adopted a statement of student rights
and responsibilities and has provided for due process in
the matter of disciplinary action, grievances, and grade
appeal, as outlined in the Augsburg College Catalog and
the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA)
of 1974, as amended, provides certain rights to students
regarding their education records. Each year Augsburg is
required to give notice on the various rights accorded to
students pursuant to FERPA. A copy of Augsburg's policy
is published in the Augsburg College Catalog artd in the
Student Guide distributed to
students.
Students must give
permission in writing for
educational information to be
released to anyone outside of
the official personnel (faculty
and administration) at
Augsburg. This means that
faculty or others cannot write
letters of support/
recommendation or nominate
students for awards unless
explicit written permission is
given by the student to
release non- "directory
information." It is not
sufficient to ask for letters of
recommendation.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete this program will
receive a Master of Arts degree. Augsburg is accredited by
The Higher Leaming Commission, North Central
Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC) , Lutheran Education Council in
North America, and the Minnesota Private College Council.
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
-
Augsburg College is registered with the Minnesota Higher
Education Services Office. Registration is not an
endorsement of the institution. Registration does not
mean that credits earned at the institution can be
transferred to other institutions or that the quality of the
educational programs would meet the standards of every
student, educational institution or employer.
*The Higher Learning Commission,
North Central Association
312-263-0456 or
<www. ncahigherlearn ingcommission. org>
Tuition is determined annually. A continuation fee is
charged to students who do not complete their final project
within a year.
Clinical practicum fees are charged in addition to course
tuition for study abroad practica.
PAYMENT OPTIONS
Various payment plans are available:
1) Payment in Full:
Due after registration and before the beginning of the
trimester. No finance charge or administrative fee. Late
payment fee $25. Finance charge of 8% APR will apply
toward any unpaid balance after the start of the term.
2)
Payment Plan:
Students may pay in installments, with payments due
according to the payment schedule published for each
term. By the first Extended Payment Plan due date, the
students must pay one-half of the balance obtained by
subtracting expected financial aid from the applicable
term fee, in addition to any previous or past due
balance. By the second Extended Payment Plan due
date, the term fee (less any pending financial aid) must
be paid in full. See Company Reimbursement below.
There is a $50 non-refundable administrative fee for
the Extended Payment Plan.
3)
Employer Reimbursement:
Full courses, or equivalent, that are employer
reimbursed require a deposit of $100 per course
reimbursed, with full payment due within 60 days after
the end of the term. An application for Employer
Reimbursement Payment Plan must be filed once each
academic year. The student is responsible for payment
if the employer does not pay for any reason. A finance
charge of 8% APR will accrue on the deferred balance
once the term has begun.
Registration is permitted only if the student's account for a
previous term is paid in full as agreed. Augsburg College
will not release diplomas or academic transcripts until a
student's account is paid in full. This also applies to student
loans administered by the College (e.g., Perkins Student
Loan). They must be current according to established
repayment schedules.
-
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges except
for the minimum charge of $100 to cover administrative
costs. Financial aid may also be adjusted for those
students who withdraw from the College or drop one or
more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid adjustments
are not necessarily made on a one-to-one basis. For
example, you could receive a 60% tuition refund but
have 80% of your financial aid returned. Be sure you
understand the financial consequences of making
adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be adjusted
based on the student's last recorded date of attendance.
Refund calculations are based on the date that the
drop/add form is processed.
The refund schedule is effective whether or not a student
has attended classes. All refunds of charges will be
applied to the student account and all adjustments for
aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit balance
is determined. Please allow two weeks for a refund.
The refund is a percentage of the full tuition charged, not
a percentage of any deposit paid toward tuition, e.g.
deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund schedule,
see the Payment Information brochure or visit
<www.augsburg.edu/enrolb.
-
A per-course tuition refund will be made on the
following basis:
I Through the first scheduled class meeting-100% of
tuition (less a $100 administration fee if withdrawing
from current term entirely).
I Prior to the second scheduled class meeting80% of tuition.
I Prior to the third scheduled class meeting60% of tuition.
I Prior to the fourth scheduled class meeting40% of tuition.
I No refund after the fourth scheduled class meeting.
Financial assistance is available to degree-seeking
students enrolled in the Master of Arts in Nursing
program. Two full-credit courses per trimester are
considered full time. One course is considered half-time
enrollment. The Enrollment Center, 612-330-1046, or 1800-458-1721, or <www.augsburg.edu/enrolb, assists
students in assessing financial aid eligibility and offers
financial aid from available alternatives, including the
following:
EMPLOYER TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full or
partial tuition assistance to employees who participate in
work-related or degree-related college programs.
Augsburg College offers a payment plan by which
employees may handle tuition reimbursement. Students
should contact the Enrollment Center to make payment
arrangements using the employer reimbursement
payment plan.
BUREAU OF INDIAN AFFAIRS, TRIBAL, AND STATE
INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, please contact
Augsburg's American Indian Student Services Program
director at 612-330-1144 or your tribal agency.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center will determine each financial aid
applicant's eligibility for federal and state financial aid
programs.
Interest Rates: The annually variable interest rate is
capped at 8.25% and changes each July 1. For example,
the interest rate from July 1, 2003 to June 30, 2004 is
3.42% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL STAFFORD LOAN PROGRAM
TRAINEESHIPS
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to
$18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but cannot
exceed the annual loan limits.
Traineeship monies are available through a
grant from the Bureau of Health
Professions of the Department of Health
and Human Services Health Resources and
Services Administration. For information
on traineeship availability, please contact
the Nursing Department at 612-330-1209.
-
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. A signed a promissory
note is required per term after which funds are credited
to the student account. Awards are made based on
available funds.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 aggregate
maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan cancellation
privileges exist for certain types of teaching, disability
and, in certain circumstances, military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half time
or for serving three years in the military, Peace Corps, or
VISTA. Contact the Enrollment Center if you think you
are eligible for a deferment.
Borrowing Limits: Graduate students may borrow up to
$9,000 per year minus any other student loan
indebtedness. Maximum graduate borrowing cannot
exceed $40,000 including undergraduate. The minimum
annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
-
Alternative Loans: Many education loan options are
available through private lenders. The Enrollment Center
staff can assist students in understanding all of their
financing options.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be admitted
to Augsburg as regular students or be returning students
in good academic standing.
The financial aid application will be processed when the
following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Federal income tax return(s).
3)
Verification worksheet. Obtain a copy at
<www.augsburg.edu/enrolb and return it to the
Enrollment Center.
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
Augsburg was the first seminary founded by Norwegian Lutherans in
America, named after the confession of faith presented by Lutherans in
Augsburg, Germany, in 1530. Augsburg opened in September 1869 in
Marshall, Wisconsin, and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City of
Lakes." The University of Minnesota West Bank campus and one of the
city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven
Corners theatre district just a few blocks away.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators
provide accessible connections among major buildings-student
housing towers, the Christensen Center, main academic and
administrative halls, the library, and the music building. In addition,
there are programs for students with learning, physical, and psychiatric
disabilities.
I I
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong religious
traditions represented among the students, faculty, and staff, including
Lutheran, Protestant, Roman Catholic, Jewish, American Indian
spirituality and thought, Buddhist, and Islamic faiths.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not discriminate on
the basis of race, color, creed, religion, national or ethnic origin, age,
gender, sexual orientation, marital status, status with regard to public
assistance, or disability in its education policies, admissions policies,
scholarship and loan programs, athletic and/or school administered
programs, except in those instances where religion is a bona fide
occupational qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
e<'--
\
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed
to the Office of Human Resources, CB 79, Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023.
-
MASTER OF ARTS IN NURSING FACULTY
FACULTY who teach in the Master or Arts in Nursing
program are predominantly full-time senior faculty with
doctorates or appropriate professional degrees. All of the
program's faculty members have extensive experience in
practice and in teaching adult learners.
RUTH ENESTVEDT, Assistant Professor
B.A. , St. Olaf College; M.S. , University of Minnesota; Ph.D.,
University of Minnesota.
SUSAN M. HAGENESS, Adjunct Instructor
B.S.N., St. Olaf College; M.A., St. Mary's University.
LINDA HOLT, Adjunct Instructor
B.S.N., University of Minnesota; M.S.N., University of
Washington-Seattle; Certification in Transcultural Nursing,
Augsburg College.
KIA JAMES, Adjunct Instructor
B.S.N., St. Olaf College; M.A. , University of Minnesota; Ed.D.,
University of Minnesota.
CHERYL J. LEUNING, Professor, Department Chair
B.A., Augustana College; M.S., University of Minnesota; Ph.D.,
University of Utah.
SUSAN K. NASH, Associate Professor
B.S.N ., University of Minnesota; M.S.N., University of
Minnesota; Ed.D., University of Minnesota.
LUANN P. WATSON, Adjunct Instructor
B.S.N., Augsburg College; M.A.L. , Augsburg College.
PAMELA J. WEISS, Associate Professor
B.S.N., University of Nebraska; M.P.H., University of
Minnesota; Ph.D., University of Minnesota.
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hUGSBURG
C 0 L L E G E
Transforming Education
AUGSBURG
LOCATION MAP
MINNEAPOLIS AND ROCHESTER
Forest Lake
Rochester
Rochester
MINNEAPOLIS
CAMPUS MAP
6th Street S.
Master of Arts in Nursing admissions office
Visitor parking
Augsburg campus buildings
Student /staff parking
•
Butler Place
~Interstate 94 West
Interstate 94 East ~
Show less
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Title
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Master of Social Work (MSW) Catalog, 1990-1992
-
Collection
-
Course Catalogs
-
Search Result
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MASTER
OF
SOCIAL WORK
AUGSBURG
COLLEGE
1990-1992
"'T!
he good we secure for ourselves
is precarious and uncertain ...
until it is secured for all of us
and incorporated into our common life."
1
-Jane Addams
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
a...
Show more
MASTER
OF
SOCIAL WORK
AUGSBURG
COLLEGE
1990-1992
"'T!
he good we secure for ourselves
is precarious and uncertain ...
until it is secured for all of us
and incorporated into our common life."
1
-Jane Addams
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
able of Contents
Introduction to the Master of Social Work Program .............. .4
Curriculum Design ...................................................................... 5
Course Descriptions ............. ........ ................................................ 8
Library .... ................................................................................. .... 14
Accreditation and Affiliations ......................... ......................... 14
Student Rights .................................. .. ......................................... 15
Admission Requirements .................... ...................................... 16
Application Procedures ........................................... .. ...... .......... 17
Evaluation Standards ..................... .............................. ........ ...... 18
Academic Policies ............................ ..... ..... .. ..... .... ........... ........... 19
Fee and Payment Schedule ............... .. .. ... ....... .......................... 20
Financial Aid ............................. .... ............................ .................. 22
About Augsburg .............................. ........................................... 25
Campus Guide ........................................... ........................ ......... 26
Campus Location ............................... ........................................ 27
Faculty and Administration ...................................................... 28
ntroduction
to the Master
of Social Work
Program Philosophy
The Master of Social Work program at Augsburg College builds
on the strengths of its Bachelor of Social Work program:
... Understanding of and respect for diverse people and
cultures
T
A solid foundation in and integration with the liberal arts
T
Responsibility and service to and with the broader
community in the interests of social justice
T
A focus on client empowerment
T
Preparation for ethical, competent, professional practice
T
A framework for practice of problem-solving within a
systems perspective.
In the Augsburg Master of Social Work Program, individuals
are recognized as capable of adaptation, growth and change.
Intellectual, physical, spiritual, emotional, psycho-social problems are addressed with clients in relation to the locus of the
issues, be they within the individual, the family, the community, or the larger societal systems. Client self-determination,
growth and empowerment (personal recognition of one's
ability, rights and place in the social change process) are
recognized and fostered through support and education. In the
interests of social justice and constructive social change,
students are educated as professionals to address institutional
oppression, e.g. age, race, religion.
Professional preparation at the Master of Social Work level at
Augsburg is founded on the following assumptions:
T Analysis and presentation of complex social issues and solutions must be based on solid research. Augsburg MSW students will develop competencies to conduct, analyze and
present practice-based research.
T The world is interdependent in all areas, including human
needs and the services to address them. Students will become
knowledgeable of social welfare policies and programs of the
world community which address changing needs.
Accommodating the Full-Time Work Schedule
The Master of Social Work Program is designed to meet the
needs of adult students, e.g. students who are employed, have
family obligations, must travel distances to obtain graduate
social work education. Classes will meet during alternate
weekends in four hour blocks: Friday evening (one class),
Saturday morning and afternoon (two classes). Students will
be required to meet one Sunday afternoon per trimester for a
program seminar on ethical or other professional issues.
urriculum Design
Students must complete 18 courses (12, if Professional Foundation is waived), including the Master's thesis and 900 hours of
professionally supervised, College-approved social work field
experience. The course of study must include the Professional
Foundation (unless waived), the Advanced Curriculum, one
concentration, and two elective courses.
The Professional Foundation is the basic core and is designed
for persons whose baccalaureate degree is in a subject or from
an institution not accredited by the Council on Social Work
Education. These six courses, including 420 hours of Collegeapproved, professionally-supervised field work, must be completed successfully prior to enrollment in the Advanced
Curriculum or Concentrations courses.
The Advanced Curriculum, required of all students, is the
entry point in the program for persons with baccalaureate
degrees in social work from institutions that are accredited by
the Council on Social Work Education, or by students who
have completed successfully the Professional Foundation
courses.
The Advanced Curriculum consists of three courses, including
the introductory courses to both concentrations.
Concentrations
Concentrations are in two areas: Family Practice and Program
Development, Policy and Administration. These concentrations total a minimum of six courses beyond the Advanced
Curriculum, including 480 hours of college approved, professionally-supervised field work.
Family Practice
Family, in its diverse forms, is central to society. "Family';
in this context, is interpreted flexibly as the nurturing system
surrounding people. It is inclusive of many areas of need.
As a growing number of family-related challenges face society,
there is an ever-increasing need for professionals who base
their professional practice on in-depth study of the broad
spectrum of issues that confront the family . In the Family
Practice concentration, students will concentrate on empowering the family nurturing systems from a developmental and
wholistic perspective.
Program Development, Policy and Administration
Social change is necessary for fostering policies and service that
respond to human need. The Program Development, Policy,
and Administration concentration has been developed in
response to the growing demand for creative leadership and
administration. Effective services require participative
development, competent practitioners, strong leadership and
effective administration. Students following this concentration
will develop the abilities and skills necessary to promote
and achieve needed change, and develop, lead, guide and
administer programs that will serve diverse people in a variety
of settings.
Electives
Students will select two electives beyond the required courses.
Master's Thesis
All students will complete a Master's Thesis synthesizing
research and field practice in their area of concentration.
T SWK589
I
\
ELECTIVES
T SWK 560-579
CONCENTRATION IN
PROGRAM
DEVELOPMENT, POLICY
& ADMINISTRATION
CONCENTRATION
IN FAMILY PRACTICE
T SWK 540 FAMILY PRACTICE
T SWK 541 FAMILY PRACTICE
T SWK 550 PROCESSES OF PROGRAM
II
PLANNING AND DEVELOPMENT
T SWK 551 ORGANIZATIONAL DEVELOPMENT
T SWK 542 FAMILY DIVERSITY
T SWK 543 CREATIVE PROBLEM SOLVING
T SWK 552 INTER-ORGANIZATIONAL,
FOR SUPERVISION
COMMUNITY AND POLITICAL RELATIONS
T SWK 553 ADVANCED SOCIAL POLICY
T SWK 523 FIELD WORK
III AND SWK 524 FIELD WORK IV
ADVANCED CURRICULUM
T SWK 520 INTRODUCTION TO FAMILY PRACTICE
T SWK 521 INTRODUCTION TO PROGRAM DEVELOPMENT
AND ADMINISTRATION
T SWK 527 RESEARCH
I
II
\
PROFESSIONAL FOUNDATIONS
T SWK 500 HUMAN BEHAVIOR IN THE 5ocIAL ENVIRONMENT
T SWK 501 HISTORY OF SOCIAL WELFARE POLICY
T SWK 502 FIELD WoRK I ANJ? SWK 503 FIELD WoRK
T SWK 504 RESEARCH
I
T SWK 505 METHODS AND SKILLS OF SOCIAL WORK
II
ourse Descriptions
Professional Foundation
SWK 500 Human Behavior In The Social Environment
This course provides the knowledge basic to an understanding
of human growth through the life cycle, and of the interplay of
sociocultural, biological, and psychological factors which influence the growth of individuals and families in contemporary
American society. Emphasized is the role of the "nurturing
environment" in relation to human growth, the impact of the
"sustaining environment," and other special stresses relevant to
growth. Growth related to populations and groups which
represent ethnic and/ or life-style diversity is also a focus. Students will gain self-understanding through use of their own
experiences.
SWK 501 History of Social Welfare Policy
This course emphasizes the dynamic nature of social welfare
history and current social systems and social policy as they
relate to all our lives and especially to the lives of clients,
communities and social workers. Comparisons will be made
internationally, with a focus on Britain as influencing early U.S.
"poor law" and social welfare. Special emphasis will be placed
on analyzing the major assumptions, ideas and events which
contributed to the rise of the welfare state and the profession of
social work. The profession's values, ethics and historical
development will also be reviewed. Both theoretically and
practically, this course will enable students to assess the development of social welfare with an understanding of the influence
of social work and of the development and impact of social
policy.
SWK 502 Field Work I
Students will select their own field placement from a list of Programapproved agencies.
Beginning supervised professional experience in a social work
setting focusing on interviewing experience and relationship
building. Supportive seminars coordinate an integration of
theory and practice, as well as providing the supportive setting
for raising social work practice issues with peers.
SWK 503 Field Work II
Continuing supervised professional experience in the same social
work setting, consecutive to Field Work I, focusing on refining
previous skills and understanding and moving into new tasks,
showing initiative and progressively more independent work
over time.
SWK 504 Research I
Research plays an important role in building knowledge for
social work practice. This course will provide an overview of
methods commonly used in social science research, in addition to
the ethical and applicability concerns in social work research. Research design will be studied using both qualitative and quantitative approaches. Methods of program evaluation will be discussed. This course will examine various approaches to organizing, comparing and interpreting data. Students will have
beginning hands-on experience with the use of computers to
analyze data statistically.
SWK 505 Methods and Skills of Social Work
This course identifies basic features of the helping process;
theoretical foundation, principles and techniques of Social Work
intervention. It provides role play and simulation experience
necessary for social work practice with individuals, groups,
families and communities. The course also emphasizes system
and social change through an introduction to community organization, social planning and social action. Throughout the course,
work with a diversity of professional, natural helping networks
and client groups is stressed.
Advanced Curriculum
SWK 520 Introduction to Family Practice
Theories and concepts underlying wholistic professional social
work practice with families will be explored. This course will
address concepts of families in their diverse forms and function
in the context of the life cycle of their members, family systems
theory, dual perspective, and stressors which may shape or alter
family development. Ethical issues of professional social work
practice with families are integral to this course.
SWK 521 Introduction to Program Development and
Administration: Organizational Theory
Because social services are commonly carried out through organizations, social workers are usually members of organizations. Thus, organizations and the effective functioning of
social workers within them is the focus of this course. With an
assumption of "organizations as communities," an overview of
theories of organizational development, maintenance and
communication will be presented. The contributions of diversity in the agency I community will be an important focus .
Social workers' important roles in agencies, as well as professional, ethical, effective functioning in organizations will be
explored.
SWK 523 & 524 Field Work III & IV
The purposes of the Field Support Seminars are (1) to provide
the student opportunities to share experiences from his/her
practice in a confidential setting; (2) to give and get support,
honest feedback, and valid encouragement on issues regarding
field placements, in particular, and social work practice with
families or in administration/program development, in general;
(3) to discuss and help the student integrate course-work into
the practice experience and to address the objectives of the
course. These seminars accompany the 480 hours of professional supervised field work in the area of concentration.
SWK 527 Research II
This course offers a practice-oriented exploration of the range of
research methods used in social work, a critique of the role of
research in assessing effectiveness in the social service delivery,
and identification with the responsibility of social workers "to
expand the knowledge base" of social work. Building on the
basic research skills developed in Research I, students actively
adopt the researcher's role in relation to both their current
agency experience and their preferred practice setting. The
course will enable students to use basic statistical methods for
organizing, interpreting and analyzing quantitative data, plus
creative techniques for qualitative data.
SWK 589 Research III: Master's Thesis
The study of research, like all of social work, comes alive in the
implementation. A thesis is required of all Master of Social
Work candidates so they may experience and learn the utility of
research to social work practice, and so they can contribute to
the knowledge of social work practice and to the building of
social work theory. The Master of Social Work thesis will be
based on an area of the student's practice focus. The research
- to be selected by the student in consultation with the thesis
advisor - will focus on an area of social need, practice, service
and/ or policy.
Concentrations
Family Practice
SWK 540 Family Practice I
This course builds on content initiated in the Introduction to
Families course, focusing in-depth on the "normal" developmental crises of the family across the lifespan, developing problemsolving methods and learning cross-cultural models of practice.
Various therapy theories will be introduced and critiqued.
Focus on all theories and analysis of service delivery models will
center on their relevance to empowerment of families.
This course is a prerequisite to SWK 541 Family Practice II and
must be taken prior to or concurrent with SWK 523 Field
Work III.
SWK 541 Family Practice II
This course is a continuation of Family Practice I. It will further
explore the family as cause and effect in the community in benefitting from or changing social policy. Students will study issues
for further discussion, culminating in development of their own
service delivery models. Ethical and religious dilemmas (e.g.
abortion, euthanasia) will be raised. Advanced study of family
developmental issues, focusing on catastrophic events and on
empowering families and the profession to take leadership in
developing appropriate intervention strategies.
SWK 542 Family Diversity
This course will examine the various theories underlying professional practice with families in their many diverse forms. Recognizing that the family is the basic institution through which one
is socialized, this course will also examine how family membership shapes one's understanding and appreciation of ethnicity,
gender roles, sociological script. The course also will explore the
impact of discrimination and of political, social, and economic
disorder on diverse families.
SWK 543 Creative Problem Solving for Supervision
This course will examine how social workers can discover their
own creative abilities in relation to innovation in social work
supervision and practice. The course will examine the relationship of creativity and self-esteem. This course will also explore
ways to help others, e.g. workers, clients, agencies and communities to eliminate barriers which inhibit creative responses to
problem-solving and practice.
Program Development, Policy and
Administration
SWK 550 Processes of Program Planning and Development
Building on the community organization and research foundation (including needs determination and program evaluation),
the primary processes of program development study in this
course are: techniques of program planning and budgeting,
development of necessary community and larger public
support, identification and mobilization of resources, and
funding proposal preparation.
SWK 551 Organizational Development and Administration
The activities and skills necessary for effective program administration will be studied including short- and long-range
planning; leadership; program implementation and management; personnel recruitment, allocation, supervision and management; social work values and ethics in the workplace;
analysis of financial statements; administrative policy, board
relations and agency policy implementation.
SWK 552 lnterorganization, Community and
Political Relations
The development and maintenance of constructive relationships with external organizations in both the public and
private sectors are critical to successful implementation and
management of social service programs. An organization's
power to influence social policy is related to such relationships. The development and maintenance of these relationships so critical to the provision of services that address
community needs, and the influence of social policy to effect
social change will be the foci of this course. Among the topics
included are: interorganizational relations, public relations,
public information, political activity and leadership.
SWK 553 Advanced Social Policy
All social workers have impact on the development and modification of social policy whether intentionally or unconsciously. This course will provide an in-depth focus on the
development and implementation of social policy at the
various levels of the public and private sectors. The various
means by which social workers can have intentional impact on
policy-making and exercise leadership roles will be studied.
Reading, seminars and an internship in the policy area will be
included.
Electives
SWK 560 Issues of Diversity
Students will explore the dynamics and impact of a range of
diversity issues which are inherent in a heterogenous society,
e.g. race, religion, culture, ethnicity, gender, age, mental and
physical condition, affectional orientation, and lifestyle.
SWK 561 Comparative International Social Policy
This course analyzes approaches to social policy in a number of
countries. The course expands U.S. perspective by exploring
alternative approaches to shared social issues, such as unemployment, day-care, income maintenance, education, personal
social service, health and housing. Attitudes toward quality of
life and personal values and assumptions arising from a monocultural viewpoint will be reviewed in a global context. The
operation, methodology and organizational structure of
programs in different countries will be compared with attention to social change and differing socio-political, economic
environments. Attention will be paid to the variety of funding
sources and partnerships between public and voluntary groups
plus the diversity of priorities and traditions which influence
an orientation to the public or voluntary sector. The course
also builds an awareness of current agencies promoting international social policy and poses our responsibility to be internationally aware.
SWK 562 Creativity and the Problem-Solving Process
This course will explore creativity from traditional aesthetics
and from contemporary organizational understanding, showing the similarities and differences in approach. Using creativity as a method, the course will examine techniques for solving
problems in social work practice, for enhancing innovation,
and for seeking an integrative world view. Systems theory will
be studied as an example of an attempt to use an integrative
approach to personal and professional behavior. The class will
integrate social work with other fields in order to broaden the
outcomes of intellectual understanding and self-awareness.
A variety of electives based on student-generated topics will be
offered in this program.
6tibrary
The Augsburg library houses over 160,000 books, periodicals,
records, tapes and films. Music, Chemistry and Art History
libraries are located within the departmental areas. Access to
over 1,000,000 volumes is available via daily interloan and
courier service among seven private liberal arts colleges and
the Hill Reference Library. Through Minitex, the statewide
network, the additional resources of the Minnesota and
Wisconsin libraries are accessible to Augsburg faculty
and students.
AJccreditation and
Affiliations
The Augsburg Master f Social Work program is in the process
of e tabli hing candidacy status with The Council on Social
Work Education. Augsburg is accredited by the North Central
A o iation of Coll ges and Schools. The college is am mber
of the Associated Colleges of the Twin Cities (ACTC), the
Lu'theran Edu ation C uncil in orth Am rica and th
Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher
Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not (necessarily)
mean that credits earned at the institution can be transferred to
other institutions or that the quality of the educational programs will meet the standards of every student, ducational
institution, or employer.
. .tudent Rights
The College has adopted a statement of student rights and
responsibilities and has provided for due process in the
matters of disciplinary action, grievances and grade appeal.
Any student who wishes to identify appropriate procedures
for a complaint should contact the Vice President for Student
Affairs (330-1160).
The College operates in compliance with the Family Rights
and Privacy Act and Title IX . Students have the right to
inspect all official records which pertain to them and which are
maintained in the Registrar's Office and the Placement Office
(except where a waiver of access has been signed) and to
challenge inaccurate or misleading information. Students have
a right to experience education free from discrimination based
on sex, race, ethnic or cultural background, handicap, creed,
marital status or age.
1Jldmission Requirements
The Augsburg Master of Social Work Program promotes the
widest possible diversity within its student and faculty
populations and across its curriculum content. Therefore, the
admissions policies ensure· educational opportunities that
include persons from a range of abilities, backgrounds, beliefs
and cultures.
Because of the particular nature of the Master of Social Work
program, a strong liberal arts background in the behavioral
sciences is required including a course in biology that includes
study of the human systems, and course work in the social
sciences. Applicants who have completed majors in other than
behavioral sciences are encouraged to apply and will be given
consideration based on their composite assets.
Applicants to the program will be assessed on an individual
basis according to the following guidelines. Strengths in some
areas may balance other areas for development.
1. Bachelor's degree from an accredited college or university.
2. A minimum grade point average of 3.0 on a 4.0 scale
(B average) for the last two years of an undergraduate
program preferred.
3. A minimum of two years of employment or volunteer
experience, one year of which is in the human service area.
4. Personal written statement.
5. Letters of recommendation.
6. Possible interview.
A)pplication Procedures
To apply, students must submit the following materials to the
Department of Social Work:
1. Completed application form with $25 (non-refundable)
application fee.
2. Written personal statement and three letters of reference
which address the applicant's:
T
demonstrated ability to work with a diversity of people.
T
personal qualities including responsiveness to others,
judgement, creativity, oral and written communication
skills, integrity, leadership potential, and sensitivity to
the diversity of people.
T
potential for successful completion of graduate studies in
a professional social work program.
3. Official transcripts of undergraduate and graduate work
from each institution attended which indicate degrees
conferred.
4. Possible interview with the committee of the Social Work
Department.
IB valuation Standards
Evaluation of academic performance for the Master of Social
Work degree will be based on number grades using a 4.0 point
scale with these definitions:
.
4.0
3.5
3.0
2.5
2.0
Achieves highest standards of excellence
Achieves above basic course standards
Achieves the minimum passing standard
p
Achieves at or above the 2.0 level (not computed in
grade point average)
N
Does not meet minimum passing standard (no credit
and non-punitive -not computed in grade point average)
W
Grade given when course is dropped
I
Incomplete grade given in case where student is unable
to complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student
must file a petition with the Graduate Program staff
stating reasons for the request, the plan and date for
removing the incomplete grade, the signature of the
instructor, and any other necessary documentation.)
Not more than two courses with a grade below 3.0 will count
toward the degree. Not more tha n two courses with a grad e
below 2.0 can b repea ted . Only the credits and grade ea rned
the second time are counted in the grade point average.
A)cademic Policies
Academic Probation and Dismissal
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be placed
on probation for the following term. A 3.0 cumulative grade
point average must be restored in order for a student to be
removed from probation. If a student receives a grade of N in
a course, the student must petition successfully with the
Graduate Program Committee before being permitted to
continue in the program. A plan for the student to follow
would be outlined at that time. If the cumulative grade point
average again falls below 3.0, the student may be dismissed
from the program by the Graduate Program Committee.
Students also may be dismissed by the Graduate Program
Committee for behavior detrimental to the program such as a
gross violation of college policy (as published in the Student
Guide). Dismissal would occur only after established procedures were followed.
Credit and Contact Hours
Each graduate course in the Master of Social Work program is
the equivalent of four semester credits or six quarter credits.
Students meet in class a total of 28 hours and are responsible
for a significant amount of individual study and preparation.
Enrollment Policy/Leaves of Absence
Students may take either two or three courses each trimester.
All students are required to complete the program within four
years. Extensions beyond four years will be considered on the
basis of petition to the Graduate Program Committee. Students who leave the program for more than one term must
request a leave of absence in writing from the Graduate
Program Committee.
Residency
Each student must be enrolled in the MSW program for the
equivalent of the last year or nine courses.
Transfer Students
Up to nine courses from a C.S.W.E. accredited MSW program
may be transferable if the grades are 3.0 or better. Transfer
students must meet the admissions and residency criteria.
Advisement
The Augsburg Social Work Program requires both academic
and professional advisement. Both have the same purpose: to
promote student growth, development, and the achievement of
personal goals and professional education. Faculty office hours
are posted on office doors; in addition, students may meet with
faculty at other times by appointment. All social work faculty
are available to students, in addition to the advisor the student
chooses. Social Work faculty consider advising time a high
priority and work to be available.
ee and Payment Schedule
Application Fee (payable once, non-refundable) ............... $25.00
Tuition (per trimester course) ............................... .............. $815.00
(one course = 6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable) ........ $100.00
Late Fee . ................................................. ............. ............. .......... $50.00
(charged to any student registering after the scheduled
registration date.) Late registration per day includes
incomplete registration as defined:
a. Unsigned Registration Form or
b. Unapproved Payment Plan
Registration Change after First Class Meeting .... ................ $5.00
(cancel/add/change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free) ............... $2.00
Finance Charge: A finance charge is applied at a simple rate
of 1% per month on any account with an open balance of
30 days or more.
Fees
The application fee ($25) is due on or before the application
deadline for a given term. The $100 non-refundable deposit
reserves a place in the program in a given term, once a person
is accepted. Tuition is due at the time of registration.
Refund Schedule
A per-course tuition refund will be made on the following
basis: (In order to be eligible for the refund, students are responsible for cancelling courses with the Registrar's Office.)
Prior to the first scheduled class meeting -100%
Prior to the second scheduled class meeting - 80%
Prior to the third scheduled class meeting - 60%
No refund after third scheduled class meeting.
Payment Options*
1. Payment in Full: Due Day of Registration.
2. Payment Plan: Upon application and after college approval,
a 3-pay plan is available each trimester. Payment plans will
be offered only if previous plans have been adhered to.
3. Company Reimbursement: Full courses, or equivalent,
which are company reimbursed require a deposit of $150
per course reimbursed, with full payment due within
45 days after the end of the term.
A finance charge is applied at a simple rate of 1 % per month on
any amount with an open balance of 30 days or more.
Tuition is set on an annual basis, payable in 3 equal installments at the beginning of each trimester. Registration is
permitted only if the student's account for a previous term is
paid in full as agreed. Augsburg College will not release
diplomas or academic transcripts until all student accounts are
paid in full . This also applies for student loan funds administered by the college (Perkins Student Loan); they must be
current according to established repayment schedules.
*A non-sufficient-funds check will declare your registration invalid and could affect
further credit extended by the college.
inancial Aid
....... ·:..
In a number of ways, students may receive assistance in
meeting Graduate Program costs. Enrollment in three courses
per trimester allows the student to be classified as full-time.
Two courses is considered part-time enrollment. The Office of
Student Financial Services (330-1046) will assist students in
assessing financial aid eligibility and offering financial aid
from available alternatives, including the following:
Augsburg Tuition Grant
Augsburg College may provide grants and scholarships to
graduate students who show academic potential and have
financial need.
Funded Scholarships
Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the
participation of individuals of limited financial means as well
as individuals working for volunteer agencies and other
organizations not likely to provide tuition reimbursement.
Company Tuition Assistance Programs
Many companies, agencies and corporations offer full or
partial tuition assistance to employees who participate in
work-related or degree-related college programs. Augsburg
College provides reimbursement.
Bureau of Indian Affairs, Tribal and State
Indian Scholarships
American Indian students who meet federal, state or tribal
requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For
assistance in applying please contact Augsburg's American
Indian Support Program Director at 330-1138 or your tribal
agency.
Federal and State Aid Programs
The Office of Student Financial Services determines eligibility
for any Federal or State financial aid programs available to
graduate students. Determination of eligibility is based on
standard nationally accepted methodology.
Perkins Student Loan - A joint Augsburg Collegefederally funded program administered through the College
for students who demonstrate financial eligibility. No interest
accrues nor do payments have to be made on the principal at
any time you are enrolled at least half-time. Simple interest of
5 percent and repayment of the principal (at the minimum of
$30 a month) begin six months after you leave school (nine
months for new borrowers after 7-1-87). Repayment may
extend up to 10 years. The maximum which may be borrowed
for combined undergraduate and graduate study is $18,000.
SLS (Supplemental Loans for Students) - A federal
loan program. Independent students may borrow up to $4,000
per year to a maximum of $20,000 and must be enrolled at least
half-time. Variable interest rate is set annually with a cap of
12 percent; payment usually begins within 60 days after disbursement. Principal may be deferred until student ceases
half-time enrollment. Interest may, at the lender's option,
accumulate until the in-school deferment ends. Students must
apply for financial aid.
SELF (Student Educational Loan Fund) - A Minnesota State loan program. Students may borrow up to $4,000
per year ($16,000 cumulative) as an undergraduate with a
$25,000 aggregate maxiumum when graduate study is included ($1,000 minimum). Interest rate is variable, paid by the
borrower quarterly while in school. Principal payment begins
13 months after leaving school. Students must apply for
financial aid and be enrolled at least half-time.
Stafford Student Loan (formerly the Guaranteed Student
Loan) - Loan funds are obtained directly from a local lender
or state agency in certain states. While the student is attending
at least half-time, there is no interest charge. Simple annual
interest of 8 percent on the loan balance and repayment of the
principal begin six months after you leave school. Repayment
may extend up to 10 years. The maximum loan is $2,625 for
the first two years of undergraduate study and $7,500 per year
for graduate study. The cumulative undergraduate and
graduate maximum is $54,750.
To Apply for Financial Aid
1. Complete the Application for Admission and indicate your
desire to also apply for financial aid.
2. The Office of Student Financial Services will send you the
necessary application and financial statement form (or
you may pick them up in the Office of Student Financial
Services, 152 Science Hall, or the Graduate Program Office).
3. All students must have a Financial Aid Transcript on file
with Augsburg from each previously attended institution
even if you did not receive aid. Forms are available from
the College.
4. Complete and return the financial aid forms by the
deadlines indicated.
5. Accept the financial aid offered, in whole or in part, within
the deadline stated.
• bout Augsburg College
History
Augsburg College was founded in 1869 in Marshall, Wisconsin, and moved to Minneapolis in 1872. The name Augsburg
College and Seminary changed in 1963 when the Lutheran Free
Church merged with The American Lutheran Church.
Location
Augsburg's 23-acre campus is in the heart of the Twin Cities
metropolitan area, only blocks from downtown Minneapolis
and the intersection of Interstate Highways 94 and 35W.
Adjacent to the campus are the Riverside Medical Center, the
West Bank campus of the University of Minnesota and the
Mississippi River parkways.
Campus
Skyways, tunnels and elevators provide accessible connection
between 10 of the 15 major buildings - student housing
towers, College Center, main academic and administrative
halls, the Library, Music Hall and Foss Center for Worship,
Drama and Communication.
Accessibility
We have made a major effort to become one of the most accessible campuses in the region. Our skyway-tunnel system lets
you reach any of 10 major buildings without going outside. In
addition to building changes, we have a student-run program
to increase awareness and provide extra help for students with
disabilities.
Church Affiliation
Augsburg is a college of The Evangelical Lutheran Church in
America. About 51 percent of the students are Lutheran,
15 percent other Protestant and 15 percent Roman Catholic.
Several other affiliations are represented among students and
faculty.
Non-Discrimination Policy
Augsburg College does not discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational
Amendments or Section 504 of the Rehabilitation Act of 1973 as
amended in its admission policies, educational programs, activities, and employment practices.
ampus Guide
.
.
•
·.·
.
1. Admissions House
2. George Sverdrup Library
3. Science Hall
4. Old Main
5. West Hall
6. Mortensen Tower
7. Urness Tower
8. Christensen Center
9. Sverdrup-Oftedal Memorial
Hall
10. Music Hall
11. 2222 Murphy Place
12. Melby Hall
13. Ice Arena
14. Stage II Theatre
15. Center for Global Education
16. Scandinavian Center
17. Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
18. Youth and Family Institute
19. Office Annex House
20. Tutor House
21. American Indian Support
and Minority Education
Partnership
Admissions Parking
Student Parking
c. Visitor Parking
D. The Quad
E. Faculty /Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview /St. Mary's
Parking Ramp
I.
Husby-Strommen
Tennis Courts
J. Resident Parking Only
A.
B.
I6. I
Accessible Entrance
~--~-
c ampus Location
N
I
I
-$-
I
I
I
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DOWNTOWN
MINNEAPOLIS
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From Minneapolis
Interstate 94 east to 25th A venue exit, left to Riverside
Avenue, left to 21st Avenue South, left at Augsburg sign.
From St. Paul
Interstate 94 west to Riverside exit, right on Riverside
Avenue to 21st Avenue South, left at Augsburg sign.
Parking
All posted Augsburg College parking lots are free and open
for student use from 4:30 p.m. Friday through Sunday
evening. Lots are located on 7th Street between 21st and
22nd Avenues and north of 8th Street on 21st Avenue. Most
street parking is two hour parking, seven days a week.
Additional parking is available in the Riverside Medical
Center ramp, or U of M parking lots on the north side of
Riverside A venue.
acuity and
Administration
Maria Brown, Assistant Professor of Social Work.
B.A., M.A., American University; M.S.W., University
of Minnesota.
Francine Chakolis, Assistant Professor of Social Work.
B.S., Augsburg College; M.S.W., University of
Minnesota.
Edwina Hertzberg, Associate Professor of Social Work.
Director of Faculty Development. A.B., Cedar Crest
College; M.S.W., Ph.D., University of Minnesota.
Rosemary Link, Assistant Professor of Social Work.
B.A. Southhampton University; C.Q.S.W., London
University (Bedford College); Ph.D., University of
Minnesota.
Vincent Peters, Assistant Professor of Social Work.
B.A., Loyola College; M.S.W., University of Madras.
Mary Lou Williams, Associate Professor of Social Work.
B.F.A., M.S.W., University of Pennsylvania.
Edith Kromer, Weekend Librarian. B.A., Hamline
University; M.A., University of Minnesota.
Elizabeth Vander Schaaf, Associate Dean for Graduate and
Special Programs. B.A., Swarthmore College; M.A.,
Ph.D., University of Iowa.
Maria Woroby, Reference Librarian and Weekend Supervisor.
B.S., M.A., University of Minnesota.
Augsburg College_;
731 21ST AVENUE SOUTH
MINNEAPOLIS , MN 55454
Show less
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Title
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Master of Social Work (MSW) Catalog, 1993-1994
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Collection
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Course Catalogs
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Search Result
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MAST.ER
0 F
SOCIAL WORI(
AUGSBURG
COLLEGE
1993
1994
..
.
.'·
11rr.
.L he good
we secure for ourselves
is precarious and uncertain ...
until it is secured for all of us
and incorporated into our common life."
-Jane Addams
Augsburg College
731 21st A venue South
Minneapolis, MN 5...
Show more
MAST.ER
0 F
SOCIAL WORI(
AUGSBURG
COLLEGE
1993
1994
..
.
.'·
11rr.
.L he good
we secure for ourselves
is precarious and uncertain ...
until it is secured for all of us
and incorporated into our common life."
-Jane Addams
Augsburg College
731 21st A venue South
Minneapolis, MN 55454
612/330-1307
Introduction to the Master of Social Work Program .............. .4
Curriculum Design ...................................................................... 6
Course Descriptions ..................................................................... 9
Library ......................................................................................... 15
Accreditation and Affiliations .................................................. 15
Student Rights ............................................................................ 16
Admission Requirements .......................................................... 17
Application Procedures ............................................................. 18
Evaluation Standards ................................................................. 20
Academic Policies ....................................................................... 21
Fee and Payment Schedule ....................................................... 22
Financial Aid ............................................................................... 24
About Augsburg ......................................................................... 27
Campus Guide ............................................................................ 28
Campus Location ....................................................................... 29
Faculty and Administration ...................................................... 30
.mntroduction
to the Master
of Social Work
Program Philosophy
The Master of Social Work program at Augsburg College is
based on the following:
..- Understanding of and respect for diverse people and cultures
..- A tradition of excellence in its programs, faculty and students
..- Its metropolitan location which attracts students from diverse
backgrounds
..- Access to many challenging and rewarding field placements
I.
..- A commitment to educate the whole person
..- A solid foundation in and integration with the liberal arts
..- Responsibility and service to and with the broader
community in the interests of social justice
..- Commitment to oppose oppression
..- A focus on client empowerment
..- Preparation for ethical, competent, professional practice
..- A framework for practice of problem-solving within a
systems perspective.
Dual concerns of the Augsburg Master of Social Work Program
are the delivery of service to families in all their diverse forms
and the planning, development and administration of services.
Social justice is a particular focus throughout the program, while
individuals are recognized as capable of adaptation, growth and
change. Intellectual, physical, spiritual, emotional and psychosocial issues are addressed with clients in relation to their locus,
be they within the individual, the family, the community or the
larger societal systems. Client self-determination, growth and
empowermen t (personal recognition of one's ability, rights and
place in the social change process) are recognized and fostered
through support and education. In the interests of constructive
social change that promotes social justice, students are educated
to address institutional oppression (e.g. , age, gender, race,
disability and religion).
Professional preparation at the Master of Social Work level at
Augsburg is founded on the following assumptions:
.., Analysis and presentation of complex social issues and
solutions must be based on solid research. Augsburg MSW
students will develop competencies to conduct, analyze and
present practice-based research .
.., The world is interdependent in all areas, including human
needs and the services to address them. Students will become
knowledgeable of social welfare policies and programs that
address changing needs of the world community.
Accommodating the Needs of Adult Learners
The Master of Social Work Program is designed to meet the
needs of adult students, (e.g. ,students who are employed, have
family obligations and/or must travel distance to obtain
graduate social work education). Augsburg College takes pride
in its focus on adult learners throughout its programs. TI1e
College is committed to education for experienced working
people. The Weekend College now equals the size of the
traditional day program. The library, student center, computer
center, counseling, parking, food service and many other
support services are open to accommodate students. Faculty
arrange office hours to meet student needs. Inexpensive oncampus accommodations are available for students who travel
to attend the program and wish to stay overnight. Classes meet
during alternate weekends in four hour blocks: Friday evening,
Saturday morning and Saturday afternoon. Students meet one
Sunday afternoon per trimester for a program seminar that
addresses specific professional issues related to ethics.
The MSW Program builds on the liberal arts base of the College
and supports the College's mission statement:
To dt.>velop future leaders of service to the world by providing
high quality educational opportunities wl11'ch are based in tlie
liberal arts and shaped by tlte faith and values of the Christian
Church, by the context of a vital metropolitan setting, and by an
intentionally diverse campus community.
The courses of study include the Core, the Concentration, one
elective and the Thesis seminar. Students must complete 18
courses (twelve, if the Foundation Core is waived). The complete program includes: nine core courses (six Foundation; three
Advanced) seven Concentration-related courses; one elective
and a Master's Thesis Seminar. This includes 900 hours of
professionally supervised, MSW Program-approved social work
field experience.
The Foundation Core begins the Augsburg MSW Program.
These six courses, including 420 hours of MSW Program
approved field work, must be successfully completed prior to
enrollment in the Advanced Core or concentration courses.
These courses may be waived for persons who hold a baccalaureate degree in Social Work from a CSWE accredited program.
•
I
The Pre-Concentration Core consists of three courses, which are
required of all students. These courses are the enrry point in the
program for persons with baccalaureate degrees in social work
from institutions accredited by the Council on Social Work
Education.
Concentrations
Concentrations are in two areas: Family Practice and Prognm
Development, Policy and Administration. These concentrations
include six courses beyond the Pre-Concentration Core, including 480 hours of college approved, professionally-supervised
field work. Research II focuses on practice of the concentration.
Family Practice
Family, in its diverse forms, is central to society. ''Pamily,"in this
context, is interpreted broadly as the nurturing system surrounding people. It is inclusive of many areas of need.
As a growing number of family-related challenges face society,
there is an ever-increasing need for professionals who base
their professional practice on in-depth study of the broad
spectrum of issues that confront the family. In the Family
Practice concentration, students will concentrate on promoting
empowerment of the family nurturing systems from a developmental and holistic perspective.
Program Development, Policy and Administration
Social change is necessary for fostering policies and service that
respond to human need. Tile Program Development, Policy, and
Administration concentration has been developed in response to
the growing demand for creative leadership and administration. Effective services require participative development,
competent practitioners, strong leadership and effective
administration. Students following this concentration will
develop the abilities and skills necessary to promote
and achieve needed change, and develop, lead, guide and
administer programs that will serve diverse people in a variety
of settings.
Electives
Students must select a minimum of one elective in their course
of study toward the MSW degree. Students are encouraged to
select other electives to develop special interests.
Master's Thesis and Seminar
The thesis is intended to represent the capstone of the student's
work.
All students complete a Master's thesis based on practice in
their area of concentration. A thesis seminar supports students
in developing their theses.
.A. SWK 589 THESIS SEMINAR
I
\
ELECTIVES
A SWK 560 TOPICS
CONCENTRATION IN
PROGRAM
DEVELOPMENT, PouCY
& ADMINISTRATION
CONCENTRATION
IN FAMILY PRACTICE
.A. SWK 540 FAMILY PRACI1CE I
• SWK541 FAMILY PRACTICE
... SWK 550 PROCESSES OF PROGRAM
PLANNING AND DEVELOPMENT
II
.A. SWK 551 ORGANIZATIONAL DEVELOPMENT
• SWK 542 F AMJLY ThvERSITY
• SWK 543 CREATNE PROBLEM SoLVING
FOR SUPERVISION
... SWK 552 INTER-ORGANIZATIONAL,
COMMUNITY AND POLITICAL RELATIONS
.A. SWK 553 ADVANCED SocIAL POLICY
III AND SWK 524 FIELD WoRK IV
SWK 527 REsEARCH II
A SWK 523 FIELD WORK
•
I
\
CORE
PRE-CONCENTRATION
A SWK 520 INTRODUCI10N TO FAMILY PRACTICE
• SWK 504 REsEARCH
I
A SWK 521 INTRODUCTION TO PROGRAM DEVELOPMENT, POLICY AND ADMINISTRATION
FOUNDATION
• SWK 500 HUMAN BEHAVIOR IN THE Soc!AL ENVIRONMENT
A SWK 501 HISTORY OF SocIAL WELFARE POLICY
.A. SWK 502 FIELD WoRK I AND SWK 503 FIELD WoRK II
A SWK 505 METHODS AND SKILLS OF Soc!AL WORK I
.&. swK 506 METHODS AND S1<1LLS OF SocIAL WoRK II
.Dourse Descriptions
Core
Foundation
SWK 500 Human Behavior In The Social Environment
This course provides the knowledge basic to an understanding
of human growth through the life cycle, and of the interplay of
sociocultural, biological, and psychological factors which
influence the growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturing
environment" in relation to human growth, the impact of the
"sustaining environment," and other special stresses relevant to
growth. Growth related to populations and groups which
represent ethnic and/or life-style diversity is a focus. Students
gain self-understanding through use of their own experiences.
SWK 501 History of Social Welfare Policy
This course emphasizes the dynamic nature of social welfare
history and current social systems and social policy as they
relate to all our lives and especially to the lives of clients,
communities and social workers. Comparisons are made
internationally, with a focus on England's influence on early U.S.
"poor law''and social welfare. Special emphasis will be placed
on analyzing the major assumptions, ideas and events which
contributed to the rise of the welfare state and the profession of
social work. The profession's values, ethics and historical
development are also reviewed. Both theoretically and practically, this course enables students to assess the development of
social welfare with an understanding of the influence of social
work and of the development and impact of social policy.
SWK 502 Field Work I
Students select their own field placement from a list of Programapproved agencies.
Beginning supervised professional experience in a social work
setting focuses on interviewing experience and relationship
building. Supportive seminars coordinate integration of theory
and practice, as well as providing the supportive setting for
raising social work practice issues with peers.
SWK 503 Field Work II
Continuing supervised professional experience in the same social
work setting, consecutive to Field Work I, focuses on refining
previous skills and understanding and moving into new tasks.
Initiative and progressively more independent work over time is
supported.
- ·_. ·:-..
SWK 505 Methods and Skills of Social Work I
This course identifies basic features of the helping process:
theoretical foundation, principles and techniques of Social
Work intervention. It provides role play and simulation
experience necessary for social work practice with individuals,
families and groups. Throughout the course, work with a
diversity of professional, natural helping networks and client
groups is stressed.
SWK 506 Methods and Skills of Social Work II
This course emphasizes systems and social change through a
focus on community organization, social planning and social
change and their connection to social policy. A focus on group
work continues into the macro setting with task oriented groups.
Other theories and methods appropriate to these macro approaches are studied. Skills are developed using role plays and
actual work with a community group. Throughout, the focus is on
work with diverse groups.
Pre-Concentration
SWK 504 Research I
Research plays an important role in building knowledge for social
work practice. This course provides an overview of methods
commonly used in social science research, in addition to the
ethical and applicability concerns in social work research. Research design is studied using both qualitative and quantitative
approaches. Methods of program evaluation are discussed.
Students have beginning hands-on experience with the use of
computers to analyze data statistically.
SWK 520 Introduction lo Family Practice
Theories and concepts underlying holistic professional social
work practice with families are explored. This course addresses
concepts of families in their diverse forms and function in the
context of the life cycle of their members, family systems theory,
the dual perspective, and stressors which may shape or alter
family development. Ethical issues of professional social work
practice with families are integral to this course.
SWK 521 Introduction to Program Development, Policy and
Administration
Social services are commonly carried out through organizations;
thus social workers are usually members of organizations.
Organizations and the effective functioning of social workers
within them is the focus of this course. With an assumption of
"organizations as communities," an overview of theories of
organizational development, maintenance and communication
are presented. The contributions of diversity in the agencyI
community is an important focus. Social workers' important
roles in agencies, as well as professional, ethical, effective
functioning in organizations are explored.
Concentrations
SWK 523 & 524 Field Work III & IV
The purposes of the Field Support Seminars are (1) to provide
the student opportunities to share experiences from his/her
practice in a confidential setting; (2) to give and get support,
honest feedback, and valid encouragement on issues regarding
field placements, in particular, and social work practice with
families or in administration/program development, in general;
(3) to discuss and help the student integrate theories and
methods from other social work classes into the practice experience; and (4) to promote the development of students' leadership roles in organizations. These seminars accompany the 480
hours of professional supervised field work in the area of
concentration.
SWK 527 Research II
This course offers a practice-oriented exploration of the range of
research methods used in social work, a critique of the role of
research in assessing effectiveness in the social service delivery,
and identification with the responsibility of social workers "to
expand the knowledge base" of social work. Building on the
basic research skills developed in Research I, students actively
adopt the researcher's role in relation to both their current
agency experience and their preferred practice setting. The
course will enable students to use basic statistical methods for
organizing, interpreting and analyzing quantitative data, plus
creative techniques for qualitative data.
Family Practice
SWK 540 Family Practice I
This course builds on content initiated in the Introduction to
Family Practice course, focusing in-depth on the "normal"
developmental crises of the family across the lifespan, and in
relation to the larger environment. Problem-solving methods and
cross-cultural models of practice are studied as well as policies
that affect families and practice.
This course is a prerequisite to SWK 541 Family Practice II and
must be taken prior to or concurrent with SWK 523 Field Work III.
SWK 541 Family Practice II
This course is a continuation of Family Practice I. It further
explores the family as cause and effect in the community in
benefitting from or changing social policy. Students will study
issues for further discussion, culminating in development of their
own service delivery models. Ethical and religious dilemmas (e.g.
abortion, euthanasia) will be raised. Advanced study of family
developmental issues focuses on catastrophic events and on
empowering families and the profession to take leadership in
developing appropriate intervention strategies and policies.
SWK 542 Family Diversity
This course examines the various theories underlying professional practice with families in their many diverse forms. Recognizing that the family is the basic institution through which one
is socialized, this course will also examine how family membership shapes one's understanding and appreciation of ethnicity,
gender roles, sociological script. The course also explores the
impact of policies, discrimination and political, social, and
economic disorder on diverse families.
SWK 543 Creative Problem Solving for Supervision
This course examines how social workers can discover their own
creative abilities in relation to innovation in social work supervision and practice. The course examines the relationship of
creativity and self-esteem. This course also explores ways to help
others, e.g. workers, clients, agencies and communities to
eliminate barriers which inhibit creative responses to problemsolving and practice.
Program Development, Policy and
Administration
SWK 550 Processes of Program Planning and Development
Building on the community organization and research foundation (including needs determination and program evaluation),
the primary processes of program development study in this
course are: techniques of program planning and budgeting,
development of necessary community and larger public support,
identification and mobilization of resources, and funding proposal preparation.
SWK 551 Organizational Development and Administration
The activities and skills necessary for effective program
administration are studied including short- and long-range
planning; leadership; program implementation and management; personnel recruitment, allocation, supervision and
management; social work values and ethics in the workplace;
analysis of financial statements; administrative policy, board
relations and agency policy implementation.
SWK 552 Interorganization, Community and
Political Relations
The development and maintenance of constructive relationships with external organizations in both the public and private
sectors are critical to successful implementation and management of social service programs. An organization's power to
influence social policy is related to such relationships. The
development and maintenance of these relationships so critical
to the provision of services that address community needs, and
the influence of social policy to effect social change are the foci
of this course. Among topics included are: interorganizational
relations, public relations, public information, political activity
and leadership.
SWK 553 Advanced Social Policy
All social workers have impact on the development and
modification of social policy whether intentionally or unconsciously. This course provides an in-depth focus on the development and implementation of social policy at the various
levels of the public and private sectors. The various means by
which social workers can have intentional impact on policymaking and exercise leadership roles is studied. Reading,
seminars and an internship in the policy area are included.
Topics
Topics 560
Topics such as the following are offered for students to choose
as electives:
SWK 560 Old Age: Identifying and addressing creatively, the
physical, psychological and socioeconomic needs of elderly
people, their families and the communities in which they live.
A variety of racial, cultural and life-style perspectives are
studied. Values and ethical considerations which accompany
geriatric knowledge and its technological advances are explore
together with existing and proposed public policies. Methods
of developing and changing social policy related to this population to promote social justice are studied.
SWK 560 Child Welfare: History Policy and Practice. An
overview of child welfare services. Permanency planning and
family-based services are the underlying themes through which
current child welfare policies and practices are examined. The
course will concentrate on ethnically sensitive practice to
address the disproportion of oppressed groups and persons
represented in the child welfare system.
SWK 560 Dual Diagnosis: Mental Health and Substance
Abuse. Focusing on individuals who suffer from both addictive
behaviors and mental health disorders, a broad array of related
topics are considered. The challenges involved with assessment;
comparisons and contrasts; psychopathology and the outcome
of psychoactive substances abuse; management approaches in
the human services delivery system; the effects of and response
to dual diagnosis cross-culturally; and available services are
among topics explored .
..· '. . .
SWK 560 Poverty, Equality and Income Support Policy:
Program and policy issues around poverty, income distribution
and social welfare reform are examined. Among issues explored are equality and income distribution, the changing
composition of the poverty population, causes and politics of
poverty, existing and proposed strategies. Current federal, state
and local approaches as well as new initiatives are studied such
as the social insurance program, child support policies, the
Earned Income Tax Credit concept, etc.
SWK 560 Contemporary Practices in Developmental Disabilities:
The nature of developmental disabilities and services needed
by persons with developmental disabilities and their families
are studied. Current systems of services, legal perspectives,
responsibilities and roles and functions of the various disciplines which provide services are explored.
SWK 560 Social Work with Involuntary Clients: Clients who
are required by legal mandates or other forces to have contact
with social workers and the involuntary transactions therein are
the foci of this course. Social work theory, ethical principles,
research findings and practice skills needed to help involuntary
clients are studied and applied.
Thesis
SWK 589 Master's Thesis and Seminar
The study of research, like all of social work, comes alive in the
implementation. A thesis is required of all Master of Social
Work candidates so they may experience and learn the utility of
research to social work practice, and so they can contribute to
the knowledge of social work practice and to the building of
social work theory. The thesis is based on an area of the
student's practice focus. The research- selected by the student
in consultation with the thesis advisor - focuses on an area of
social need, practice, service and/or policy.
The thesis seminar is described in the Thesis Guidelines, which
all students must review. The seminar provides a forum for
students to develop their thesis plans, consult with each other
and the faculty leader, present research methodology and
identify how they will accomplish completion of the thesis.
The Augsburg library houses over 160,000 books, periodicals,
records, tapes and films. Music, Chemistry and Art History
libraries are located within the departmental areas. Access to
over 1,000,000 volumes is available via daily interloan and
courier service among seven private liberal arts colleges and
the Hill Reference Library. Through Minitex, the statewide
network, the additional resources of the Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students.
Alccreditation and
Affiliations
The Augsburg Master of Social Work program is in candidacy
with The Council on Social Work Education (CSWE), part of
accreditation by CSWE. Augsburg is accredited by the North
Central Association of Colleges and Schools. The college is a
member of the Associated Colleges of the Twin Cities (ACTC),
the Lutheran Education Council in North America and the
Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher
Education Coordinating Board.
~tudent
Rights
The College has adopted a statement of student rights and
responsibilities and has provided for due process in the matters
of disciplinary action, grievances and grade appeal. Any
student who wishes to identify appropriate procedures for a
complaint should contact the Vice President for Student Affairs
(330-1160).
The College operates in compliance with the Family Rights
and Privacy Act and Title IX. Students have the right to inspect
all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except
where a waiver of access has been signed) and to challenge
inaccurate or misleading information. Students have a right to
experience education free from discrimination based on sex,
race, ethnic or cultural background, handicap, creed, marital
status or age.
m amission Requirements
The Augsburg Master of Social Work Program promotes the
widest possible diversity within its student and faculty populations and across its curriculum content. Therefore, the admissions policies ensure educational opportunities that include
persons from a range of abilities, backgrounds, beliefs and
cultures.
Because of the particular nature of the Master of Social Work
Program, a strong liberal arts background in the behavior
sciences is required. A course in biology, physiology or
anatomy that includes studies of the human systems is required. A course that includes basic statistics is strongly
recommended. Applicants who have completed majors in areas
other than the behavioral sciences are encouraged to apply and
will be given consideration based on their composite assets.
Students who do not hold a Bachelor's degree in social Work
should apply as Foundation Level students. Students who meet
all of the criteria for Advanced Standing may apply for PreConcentration consideration.
Applicants to the program will be assessed on an individual
basis according to the following guidelines. Strengths in some
areas may balance other areas for development.
Foundation Core:
Admissions deadline: March 1
Notification of Admission: Early May
Matriculation date: Early September
Requirements: Bachelor's degree from an accredited college or
university; a minimum grade point average of 3.0 on a 4.0 scale
(B average) for the last two years of an undergraduate program;
a minimum of two years employment or volunteer experience,
one of which is in the human service area; a course in human
biology, physiology or anatomy; a solid foundation in the
liberal arts.
Pre-Concentration Core:
Admissions deadline: October 1
Notification of Admission: Early December
Matriculation date: Early April
Requirements: Bachelor's degree in Social Work from a CSWE
accredited college or university; a minimum grade point
average of 3.0 on a 4.0 scale (B average) for the last two years of
an undergraduate program; a course in human biology, physiology or anatomy.
Alpplication Procedures
To apply, students must submit the following materials to the
Master of Social Work Program:
1. Completed application form with $25 (non-refundable)
application fee.
.·. ·
2. Written personal statement, the length of which is open
(typically 3-8 pages in length), that addresses: why the applicant
is interested in social work as a profession; the reasons for
seeking an MSW, at Augsburg, in particular; what strengths the
applicant brings to the Augsburg community; and what the
applicant intends to do with the MSW once the degree has been
completed.
3. Three letters of reference, including checklists, that address
the application evaluation criteria in relation to the applicant.
4. Official transcripts of undergraduate and graduate work,
which indicate degrees conferred, from each institution attended.
5. Possible interview with admission committee members.
Application Evaluation Criteria
Applicants will be evaluated on the following criteria:
1. Academic strengths and potential
2. Professional, volunteer and life experience
3. Professional orientation
a. Understanding of social work, including values and ethics
b. Motivation for pursuits of the Masters degree in Social
Work
c. Relationship of past experience to decision to enter the
field
d. Applicant's perception of relationship of MSW to longterm career plans
4. Understanding of roles and functions of diversity in a
multicultural society and global environment
5. Commitment to social action and social justice
6. Ability to cope successfully with the stress inherent in a
graduate professional program.
lllvaluation Standards
Evaluation of academic performance for the Master of Social
Work degree will be based on number grades using a 4.0 point
scale with these definitions:
4.0
3.5
3.0
2.5
2.0
Achieves highest standards of excellence
P
Achieves at or above the 2.0 level (not computed in
grade point average)
N
Does not meet minimum passing standard (no credit and
non-punitive -not computed in grade point average)
W
Grade given when course is dropped
I
Incomplete grade given in case where student is unable to
complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student
must file a petition with the Graduate Program staff
stating reasons for the request, the plan and date for
removing the incomplete grade, the signature of the
instructor, and any other necessary documentation.)
Achieves above basic course standards
Achieves the minimum passing standard
No more than two courses with a grade below 3.0 will count
toward the degree. No more than two courses with a grade
below 2.0 can be repeated. Only the credits and grades earned
the second time are counted in the grade point average.
A)cademic Policies
Academic Probation and Dismissal
Students must maintain a 3.0 cumulative grade point average. If
a student falls below a 3.0 average, the student will be placed
on probation for the following term. A 3.0 cumulative grade
point average must be restored in order for a student to be
removed from probation. If a student receives a grade of Nin a
course, the student must petition successfully with the MSW
Program Committee before being permitted to continue in the
program. A plan for the student to follow would be outlined at
that time. If the cumulative grade point average again falls
below 3.0, the student may be dismi ssed from the program by
the MSW Program Committee. Students also may be dismissed
by the MSW Program Committee for behavior d etrimental to
the program such as a gross violation of college policy (as
published in the Student Guide). Dismissal would occur only
after established procedures were followed.
Credit and Contact Hours
Each graduate course in the Master of Social Work program is
the equival ent of four semester credits or six quarter credits.
Students meet in class a total of 32 hours and are responsible for
a significant amount of individual study and preparation. An
additional four-hour Sunday Seminar is required each trimester.
Enrollment Policy/Leaves of Absence
Students may take either two or three courses each trimester.
All students are required to complete the program within four
years. Students who leave the program for more than one term
must request a leave of absence in writing from the MSW
Program Committee.
Residency
Each student must be enrolled in the MSW program for the
equivalent of the last year or nine courses.
Transfer Students
Up to eight courses from a C.S.W.E. accredited MSW program
may be transferable if the grades are 3.0 or better. Transfer
students must meet the admissions and residency criteria.
Advisement
The Augsburg Social Work Program Director assigns advisors
whose purpose it is to promote student growth, development,
and the achievement of personal goals and professional education. Faculty office hours are posted on office doors; students
may meet with faculty at other times by appointment. In
addition to to the academic advisor, all social work faculty are
accessible to students. Social Work faculty consider advising
time a high priority and work to be available.
m ee and Payment Schedule
Application Fee (payable once, non-refundable) ................ $25.00
Tuition (per trimester course) .............................................. $884.00
(one course= 6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable) ......... $100.00
late Fee ...................................................................................... $25.00
(charged to any student registering after the scheduled registration date.) Late registration per day includes
incomplete registration as defined:
a. Unsigned Registration Form or
b. Unapproved Payment Plan
Registration Change after First Class Meeting ..................... $5.00
(cancel/add/change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free) ................ $2.00
Finance Charge: A finance charge is applied at a simple rate
of 1% per month on any account with an open balance of
30 days or more.
Fees
The application fee ($25) is due on or before the application
deadline for a given term. The $100 non-refundable deposit
reserves a place in the program in a given term, once a person is
accepted. Tuition is due at the time of registration.
Refund Schedule
A per-course tuition refund will be made on the following
basis: (In order to be eligible for the refund, students are
responsible for cancelling courses with the Registrar's Office.)
Prior to the first scheduled class meeting - 100%
Prior to the second scheduled class meeting - 80%
Prior to the third scheduled class meeting - 60%
No refund after third scheduled class meeting.
Payment Options*
1. Payment in Full: Due Day of Registration.
2. Payment Plan: Upon application and after college approval,
a 3-pay plan is available each trimester. Payment plans will
be offered only if previous plans have been adhered to.
3. Company Reimbursement: Full courses, or equivalent, which
are company reimbursed require a deposit of $100 per course
reimbursed, with full payment due within 45 days after the
end of the term.
A finance charge is applied at a simple rate of 1% per month on
any amount with an open balance of 30 days or more.
Tuition is set on an annual basis, payable in 3 equal installments
at the beginning of each trimester. Registration is permitted
only if the student's account for a previous term is paid in full
as agreed. Augsburg College will not release diplomas or
academic transcripts until all student accounts are paid in full.
This also applies for student loan funds administered by the
college (Perkins Student Loan); they must be current according
to established repayment schedules.
*A non-sufficient-funds check will declare your registration invalid
and could affect further credit extended by the college.
m inancial Aid
Students may receive assistance in meeting Graduate Program
costs in a number of ways. Enrollment in three courses per
trimester allows the student to be classified as full-time. Two
courses is considered part-time enrollment. The Office of
Student Financial Services (330-1046) will assist students in
assessing financial aid eligibility and offering financial aid from
available alternatives, including the following:
Augsburg Tuition Grant
Augsburg College may provide grants and scholarships to
graduate students who show academic potential and have
financial need.
Funded Scholarships
Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of limited financial means as well as
individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement.
Company Tuition Assistance Programs
Many companies, agencies and corporations offer full or partial
tuition assistance to employees who participate in work-related
or degree-related college programs.
Bureau of Indian Affairs, Tribal and State
Indian Scholarships
American Indian students who meet federal, state or tribal
requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For
assistance in applying please contact Augsburg's American
Indian Support Program Director at 330-1138 or your tribal
agency.
Federal and State Aid Programs
The Office of Student Financial Services determines eligibility
for any Federal or State financial aid programs available to
graduate students. Determination of eligibility is based on
standard nationally accepted methodology.
Federal Perkins Student Loan -A joint Augsburg
College-federally funded program administered through the
College for students who demonstrate financial eligibility. No
interest accrues nor do payments have to be made on the principal
at any time you are enrolled at least half-time. Simple interest of 5
percent and repayment of the principal (at the minimum of $40 a
month) begin six months after you leave school (nine months for
new borrowers after 7-1-87). Repayment may extend up to 10
years. The maximum which may be borrowed for combined
undergraduate and graduate study is $30,000.
The Federal Family Education Loan Program
1) Federal Stafford Loan. Available to students based on a
financial eligibility determination. Annual loan limits are up to:
$2,625 per year for first year undergraduates
$3,500 per year for second year undergraduates
$5,500 per year for third year and beyond
$8,500 per year for graduate students.
Aggregate loan limits are $23,000 for undergraduates and
$65,000 for graduates (including undergraduate borrowing).
Interest rates for new borrowers with loan periods beginning
10/1/92 or later are determined annually by the 91-day
T-Bill+3.1 %, with a cap of 9%. Students with outstanding
balances on Stafford Loans (Guaranteed Student Loan) will
continue with the interest rate on the previous loan. No interest
accrues to the student borrower while enrolled at least half-time
in an eligible program. The federal government subsidizes the
interest during this time.
2) Federal Stafford Loan - Unsubsidized. Program characteristics (loan limits, interest rate, etc.) are the same as the above
subsidized Stafford Loan, except that the interest accrues to the
student borrower while enrolled. This loan is available to those
who do not qualify for the subsidized Stafford Loan. A normal
financial aid application is required.
3) Federal Supplemental Loan for Students (SLS). Available to
independent students who are enrolled at least half-time.
Variable interest rate is set annually (on July 1) with a cap of
11 %. Payment usually begins within 60 days of disbursement.
Annual loan limits are $4,000 for first and second year students
and $5,000 for third year and beyond. Graduate students may
borrow up to $10,000 per year. Aggregate loan limits are
$23,000 for undergraduates and $73,000 for graduates (including undergraduate borrowing).
SELF (Student Educational Loan Fund) -A Minnesota State loan program. Students may borrow up to $4,000 per
year ($16,000 cumulative) as an undergraduate and $6,000 per
year for graduate students with a $25,000 aggregate maxiumum
when graduate study is included ($1,000 minimum). Interest
rate is variable, paid by the borrower quarterly while in school.
Principal payment begins 13 months after leaving school.
Students must apply for financial aid and be enrolled at least
half-time.
To Apply for Financial Aid
1. Complete the Application for Admission and indicate your
desire to also apply for financial aid.
2. The Office of Student Financial Services will send you the
necessary application and financial statement form (or
you may pick them up in the Office of Student Financial
Services, 152 Science Hall, or the Graduate Program Office).
3. All students must have a Financial Aid Transcript on file
with Augsburg from each previously attended institution
even if you did not receive aid. Forms are available from
the College.
4. Complete and return the financial aid forms by the
deadlines indicated.
5. Accept the financial aid offered, in whole or in part, within
the deadline stated.
.B)bout Augsburg College
History
Augsburg College was founded in 1869 in Marshall, Wisconsin,
and moved to Mipneapolis in 1872. The name Augsburg
College and Seminary changed in 1963 when the Lutheran Free
Church merged with The American Lutheran Church.
Location
Augsburg's 23-acre campus is in the heart of the Twin Cities
metropolitan area, only blocks from downtown Minneapolis
and the intersection of Interstate Highways 94 and 35W.
Adjacent to the campus are the Riverside Medical Center, the
West Bank campus of the University of Minnesota and the
Mississippi River parkways.
Campus
Skyways, tunnels and elevators provide accessible connection
between 10 of the 15 major buildings - student housing
towers, College Center, main academic and administrative
halls, the Library, Music Hall and Foss Center for Worship,
Drama and Communication.
Accessibility
We have made a major effort to become one of the most
accessible campuses in the region. Our skyway-tunnel system
lets you reach any of 10 major buildings without going outside.
In addition to building changes, we have a student-run program to increase awareness and provide extra help for students
with disabilities.
Church Affiliation
Augsburg is a college of The Evangelical Lutheran Church in
America. About 51 percent of the students are Lutheran,
15percent other Protestant and 15 percent Roman Catholic.
Several other affiliations are represented among students and
faculty.
Non-Discrimination Policy
Augsburg College does not discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational
Amendments or Section 504 of the Rehabilitation Act of 1973 as
amended in its admission policies, educational programs,
activities, and employment practices.
D ampus Guide
1.
2.
3.
4.
5.
6.
7.
8.
9.
Admissions House
George Sverdrup Library
Science Hall
Old Main
West Hall
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal Memorial
Hall
10. Music Hall
11. 2222 Murphy Place
12. Si Melby Hall
13. Ice Arena
14. Stage II Theatre
15. College Relations
16. Nordic Center
17. Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
18. Center for Global Education
19. Jeroy C. Carlson Alumni
Center
20. Youth and Family Institute
21. American Indian Support
and Minority Education
Partnership
22. Site of new residence hall
A. Admissions Parking
B. Student Parking
C. Visitor Parking
D. The Quad
E. Faculty /Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview/St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
K. Student/Commuter
Parking
6. Accessible Entrance
N
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