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The Magazine of Augsburg College
English 111 Bishop Marl< Hanson
Annual report Velkommen Jul sweets
Homecoming 2009 Professor Lisa Jacl<
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Betsey Norgard
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Kathy Rumpza '05 MAL
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T V
.a
The Magazine of Augsburg College
English 111 Bishop Marl< Hanson
Annual report Velkommen Jul sweets
Homecoming 2009 Professor Lisa Jacl<
'J
!.,
þ
Ir
possrible
Editor
Betsey Norgard
norga rd@a ugsbu rg.ed
u
Creative Director
Kathy Rumpza '05 MAL
ru mpza@augsburg.edu
from President Pribbenow
Creative Associate-Editorial
Wendi Wheeler'06
wheelerw@a ugsbu rg.ed u
Creative Associate-Design
Jen Nagorski'08
nagorski@augsburg.edu
Photographer
Stephen Geffre
geff re@a ugsburg.edu
.
few years ago my good friend and predecessor as Augsburg's president, Bill Frame,
introduced me to Burton Clark's work on the
concept of saga as it relates to the distinctive character and identity of colleges and universities. A saga, according to Clark, is more than
story-all of us
a
have stories. A saga is more of a
mythology-a sense of history and purpose and
direction that is told in vocabulary and narrative that
accounts for a college's DNA, its essence even-and
it abides in the people, programs, and values that
define an institution.
Clark contends that not every institution has a
saga. Sometimes this is a function of not being true
to founding values. At other times it can be occasioned by a change of location or core mission. Still
other institutions have not found a way to link theìr
pasts, presents, and futures in a coherent narrative.
I believe firmly that Augsburg does have a saga,
and it runs deep in the culture and meaning of our
work here together. My exploration of Augsburg's rich
history has surfaced several themes that are central
to our saga. I think you will recognize them:
founders who believed that education should be for
all, no matter their circumstances, and that the
quality of that education should be of the highest
order because that is what God expects of those
faithful servants who have been given the gift to
teach. This is our distinctive gift for the world, an
educational experience like no other available to
those who might otherwise not have the opportunity.
This is our distinctive gift for students from many
different backgrounds and experiences. This is our
distinctive gift to have a community in which access
to education is celebrated and encouraged and, yes,
even demanded. We dare not keep back any of the
educational opportunity with which we have been
entrusted because it is our distinctive gift from our
You
will read in the following
rent students and alumni who have been welcomed
at Augsburg and offered a demanding and relevant
education that serves them for a lifetime. ln these
stories I trust that you will find-as I have come to
know in my experience here-that our saga, our
DNA, our values, and character lead us to pursue
the pursuit of freedom through a liberal arts
approach to learning, by serving our neighbor and
the world, and by the centrality of faith to our vision
Augsburg experience available to all who will be
formed by our college's rare and distinctive vision of
education for lives of meaningful work and faithful
of education.
service. lt's a saga worth retelling and celebrating!
Another central theme in our saga is powerfully
illustrated in the articles in this issue of the
Augsburg's high-quality education accessible to all
learning, and service. Our commitment to an accessible education is a remarkable legacy from our
Jeff Shelman
shelman@a ugsbu rg.edu
Sports lnformation Director
Don Stoner
stoner@augsburg.ed
u
l)irector of Alumni and
Constituent Relations
Kim Stone
stonek@a ugsbu rg.ed
u
wwwaugsburg.edu
I
I
Augsburg Nowis published by
Augsburg College
f
I
PAUL C. PRIBBENOW, PRESIDENT
I
i
221 1 Riverside Ave.
Minneapolis, MN 55454
0pinions expressed in Augsburg Now
do not necessarily reflect official
College policy.
lr
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tssN 1058-1545
Send address corrections to
Advancement Services
cB t42
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
hea lyk@a ugsb
We believe deeply in making
those who seek to learn at the intersections of faith,
Director of l{ews and
Media Services
pages about cur-
ever more avidly a commitment to making an
/Vor.,r¡.
barnesb@a ugsburg.ed u
ancestors and our gracious and loving God.
Augsburg is shaped by an immigrant sensibility, by
Augsburg
Webmaster//far 0nline
Bryan Barnes
u
rg.ed u
E-mail: now@augsburg.edu
Telephone: 612-330-1 181
Fax:612-330-1780
fall 2009
Features
English 111
compiled by Wendi Wheeler '06
Velkommen Jul's sweet traditions
compiled by Betsey Norgard
Finding perspective
by
Jeff Shel
man
Iliscovering joy in the challenges of leadership
by
Jeff Shelman
Making Augsburg possible
by Wendi Wheeler '06
Annual report to donors, 2008-09
ct)
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Depa rtments
4
Around the Ouad
6
Spotlight-Trip to Egypt
I
Auggies on the field
g
It takes an Auggie
12
Auggie voices
't3
Homecoming 2009
47
Alumni news
52
Class notes
56
My Auggie experience
0n the cover
Juventino Meza Rodriguez arrived in St. Paul from Mexico at age 15
Through determination, hard work, and a lot of support, he's one of
the many students helped into college by Admission Possible.
6 ffi
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All photos by Stephen Geffre unless otherwise indicated.
6
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First-year day students began their semester with
City Service Day, spending an afternoon working on
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Augsburg keeps going green
Sustainability Awareness Month
September on campus not only included the beginning of fall
classes, but a month-long series of events and activities
designed to raise awareness and change habits related to
sustai nabi I ity.
Sustainability Awareness Month (SAM) was the brainchild of
Augsburg students, several of whom participated in faculty-led
study abroad programs, including Sustainable Cities in North
America with Professors Lars Christiansen and Nancy Fischer in
the summer of 2008.
After students in the course worked with A'viands to create a
composting program in Augsburg's dining facilities last year,
their next step toward a more environmentally friendly and sus-
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Augsburg was the afternoon location of the West Bank Farmers Market each week, bringing
fresh, locally-grown vegetables to the Augsburg community.
tainable campus was a month of events.
"We want this to bring the campus together," said senior
Kjerstin Hagen, a leader on the project. "lt takes all of us to
e
make this happen."
Each week was centered around a different theme, with
tabling, information, activities, and speakers, including nationally known author and activist, Bill McKibben. The themes for
SAM were waste reduction and management, alternative trans-
portation, alternative energy and consumption, and connecting
communitìes through food.
Community Garden and Farmers Market
Augsburg's community garden increased this summer as an additional area was turned into garden plots. A total of 40 plots grew
produce and flowers for the Augsburg community and neighborhood residents and organizations.
didn't grow their own vegetables in the commugarden,
nity
fresh produce was available each week on campus
at the West Bank Farmers Market, a project of the Brian Coyle
Augsburg students joined 5,000 groups around the world that marked the lnternati0nal
Day of Climate Action sponsored by 350.0rg. The number signifies the highest safe level of
carbon emissions in parts per million.
For those who
Center and Augsburg Campus Kitchen. Three farm families sold
their locally-grown and eco-friendly vegetables and herbs during
the summer and into the early cold fall at Brian Coyle Center in
bring about action to reduce atmospheric carbon emissions to 350
ppm, deemed the highest safe level by NASA scientists.
Auggie students led bikers to the State Capitol for a rally on the
Capitol lawn, sponsored by the Will Steger Foundation, Oxfam, 1Sky,
and Augsburg in support of global climate change action. Rep. Betty
the morning and at Augsburg by Foss Center in the afternoon.
McOollum and Rep. Keith Ellison, among other legislators, told
those gathered to "keep your voices loud."
350 lnternational l)ay of Climate Action
Augsburg students planned a full day on October 24 as part of
the lnternational Day of Climate Action, the project of Bill
The bikers arrived back on campus in time to join a crowd at halftime on the footballfield for a photo that was posted online at
McKibben and 350.0rg. Activities around the world aimed to
and Day Student Body Government.
4
www.350.org. The halftime event was sponsored by Campus Ministry
Augsburg Now
I
7-
Mayor meets with students
After returning from New Zealand last summer,
Richmond Appleton '09 was so enthusiastic that he
wrote a letter t0 Minneapolis mayor
R.T. Rybak.
Applelon was in l{ew Zealand lor five weeks
with 25 students led by biology professor Brian
Corner and political science professor loe
Underhill to study Biodiversity and Environmental
Politics. "tveryone is aware of the environment,
of sustainability, of food production, and energy
use. From the north island to the south island,
everything is consistent."
Appleton, a senior environmental studies maior,
Ever Cat Fuels in lsanti, Minn., opened its plant t0 produce biodiesel from the Mcgyan process, which has
student, faculty, and alumni r00ts at Augsburg.
Ever Cat Fuels opens in lsanti
Minneapolis. He contacted Rybak, a strong sup-
What began as a student research project in a Science Hall laboratory made
another step toward changing how fuel will be produced in the future when Ever
porter of sustainability efforts, who welcomed
Cat Fuels held a grand opening for its biodiesel plant in late September.
wanted to bring ideas from l{ew Zealand back to
such a meeting.
Kjerstin Hagen'10, an American lndian studies
major who studied urban sustainability last summer in Portland, 0re., and Vancouver, 8.C., joined
The plant, located about 40 miles north of campus in lsanti, Minn., is expected to
produce about 3 million gallons of biodiesel per year when fully operational. lt represents the first large-scale application of the Mcgyan process of making biodiesel.
The Mcgyan process came out of research by Augsburg undergraduate and
Appleton at the meeting. She was one of the stu-
Rhodes scholar Brian Krohn'08 and creates biodiesel from waste oils. The process
dents involved in implementing Augsburg's com-
doesn't require food stock to work and doesn't create any waste products.
The Mcgyan process-named for Ever Cat Fuels founder and Augsburg alumnus
posting program and planning Sustainability
Awareness Month.
Ihe students shared their travel experiences
with Rybak and told him about ongoing sustainability efforts at Augsburg, many of which were initiated by students. "Augsburg is doing exactly what
I believe in," Rybak said.
The three agreed that informing and educating
the community is an important factor in promoting
urban sustainability. Rybak encouraged Appleton
Clayton McNeff '91, Augsburg chemistry professor Arlin Gyberg, and Ever Cat scientist Ben Yan-has certainly attracted a lot of attention.
"When I see something like this, it's everythingthat we talk about in
Washington," said U.S. Sen. Amy Klobuchar, who spoke at the grand opening.
McNeff said Ever Cat Fuels is already planning to expand its facility in lsanti. ln
addition, the company is licensing the Mcgyan process, and it is expected that
other biodiesel facilities will be built across the country and the world.
McNeff also said that a donation to Augsburg's planned Center for Science,
Business, and Religion will be made for each gallon of biodiesel sold.
and Hagen to sign up for one of the city's committees so that they could continue lheir work outside
of Augsburg.
22nd Annual Nobel Peace Prize Forum
Striving for Peace: A Question 0f Will
March 5-6, 2010 at Augsburg College
Honoring 2008 Nobel Peace Prize Laureate
Martti Ahtisaari
lnternational peace negotialor
and former president of Finland
www.peaceprizeforum.org
Sponsored by Augsburg College, Augustana College (Sioux Falls), Concordia College
(Moorhead), luther College, and St. 0laf College
Fall
2009
5
around the
Augsburg's first travel to Egypt
As a child, I spent most of my summers in Egypt. When I became
language and culture. After learning about the history of Nubia and
director of the Pan-Afrikan Center, I proposed taking students to
Egypt so they could study in a country with both a rich history and
current events of interest. After a year-and-a-half of planning and
its relationship to Egypt, the students spent the day with a Nubian
community located in Aswan.
We later ventured to Hurghada, a city on the Red Sea located in
the Eastern Desert. We drove over an hour to visit a Bedouin community with only 30 members. Due to the harsh nature of the
desert, all of their water comes from a local well, and they raise
the animals needed to survive. We shared a meal with this community, which allowed the students to experience the vast expanse
and isolation of the desert. lt was eye-opening to see what it takes
to survive there.
0ur trip to Egypt evoked a lot of thoughts and feelings within
our students. They had to interact with people who speak different
languages, practice different religions, and come from a very differ-
collaborating with Professor Phil Adamo, who teaches ancient history at Augsburg, we arrived last May in Cairo wilh 22 students. We
began our journey in Africa's largest city, a 1,OOO-year-old metropolis that is home to more than 20 million people. Beyond Cairo,
our three-week excursion took us through Alexandria, Luxor,
Aswan, and Hurghada.
0ur two courses covered Ethnicity and ldentity in Ancient and
Modern Egypt, focusing on Egypt's ancient past and exploring its
modern identity, including a discussion of religion. Although Egypt
has an overwhelming Muslim majority there is also a significant
Orthodox Christian community. As such, students visited some of
the oldest lslamic mosques and Christian churches and monasteries in the world. 0ne stop was Al-Azhar University and mosque,
which is one of the oldest higher education institutions in the
world. We later went to the Hanging Church, one of the sites said
to have been visited by Jesus, Mary, and Joseph. Outside of Cairo,
we visited St. Makarios Monastery, another monastery on the Holy
Family's travels through Egypt.
ln discussing Egypt's place in the ancient world, we acknowledged that ancìent Egyptian
society is often over-romanti-
cized, Ieading to a diff iculty in
reconciling the past with the
current state of affairs. To give
context and help students
understand the many changes
Egypt has undergone, we
explored Egypt's relations with
its neighbors, both past and
present. Our f irst stop, Abu
Simbel, is an ancient temple
built by the Egyptians, in an
area then known as Nubia, to
show Egypt's dominance in the
region. Although Nubia is no
longer a separate kingdom, the
Nubian people have a distinct
6
Augsburg Now
È
ent worldview. We challenged stereotypes, explored history, and
dug deep into what it means to be an American traveling overseas.
cities, resorts, mountains, and deserts on our
quest to learn more about Egypt. lt was a wonderful experience to
take students to the place where my family originated, and I look
forward to possibly going back.
We traveled through
MOHAMED SALLAM
Director of the Pan-Afrikan Center and instructor in the Departments of Sociology and History
a7-
Two new regents elected to board
The Augsburg Corporation,
at its annual meeting in
September, elected two new
members to the Board of
NEW
Bt00MlNGIf)l{ CEI{TER-Augsburg students
can now study toward an MBA or a Master of Arts in
Leadership degree in Bloomingon at St. Stephen
Regents and re-elected six
lutheran Church, conveniently located near l-494
others.
and France Ave. For graduates of nearby
Elected to a four-year
term on the Augsburg Board
of Regents:
Ann Ashton-Piper (above
left)
Ann Ashton-Piper is a graduate of the University of Minnesota and has worked
extensively in the information technology field and is president of The Bridgie
Group, a small lT consulting firm. She is active in her church, Peace Lutheran
Church in Bloomington, where she recently chaired the Call Committee. She
and her husband, Ken, who is an architect, are also active in theìr community,
supporting local nonprofit and charitable organizations such as Lake Country
School, Groves Academy, and the Children's Theater Company. They have five
children and live in Bloomington.
Normandale Community Gollege, a bachelor's
degree completion program (AA to BA)
i¡
communi-
cation studies or business administration is
planned at the new Bloomington Center.
NEW S()ClAl- W0R|íMBA DUAL DEGREE-A new
MSWMBA dual degree is specifically designed
for
MSW alumni who completed the Program I)evelop-
ment, Policy, and Administration (PDPA) c0ncentra-
tion; it will offer the knowledge, experience, and
values necessary for success in both business and
human services systems.
Lisa Novotny'80 (above right)
URBAII DEBATE IEAûUE AT AUûSBURG-llow part
Lisa Novotny'80 is vice president, Human Resources at General Mills, and
Augsburg's Sabo Genter for Citizenship and Learn-
has responsibility for human resource strategy and leadership across the sup-
ing, the Minnesota Urban Debate league (MNUI)L)
ply chain and iechnology organization. Prior to General Mills, she held similar
positions for Dain Bosworth and First Bank System. Novotny received her
sponsors six high school programs and three junior
Bachelor of Science degree in social work and Spanish from Augsburg College
St. Paul, serving several hundred students, teach-
ol
high school debate programs in Minneapolis and
in 1980 and a Master of Arts in industrial relations from the University of Min-
ers, and coaches. lt is one ol the college-readiness
nesota. She and her husband, Rev. lVìark Flaten, are members of Edina Community Lutheran Church. They have two daughters; one of them is a current
partnerships Augsburg supp0rts t0 provide access
to underserved and low-income high school stu-
Augsburg sophomore.
dents in the Twin Cities.
Elected to a second, six-year term was:
'65, chairman, Swenson Anderson Financial Group
"LlVE l-lFE
. Dan Anderson
AT THE STRETï
LEVEI"-Day student
body president Sam Smith welcomed first-year
Elected to second, four-year terms were:
Hagfors, founder and president (retired), Norsen, lnc.
. Jodi Harpstead, chief operating officer, Lutheran Social Service of lVìinnesota
. Dean Kennedy'75, president, TFI Securities
. Marie McNeff, academic dean (retired) and professor emerita of education,
. Norman
.
Augsburg College
Paul Mueller'84, physician and chair of internal medìcine, Mayo Clinic
students at the opening convocation with a mes-
sa!e: "At Augsburg my life and my learning have
been enriched by the constant reminder thal the
city and the community are the largest classrooms
you can find.
... Where I currently live,
on the
l3th floor of Mortensen Hall, the view of downtown
Minneapolis is both beautiful and intimidating. Up
that high, it's impossible to make out faces or
street signs. At street level, though, life in the
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Cedar-Riverside and Seward neighborhoods
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doesn'l seem as complicated, foreign, or hectic
as it appears from the bedroom. My hope [is that
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youJ will evenlually learn to live life in the city at
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slreet level."
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2009
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Campus Kitchen wins youth philanthropy award
{ugsburg's Campus Kitchen program was honored by the Association of Fundraising Professionals with the Outstanding Youth Award
for 2009 at National Philanthropy Day in Minneapolis in November. Augsburg students were recognized for the program they
largely plan and run that serves more than 1,700 meals each
month to low-income and homeless persons, and communities in
need in the Cedar-Riverside and Phillips neighborhoods.
The student leadership team of 8-12 Augsburg student volunteers provides the essential component for the program-people
power. Under direction of the staff coordinator and two student
interns, the team coordinates other volunteers for three cooking
shifts and six food deliveries each week. Meals are prepared, stored
overnight, and delivered the following day. The students also gìve
of their heart, providing conversation and offering companionship
to the individuals they serve.
The Campus Kitchen at Augsburg College was established in
October 2003 and is one of only 15 Campus Kitchen organizations
around the country. The program brings together the college dining
service, local community groups, and individuals to plan, prepare,
The Campus K¡tchen at Augsburg received the y0uth philanthr0py award, recognizing
lhe work ol the students and volunteers who serve 1,700 meals per month in the
neighborhoods around Augsburg.
deliver, and serve meals.
ln the past two years, Campus Kitchen has expanded its activities:
.
A'viands food service-From their arrival at Augsburg ìn June
2008, A'viands, a local food service provider, has embraced
Campus Kitchen and provides access to food that would otherwise be thrown away. Donations also come from community food-
.
. Summer Garden
and Nutrition Education Project-Augsburg students teach neighborhood youth from the Brian Coyle Community
Center and Somali Confederation about health, nutrition, garden-
banks and other institutions.
.
Communìty Supported Agriculture (CSA)-Campus Kitchen is the
site coordinator for all Augsburg CSA shares and receìves six
shares through Ploughshare Farm's Food for Folk Project.
Community garden-Over three years, Augsburg's community garden has provided space for neighborhood residents, Augsburg
employees, and community organizations to grow their own food.
ing skills, and cooking nutritious meals.
.
West Bank Farmers Market-ln partnership with the Coyle
Center, local farmers selltheir produce once a week during the
summer in the morning at Coyle Center and in the afternoon at
Augsburg-and often donate unsold food to Campus Kitchen.
. Service-learning-Augsburg
history students get hands-on learning about how resources are collected, distrìbuted, and controlled
in the "living text" of Augsburg's Campus Kitchen.
ln its six years, Campus Kitchen has been the recipient of three
awards recognizing the program's outstanding service and
achievements: Student Organization of the Year, given by
Augsburg College; Harry Chapin Self-Reliance Award, given by
World Hunger Year in 2OO4; and the Great ldea Award, given by
America's Promise. Read more about Campus Kitchen at
www.
a
ugsbu rg. ed u/cam puskitchen.
BTTSEY NORGARD
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View more photos and learn more about why Campus Kitchen was nominated
for the youth philanthropy award at www.augsburg.edu/now
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age 77, Herb Chilstrom '54 got an offer he couldn't refuse. The retired ELCA
presiding bishop was invited to serve as interim director of the Linnaeus Arboretum
at Gustavus Adolphus College while its director is overseas for ayear. The transition
from Chilstrom's 50-plus years as pastor and bishop to administrative gardener, he
AI
tells his friends, was easy: "l'm going from tending flocks to tending phlox."
Chilstrom gained an appreciation and love for gardening from his mother, a gardener ahead of her time who, along with her husband, pul organically grown food
on their table. He pursued that interest in retirement when he studied to become a
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master gardener.
"lt turned out to
be one of the most enjoyable educational experiences l've ever
had," he says.
When the Chilstroms moved to a townhome in St. Peter, Minn., Herb volunteered
his services to the arboretum. For seven years he nurtured flowerbeds back to
blooming beauty and created a vegetable garden behind the restored settlers'
cabin-which was a necessity for every settler, as well as his own family, During this
time the arboretum began to restore more than 80 acres back to its native prairie.
Now as interim director, he has enjoyed launching "The Linnaeus Order of
Nasturtiums," a cadre of volunteers who tend the arboretum's flora. lVlostly retirees,
the order has "taken off like gangbusters," Chilstrom says. Despite the initiation,
that is, which requires each volunteer to eat a nasturtium blossom laced with
cream cheese.
"People are almost begging to get into the order," says Chilstrom. He has
recruited 20 volunteers in two months, and all have passed the initiation.
For Chilstrom, this second "calling" also has theological roots. He says that
while Lutherans consider Christ's life, death, and resurrection in the Second Article
of the Creed as the heart of Christian faith, "we may have emphasized it to the
point where we don't appreciate as much as we should the First Article, about creation as the gift of God."
"Being involved in a place like the arboretum," Chilstrom continues, "gives me a
chance to create some balance, to be committed to making this place as beautiful
as it can be in a world that is quite broken, where we don't appreciate the gifts of
nature, and where there's so much desecration of the environment."
It's also a chance for some historical reflection. Chilstrom recounts how so many
settlers, including his great-grandparents, arrived in lVìinnesota penniless and
began breaking up the prairie, with disregard for Native peoples and their land.
"Now when we recapture part of that into native prairie, we are helping people
step back and think about what it was like for Native Americans to live here, how
they survived in that setting, and the beauty of the prairie," he says.
ln sum, Chilstrom says, "lfeel that in my retirement I've been uniquely blessed
to be located in a place like this where I can think about some of these good ihings
that are important to us."
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HfIMECOMING 2OO9
September 28-0ctober 4
Despite the rains and chilly weather, spirits were high at the 2009
Auggie Adventure, as hundreds of alumni, students, faculty/staff,
and friends celebrated Homecoming. 0ueen Jamie Krumenauer
and King Kevin Khottavongsa presided at the football game halftime festivities and cheered the Auggies despite their loss to
Hamline, 38-28. Alums sampled classes from Augsburg professors, met fellow alumni authors, enjoyed their reunions, and
ended the weekend with a bang at the fireworks display.
Fall
2009
13
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i
1
2009
Augg¡e Adventure
14
Augsburg Now
DISTINGUISHEIl ALUMNI
FIRST ]lECA]lE AWARIl
Tove Dahl'84 and Curt Rice'84
Tove Dah
l-Associate
Professor,
Psychology, University of Tromsø, Norway
Curt Rice-Director, Center for Advanced
Study in Theoretical Linguistics, University
Brenda Talarico, '99 PA
Assistant Professor, Physician
Assistant Program, Augsburg Col lege
of TromsØ, Norway
SPIRIT fIF AUGSBURG
AWARD
Phebe Hanson '50
Poet, teacher, founding member of
The Loft Literary Center
James E. Haglund, Augsburg Regent
Emeritus and Parent
President and Owner, Central
Contai ner Corporation ; Co-owner of
Spectrum Screen Printing
Joyce (Anderson) Pfaff '65
Professor Emerita of Health and
Physical Education, Augsburg College
2flO9 ATHLETIC HALL flF FAME
Bob Arvold '82, Wrestlìng
Joel Engel '87, lvlen's Basketball
Matt Farley'88, Baseball
Dallas Miller'88, lvìen's Hockey
Ruth 0lson '60, Women's Basketball
Sonja Slack Payne '91, Softbatt, Tennis
Drew Privette '89, Football, Men's Hockey
Richard Thorud '56
Daniel Roff '82, Football
Retired engineer, Toro Company
Stefanie Lodermeier Strusz '98, women's Basketball
@
For more aboul Homecoming and the alumni award winners, go to
www.augsburg.edu/now
Fall
2009
15
THE DESTINATION IS THE SAME: EARNING A COLLEGE DEGREE. BUT THE PATHS
TO THAT CAN BE AS DIFFERENT AS DAY AND WEEKEND/EVENING.
For many, Augsburg College is a traditional liberal arts college with 18- to 22-year-olds
ENGLISH
living on or near campus. lt's the place where they went just a few months after graduating from high school and spent the next four years.
There is another side to Augsburg as well. lt's one where classes are held on Fridays,
Saturdays, Sundays, and some evenings. ln this evening and weekend program, students
are older, they are more likely to have a full-time job, and they often juggle more family
responsibilities than traditional day students. They study in both Rochester and
lVinneapolis, at four locations.
While the two groups are demographically different, the education they receive is as
close to the same as possible. For example, business majors in the day program take the
same courses as business majors in the evening and weekend program at all locations.
Where the education differs has more to do with the life experiences students bring to
the classroom.
As one way to see this, we talked to students and faculty members in a day and
weekend section of English 111. This class, Effective Writing, is one that nearly every
Augsburg student takes. As seen in their favorite books and authors, the younger day
students tend toward escape fantasy and horror fiction, exploring the dark and the
macabre. The older weekend/evening students show more interest in philosophy, psychology, and spìrituality-perhaps seekìng more understanding, meaning, and comfort
their lives. Enjoy "meeting" these Augsburg students.
COMPILED BY WENDI WHEELER
16
Augsburg Now
in
by the numbers
EVENINû/WËEKENI)
UNI|ERGRADUATE
PR0GRAM (Minneapolis Campus)
DAY UNDERGRAI)UATE PR()GRAM
Total students enrolled: 809
Total students enrolled: 2,01 3
Average age: 35
Average age:
Male/female rat¡o: 37/63
21
Male/female ratio: 50/50
Students of color: l5%
Students of color (total): 25%
Students of color (first-year class): 42%
Fall
2009
17
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{Ulli lli E}l
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sweet trad¡t¡ons
Velkommen Jul is one of Augsburg's most popular traditions, a Scandinavìan
welcome to the holiday season. Augsburg alumni and friends look forward each
year to the splendid banquet of sweets and treats provided by the Augsburg
Associates.
Enjoy these cookie recipes that come from the hands and hearts of the
Associates. Some recipes date back generations to family members who
attended Augsburg Seminary in the late 1800s.
JOIN US AT VELKOMIVìEN JUL ON FRIDAY, DECEMBER 4,
BEGINNING WITH CHAPEL AT 10:15 A.M.
COMPILED BY BETSEY NORGARD
Fall
2009
19
{
{
Grandma Rand's Krumkake
1 pt. whipping cream
1 c. sugar
l tsp. vanilla
2 c. f|our
Pinch of salt
1 c. milk
Whip cream until stiff . Add sugar gradually. Mix vanilla and
add flour and salt, which have been sifted together. Add milk
slowly, beating constantly. Bake in krumkake iron, a teaspoon-
ful at a time (no more). Remove from iron and roll immediately.
Makes about 10 dozen.
Fattigmann
Berliner Kranser
Þ
6
6
6
2
6
egg yolks, 3 egg whites
Tbl. sugar
Tbl. cream
Tbl. melted butter
2 hard cooked egg yolks
Il2 c. sugar
2 raw egg yolks
1 c. butter
f
2-712 c. flour (use less)
fat for frying
cardamom seeds
lour
salt
van
Beat egg yolks and whites together until
illa
thick and lemon colored. Add sugar and
Mash cooked egg yolks with fork. Add sugar and
continue beating; add cream and beat
again; blend in butter. Crush cardamom
seeds to powder and add with enough
flour to make a dough f irm enough to roll
work into a wet and pasty mixture. Add raw egg
yolks and mix well. Add butter and mix. Add flour,
salt, and vanilla. Take dough about the size of a
walnut and roll into pencil shape about seven
inches long. Form a ring, overlap ends (like a pret-
Roll thin as paper, cut into diamond
shapes about 5 x
sprinkle with powdered sugar.
*
Augsburg Now
inches. Deep-fry
brown. Drain on absorbent paper and
e,
20
2-Il2
in hot fat 2-3 minutes or until golden
zel). Dip in raw egg white, then into crushed loaf
sugar. Bake a|325 degrees until light brown.
Mom's Rosettes
4,t
I
1
1
I
2 eggs
1/4 tsp. salt
2 Tbl. sugar
3/4 c. milk (can use whole or skim)
.#
dü
Il4 c. waler
1 tsp. vanilla
1 c. f lour
canola or vegetable oil for deep frying
Heat oil in a deepfryer to 375 degrees. (Be sure to
have a thermometer in the oil as you fry the
rosettes and maintain an average of 375.) Put the
rosette iron in the oil as it heats-a hot iron and
oil temperature are most important for crisp
rosettes.
Jule Spritz
{
1 c. butter
1 tsp. almond extract
2-tl2 c. flour
Batter: ln a deep bowl, lightly whip the eggs, salt,
and sugar with a fork, just to mix. Don't overbeat
it. Combine the milk, water, and vanilla. Alternately add 1/3 of the liquid and 1/3 of the flour to
the egg mixture and repeat until all are mixed. lf
the batter isn't smooth, put through a sieve to
remove the lumps.
4 small egg yolks (or 3 large)
2/3 c. sugar
1/4 tsp. salt
Cream sugar and butter, add almond extract
and egg yolks and beat well. Add flour and
salt. Put cookie dough in cookie press and
press out cookies on cookie sheet. Decorate
Lay out paper toweling on cookie sheets to cool the
rosettes after frying. Have a bowl of sugar for dipping the hot rosette into after it comes off the iron.
with red and green sugar. Bake about 12
minutes at 400 degrees.
A couple of forks will be useful to remove the
rosette from the iron.
With hot oil and hot iron a|375 degrees, and
absorbent cloth or several paper towels ready,
quickly remove the rosette iron from the oil,
quickly shake off any excess oil over the deepfryer,
dab the iron on the paper towel, and quickly
immerse the iron into the rosette batter-not going
over the top edge of the rosette iron-and quickly
return the iron to the deepfryer. After about 15-20
seconds in the oil for a light brown color, gently
remove the rosette from the iron using a fork. Be
sure to keep the iron in the oil heating as the
rosette continues to brown; turn it with the forks to
get uniform browning; and remove from the oil
with the forks and place on paper toweling with
the hollow side down to drain off any excess oil
While warm, dip in sugar. Cool completely and
store in large cookie tin in a cool place. Makes
approximately 36 rosettes.
Fall
2009
21
Ð
perspective
BY JEFF SHTLMAN
I
22
Augsb
s'
Lisa Jack
It was a summer of mood swings
and wide-ranging emotions.
ln May, Lisa Jack found herself on the
cover of the los Angeles Times'Calendar
section. The Augsburg psychology professor had a camera around her neck as
is talk of a Paris showing of the photos
"The majority of students, they enjoy
being engaged and challenged," Jack
said. "l love challenging them and to be
that until two years ago were housed in a
chal lenged. "
basement box, Jack is far less interested
than she was even this summer.
That's because real life suddenly
While Jack's photos have been seen
across the globe and she has been inter-
While the 36 photos of 0bama are
now on display at Occidental, and there
reappeared.
0n July 25, doctors told Jack's
viewed by outlets ranging from The New
York Times to the television show Exfra,
Jack has never heard a word from
mother that she has ovarian cancer. ln
examining her family history, Jack and
Obama or anyone at the White House.
her sister were then told that they are
ings with Obama in recent years, is all
right with that. She understands the job
he has to do and that the photos are
from a long time ago. And she also has
display at a hip West Hollywood art
genetically predisposed for the disease.
And because there isn't a way to screen
for ovarian cancer, the only way for Jack
to protect herself would be to have sur-
gallery.
gery herself.
she sat cross-legged and dressed in
black in the California sun. Her 1980
photographs of now-President Barack
Obama-which were originally published
in
Time magazine-were about to go on
She had become the photographer
she wanted to be at the time she took
those photos when they were both under-
graduates at Occidental College. There
was now enough buzz about her work for
singer-songwriter Seal to check out the
photos. Her photographs captured what
she has described as Obama's youth and
playfulness. And she knew she wanted
some sort of platform."
With Jack needing to help provide
care for her mother in New York and
planning for a significant medical
procedure of her own, Jack was
pictures.
forced to adjust her teaching load
at the last minute. Jack was not
years.
New camera in tow, she spent part of
her summer in North Dakota shooting
photos of professional rodeo cowboys
and the livestock they ride. She began
conversations about some photography
projects. She was excited about rediscovering what she had once thought
would be a career.
"Once I purchased the camera, I went
to practice at the IUniversity of
able to teach an AugSem first-year
seminar and is llmited to one psychology internship course for
upperclass students.
"l was adamant that I teach
this semester," she said. "l have
to have a life. I can't be all cancer all the time. And I love to
teach. I have a class of seniors
and I know them all. lt'll be
fun."
Because while Jack's love
of photography was rekindled
Minnesota'sl Raptor Center," Jack said.
"When I put everything in my computer,
I said, '0h my God.' I didn't lose any
when she unearthed the
nearly 3O-year-old photos of
vision. "
Obama, she still wants to
All was great, right?
Not so fast. Because that part of the
summer seems so long ago.
some new-fou nd perspective.
"lt's an ugly, horrible, heinous disease," Jack said. "They call it the
silent killer. I've done a U-turn into a
cancer activist. But maybe it was the
point in finding those photos, to have
to continue telling stories through
That's why Jack began taking photographs again for the first time in many
Jack, who has had two chance meet-
teach. With an extremely outgoing personality and non-stop
professor
energy, Jack loves the classroom setting.
Fall
2009
23
Mafk
HanSOn calls it a "kicking and
screaming" calling. The son of a parìsh
pastor, Hanson had no interest in follow-
difficult times, ELCA presiding bishop Mark Hanson '68 finds
great joy in his calling and seeks to stay focused 0n Ggd's w3rk in the world.
Even through
ing his father into mìnistrY.
Sure, Hanson went to Union Theologi-
cal Seminary after graduating in 1968
from Augsburg with his wife, lone
(Agrimson) '68, but ihat was onlY
because he received a scholarship to try
it for a year. Even when he f inished up
at Union, Hanson went as far as to stand
in line to regìster to begin graduate
school classes in psychology before he
realized that wasn't what he wanted to
do with his life.
"l ended up going to therapy for six
months to f igure out what was going on
ìn my lìfe," Hanson says. "And it was
only after sìx months of therapy that
realized I was f ighting, for all the wrong
I
reasons, the call to ministrY."
Now, nearly 40 years later, Hanson
f
inds himself as the presìding bishop of
the Evangelical Lutheran Church in
America at one of the most challenging
times since the Lutheran Church in
America, the American Lutheran Church,
and the Association of Evangelical
Lutheran Churches merged to form the
ELCA in the late 1980s.
The nation's financial instability has
led to a downturn in contributions to the
church. The nation's changing demographics have left the ELCA as a graying
organization with ìts strength in parts of
the natìon that aren't growing. And, in
the wake of votes taken at August's
Churchwide Assembly on topics of
human sexuality and homosexual clergy
in committed relationships, there are
many individuals and congregations
pondering whether the ELCA is the place
for them.
And despite the current challenges
"I think that ìn anxious times that
have dimensions of conf lict in them, the
temptation ìs to go into enclaves of likeminded people to both reinforce the convictions one holds with those likeminded people, and often to articulate
that those whom you are not in agreement with are so wrong," Hanson says.
"l have worked to be very connected
relationally.
"ln a culture that is so polarized,
facing the ELCA, Hanson loves his job.
"l f ind great joy in what I do,"
especially around issues of personal
Hanson says, while sitting in his 11th-
morality, and tends to be increasingly
f
loor off ice that overlooks Chicago's
0'Hare lnternational Airport. "I use joy
very intentionally. Joy, for me, has its
source in my faith. I literally f ind great
joy in this call. I told a group of pastors
that I have the best call in the church
and what was fun was that a bunch of
them lìned up to argue with me about
why theirs is better. I liked that."
But Hanson acknowledges that these
times are challenging. And that's why
Hanson has spent-and will be spend-
ing-a
signif icant amount of time engag-
fractious, contentìous, and too often
mean-spirited, can we exemplify in our
witness another way to live-together
and honoring our dìfferences, but in the
context of our unity?"
J
im Arends, a I97 4 Augsburg gradu-
ate and current bishop of the LaCrosse
lWisc.l Area Synod,
saYS one
of Han-
son's biggest strengths as presiding
bishop is his ability to communicate in
general and to listen in particular.
"lt
is going to help, it can't but help,"
Arends says. "He respects you. I don't
ing in conversation, even if the actions
think I've ever seen anything even close
at the Minneapolis Convention Center
to disrespectful. With his authority and
height, he's still able to make people be
make things a little awkward and
u
ncomf ortable.
comfortable and relax around hìm.
That's tough with the height of his collar
and the big cross he needs to wear."
How does he do it? Hanson saYS some
of it is because of what he learned at
Augsburg. Because while there are challenges within the church, there are far
Discovering
in the
Challenges
of leadership
BY JEFF SHELMAN
Fall
't
2009
25
1l
more sign
if
icant issues-poverty, dis-
ease in third-world countries, and health
concerns among them-that the ELCA is
trying to tackle.
"The call for us as Christians is not to
be turned inward in conf lict with each
schools of higher education. We have
great colleges and universities in the
church, but I think Augsburg has really
positioned itself where I would want to
see a college of this church to be."
for work about 80% of the time.
"There are some days when I've gone to
the airport where I've given the United
desk my driver's license and said,
'l forgot
to look, where am I going again?"' Hanson
other and miss this moment to be
engaged in God's work in the world;
And as Hanson progressed from
parish pastor to bishop of the Saint Paul
Area Synod to, now, presiding bishop,
Augsburg gave me that perspective," he
Hanson sees a thread that goes back to
says. "Augsburg always reminded me
that whatever is going on with you,
Augsburg.
will have a lot to do with continuing com-
"My whole life has been shaped by
the intersection of intellectual curiosity,
faith, and how faith and intellect shape
one for a life in leadership," Hanson
says. "The phrase I use for what I got
from Augsburg and Union is an
unquenchable curiosity of faith and life.
I've never stopped being curious. I think
Augsburg fostered that. I'm going to be
free to ask questions and to serve my
neighbor, particularly the one who is
struggling with issues of justice and
munications, building relationships, and
leading a church that has members asking
serious questions about the future. While
the conversations and e-mails aren't
always positive from individuals concerned
about the ELCA's actions, Hanson remains
within your family, within the church,
there is a world that calls you."
That was true in the mid-to-late
1960s when Hanson studied sociology,
and it is true now as Hanson also
watches Augsburg as a parent. Four of
his six children have or currently are
attending Augsburg. His daughter
Alyssa, an alumna of the College, is also
teaching math in the Weekend College
program.
"When lone and I were at Augsburg,
we were invited, encouraged, challenged
to immerse ourselves in the city, CedarRiverside, North Minneapolis, and that
has not stopped," he says. "0ur daughter who is a senior there now has been to
Central America twice. The immersion
and context have grown from the immediate Cedar-Riverside neighborhood to
now the world.
"l'm all
26
over the world looking at
Augsburg Now
says with a laugh. "That's pretty bad. I'm
prepared for where I'm going, but there's a
lot of travel."
That travel, in the upcoming months,
upbeat.
"l
am proud to serve in leadership right
"l lead 70 million Luther-
now," he says.
ans in the world and lead the largest
Lutheran Church in the United States;
around Lake Harriet for Chicago's Edge-
that's just an amazing thing that I am
called into that sort of leadership. lf the
criticism begins to take a personal toll,
then I can no longer be an effective leader.
I think that the gospel is too good news for
me to get so discouraged that I can't, with
brook neighborhood, he's rarely there.
It's tough to be at home when you travel
great passion, proclaim the good news of
Jesus. "
poverty."
And Hanson has plenty of opportunities to be curious as presiding bishop.
While he and lone have traded the area
"We have great colleges and universities in the church, but I think Augsburg has
really pos¡t¡gned itself where I would want t0 see a college of this church t0 be."
rl
I
ï
H
ffi
\t'/ith more than 4,000 students in its undergraduate and graduate programs,
Augsburg College strives to create an intentionally diverse and vibrant community by welcoming students of varied backgrounds and experiences.
For many of the students who come to Augsburg, being an Auggie is a
dream come true because at one time in their lives, the idea of going to college was nearly impossible to imagine.
That's where Admission Possible comes in. This program, which was
founded in Minnesota in 1999 to help low-income high school students get
into college, has brought more than 100 students to Augsburg since its found-
H
ing. Ihis fall, 63 Admission Possible alumni joined the Augsburg community as
first-year students-more than any other private college in the country.
E
tr
Admission Possible made Augsburg possible for these students. Not only
has this program enriched the lives of students and their families,
it has also
benefited the Augsburg community.
Finding Admission Possible
Juventino "Juve" Meza Rodriguez'11 came to the U.S. from
Mexico when he was 15 years old. Unlike his parents or siblings,
Meza Rodriguez had been fortunate to attend school beyond the
sixth grade and, though he did not speak English, he was excited
m
H
m
about continuing his education in a Minnesota high school.
"l come from a low-income working family; my parents and
their parents didn't go to school. My mom made a big push for
education for her children because she wanted us to do something she wasn't able to do," he says.
Meza Rodriguez tested into the ninth grade and began classes
at Arlington High School in St. Paul. ln his neighborhood and in
his family, no one had gone to college. "As kids we always said
we want to be this or that," he says, "but realistically I wasn't
thinking that college would be a possibility for me. And my parents of course didn't think it was an option either."
ln his sophomore year, he dropped out of school, following his
friends who had started working and were making money. "l was
out of school for one week, and I did not enjoy life," he says. He
asked his parents to help him get back into school, and after
that week he appreciated his education more than he had before
"l knew I wanted something more, but I wasn't sure what that
was and I didn't have people around me who had done it either."
With a renewed enthusiasm for high school, Meza Rodriguez
asked a guidance counselor about college. "She told me
I
couldn't go," he says, but she eventually found a program for him
and suggested he apply. That program was Admission Possible.
From the moment he was accepted into the program, Meza
Rodriguez was on his way to college, but he was in unfamiliar
28
Augsburg Now
q F
n
Ð
territory. "When I told my parents that I wanted to go to college,
theyasked how I wasgoingtodo it. I said,'l have no idea."'
Because his parents were unable to support him f inancially
and because they had no experience with higher education, lVleza
Rodriguez says they left many of the decisions about school up to
him. "They would always say, 'Tu sabes lo que haces,'(You know
what you're doing). But I didn't know what I was doing."
Getting to Augsburg
l-lis Admission Possible coach did know what to do to navigate
the complicated and sometimes intimidating landscape of college application. Twice weekly in his junìor and senior years,
lVIeza Rodriguez met with his coach and other students. He prepared for the ACT and learned how to select a college that
matched his interests, complete the admissions applications,
and apply for financìal aid including scholarships.
Admission Possible also encouraged lVeza Rodriguez to make
connections at schools by going on campus visits and attending
education fairs. At one such fair for Latino students, he met Carrìe Carroll, Augsburg's assistant vice president of admissions.
"When I got to Carrie's booth, I told her I had heard about
Augsburg and she started asking me questions. We talked for two
hours," he recalls. "She was very welcoming and showed an
interest in me that other schools didn't bother to show." After
their meeting, Carroll e-mailed lVleza Rodriguez and encouraged
him to apply to Augsburg.
"I applied, and Carrie called my AP coach within six days and
said I had been admitted. I was the flrst student in my AP class
to apply and the first to get accepted."
il
I
I
Carroll says Admission Possible students are attracted to
Augsburg because of the f inancial aid that helps make college
possible for more than 90% of traditional day college students.
Two programs-Augsburg College Access Program (ACAP) and
the Augsburg Promise are aimed at assisting f irst-generation
and low-income students.
ACAP provides a four-year grant for students who have participaled in a college readiness program. The grant covers the cost of
luition not met with federal or state grants for students who are
Minnesota residents, have an ACT score of 20 or belter, and have
cunrulative grade point average of at least 3.25.
lVlore
a
importantly, Carroll says studenls come because ALrgsburg
has made an institutional commitrnent
to providing access for nrany
different types of studenls, to creating an intenlionally diverse cam
pus, and to engaging students in service to the conrmunity. All of
these commitments connect closely to Admission Possible values.
"At Augsburg, we are aware of the obstacles some students
have faced and will continue to face. We value our students." As
Fall
2009
in
29
Meza Rodriguez's case, Carroll says often a student will make
the choice to come to Augsburg, even though they have been
accepted elsewhere, simply because the Augsburg staff takes the
time to get to know them personally.
accessible to anyone, regardless of his or her background or
circumstances.
Beyond admission
onto their campuses." lt has also helped colleges and universities
address much of the stigma that is attached to low-income stu_
Meza Rodriguez says that Admission possible has also changed
campus atmospheres by introducing students who might not have
considered college in the past. ',Ap helps colleges get out of their
comfort zone," he says, "by welcoming more and more diversity
Once students are accepted and begin their college studies, they
still encounter
d
many challenges that can make staying jn school
iffic u lt.
dents, challenging the notion that they are low-achieving or unpre_
pared. ln fact, while the fall 2009 first-year class includes 40%
ln the past, a team of Admission posstble staffers did some
tracking and outreach to their alumni after they had started
college. Most of their assistance had been reactionary, however,
and they were often brought in when a student was in the midst
students of color, the average ACT score and class rank have
of a crisis.
pared for success and dedicated to making the most of their college
This year, Admission Possible has developed a structured col_
remained consistent among Augsburg's incoming classes over the
past four years.
Carroll agrees, adding that Admission possible students are pre_
on their individual campuses.
experience. "These are smart, capable students who work very hard
to succeed. They just need to be taught how to do this.',
Meza Rodriguez is just one example of the motivated and tal_
Ben Pierson is the college coach at Augsburg this year. Having
an office on campus is important because for Admissjon possible
ented students who find a fit at Augsburg through coilege readiness
programs. He received a president,s Scholarship, which recognizes
alumni, "AP" means "help." Students know they will find a caring adult in Pierson as well as a reliable source of information
academic achievement and leadership potential, and he is an
Honors program student. ln his three years at the College, he has
and support.
also been a senator in student government, helped found a Latino
lege program with coaches who work one-on-one with students
Pierson works with Augsburg's director of retention, the
Enrollment and Financial Services staff, admission counselors,
and with the other student support programs. His objective is to
maintain contact with students and help them find the resources
they need before they want or need to drop out.
student organization, and conducted summer research with
President Pribbenow as his mentor and adviser.
This fall Meza Rodriguez is studying poverty, inequality, and
social change in the Metro Urban Studies Term (MUST) through
HECUA, the Higher Education Consortium for Urban Affairs, and
is doing an internship with the Citizens League in St. paul. He
Making dreams poss¡ble
has also organized a group at Augsburgto help connect the more
than 100 Admission Possible alumni who are now enrolled at the
College readiness programs like Admission possible are just one of
College.
When he participates in Commencement, Meza Rodriguez knows
the many ways students find Augsburg and realize their dreams.
But this program benefits more than the students who enroll and
graduate.
Meza Rodriguez and the other Admission possible alumni fea_
tured here set examples for their peers, siblings, and their commu_
nities. Their experiences demonstrate that a college education is
@
30
will be an inspiration not only to members of his community but
to his younger siblings, ages 4 and g, whom he hopes will one
day follow in his footsteps. "My siblings can see that college is pos_
sible. So many people around me can now see that it is possible.,,
he
also
Learn about Adm ission possi ble at www.adm ission possi ble.org.
Read more about the other
Augsburg Admission possible
students pictured here at
wwuaugsburg.edu/now
Augsburg Now
lucky Dirie'13
Houa
lor '13
Farrington Starnes'12
È!
b¡
Fall
2009
31
DEAR FRIEI{tlS,
As I write to report to you on the successful completion to a most extraordinary year of economic challenges, I remain filled
with gratitude for your steadfast support to Augsburg College.
While each week last fall brought more bitter news than the previous regarding our financial institutions, we maintained a
watchful and cautious eye over our students, our revenues, and our gifts. I was so pleased and humbled that through these
difficult months our enrollments remained high, our programs strong, and your giving constant.
During this difficult year, your gifts made an Augsburg education possible for many students who would not have otherwise been able to continue theìr studies. At Augsburg, we are committed to providing the access for these students of differing faiths, cultures, and ethnicities to thrive and to become the
next leaders in creating safe and sustainable communities.
Together, we continue to learn how "We are called to serve our
neìghbor. "
Durìng this past year, as a teaching and learning community,
WE ARE CALLEI}
TO SERVE (lUR NEIGHB(lR
we also explored in many ways what it means to live more sustainably in the city. I was so proud of our students, who pushed the College for changes that made us better stewards of our
gifts and of God's creation. Augsburg is now a leader among educational institutions in the use of renewable energy, in support of alternative transportation practices, and in the adoption of a food composting program.
As we move forward, I ask for your abiding and increased participation and support in the next years as we continue to
work together for a stronger and more vibrant future for our college, and for our students.
S
incere ly,
*
L-
?
PAUL C. PRIBBENOW
PRTSIDENT
32
Augsburg Now
\
Your annual fund gift helps to
1
.., retain talented faculty, like chemistry professor
maintain Augsburg's low
2
...
l4:l
Vivien Feng, and
4
...
keep Augsburg affordable by providing a portion of the academic
scholarships and financial aid received by 90% of day students.
studenUfaculty rati0.
make it possible for curious and talented students to stay on campus
5
during the summer to engage in full{ime research with a faculty mentor.
3
...
provide up{o-date computers and technology services critical to
...
fund student programs and co-curricular activities, like campus
ministry, athletics, internships, and ethnic student services.
6
...
provide the special equipment, safety equipment, and supplies for
our science laboratories.
teaching and learning.
È1.
r,' ,ç $¡
"$,ft..,
t{Ol\¡b^
GIVING IN ACTI(¡NWhat Students and Alumni Say
Nate Johnson '11
Rossing Physics Scholar, StepUP program
Ali Rapp '11
Honors student, "Homemade" blogger
ln Augsburg's unique Honors program, Ali and her fellow students participate in deep discussions about controversial questions. "There's a degree of openness in Honors that you don't
find in other classes," she says. Another way Ali expresses
her-
self is through her blog on Homemade, the site that gives current and future Auggies a sense of what life is really like for
students at Augsburg. "We really get to the heart of issues, and
I'm glad we have that kind of freedom to be ourselves and to be
Junior Nate Johnson has an interest in how things work and
was drawn to the problem-solving part of physics. This year he
was named one of four Rossing Physics Scholars in the nation
by the Evangelical Lutheran Church in America. Johnson grew
up in St. Croix Falls before entering substance abuse treatment
in high school. At Augsburg, Johnson is in the StepUp pro,
gram, a program that is much of the reason why he chose the
College and where he f inds community, support, faith, and discipline. "When I was looking at colleges, every time I went to
genuine."
Augsburg, I felt excited about it," Johnson says, "... other college settings felt daunting."
Your giving supp0rts personal growth in Augsburg's
Your giving supp0rts paths to healthy lives in Augsburg's
Honors program
StepUP program
re
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Shonna Fulford'09
Myles Stenshoel Scholarship
The Augsburg faculty did more
than just teach Shonna Fulford,
a 2OO9 graduate from Perham,
Minn. "They are truly there to
teach you what they know, to let
you discover things you may never
Annika Gunderson '11
have otherwise, and to help you
President's Scholar, world traveler
ln her three years as an Auggie, Annika Gunderson '1 t
succeed in everything you want to do," she says. As the recipient of the endowed scholarship for students pursuing careers in
political science, she also had the opportunity to get to know
has
almost spent more time away from Augsburg than on campus.
This international relations and Spanish major from Winona,
Minn., has studied abroad three times, spending five weeks in
is named. This student orientation leader and Homecoming
queen hopes to return to Augsburg some day, perhaps as a
Cuernavaca, Mexico; a semester in Central America; and
member of the administration.
another semester in Brazil. Gunderson suggests that all students take advantage of the many study abroad opportunities
Your giving supp0rts scholarships endowed to honor
Professor Emeritus Myles Stenshoel, for whom the scholarship
available to Augsburg students. "lt's important to be able to
challenge yourself to go beyond, to experience something unfa-
faculty careers and commitment
miliar."
Your giving supports life-changing experiences thr0ugh
Augsburg's Genter for Global Education
Michele Roulet '10
WEC Student Senate
Michele Roulet found Augsburg at the State Fair. Returning to college
after a two-year degree and full-time work, she enjoys working at her own
pace for "a chance to figure out who I am." The studio art major has
studied abroad in Central America and Europe. She has also found a
niche in the Weekend Student Senate and has served as its president,
making sure that Augsburg's weekend and graduate student voices are
represented on campus.
Your giving supports leadership in Student Government
Fall
2009
35
GIVING IN ACTIflNSupporting Augsburg Chemistry Students:
John and Marvel Yager
John Yager '7 4 was not a typical Augsburg f reshman. Although
born in Minnesota, he grew up traveling in a military family. He
picked Augsburg because his parents were expected to retire in the
Twin Cities; his uncle, Dr. 0. Lewis Zahrendt, was an Augsburg
graduate; and Augsburg's admissions materials were the most
appeal i ng.
It was a good choice. Yager says he considers Augsburg "one of
the most fortunate events of my life as far as my education was
concerned." His goal was medical school and he majored in chemistry and biology.
Yager credits his academic success to what he believes are still
the hallmarks of Augsburg's chemistry department-high levels of
integrity, dedication, and a commitment to achievement-as well
as the dedication of the chemistry faculty-Courtland Agre, John
Holum, Earl Alton, and Arlin Gyberg. Yager also credits his classmates, the "phenomenal group of very bright and hard-working students, who helped me work all the harder."
But even more crucial to his college success was the support
Yager received when his older brother, with whom he was living,
was tragically killed in an accident. ln coping with grief and trying
to decide whether to stay at Augsburg, Yager contacted Rick Thoni,
the director of student advisers, who arranged for housing options
that Yager needed to stay in school and supported him through the
While his first job involved hands-on chemistry, his subsequent
work has taken him into related fields and aspects of immuno-
chemìstry-q ual ity assurance, regu latory affairs, cl in ical trials, and
literature research and publications. He is a patent-holder on a
medical device used in endoscopy.
"l've had great opportunity to really apply chemistry," Yager
says, "to apply the discipline of what I've learned over the years to
a career that has been extremely rewarding personally." He notes
that while he didn't pursue a medical career, his work has contìnually helped people through development of better medical
products.
Yager currently'works for a new company,
Acist Medical
Systems, which manufactures products that help physicians
ing them reach out to me was something l've never forgotten,"
administer the contrast agent used in angiography.
Yager has continually remained connected to the Chemistry
Department and Augsburg. He has lectured in senior seminars,
Yager says.
served as a mentor to chemistry students, and coached students
After graduation Yager took additional chemistry courses and
worked as a pathology assistant at St. Mary's Hospital. While medical school did not become part of his future, in the pathology lab
through the hurdles of f inding their first jobs. He enjoys maintain-
crisis.
"Feeling that connection and that bond to the College, and feel-
he met Marvel, who also worked in the lab and later became his
wife.
Yager turned
to industry and took a position with an immunodi-
agnostics company, researching and manufacturing products that
improve medical diagnostic testing. Thirty-f ive years later he has
worked at all of the major immunochemistry companies in the Twin
Cities and has been on the cutting edge of medical research in
number of start-up companies.
36
Augsburg Now
a
ing this connection and being on campus once in a while.
"l just
feel at home," he says.
John and Marvel Yager value education and have supported
Augsburg chemistry students through the Augsburg College Chemistry Alumni Scholarship. At times, Yager has also been able to
provide an employer match to their funds.
"As my career has advanced and we've looked at our values as a
family," Yager says, "the idea of giving back has been fundamental."
Yager says that for them Augsburg is the natural place to give,
and with the scholarship endowment, the gift keeps giving.
T
2OO8.2OO9 FINAI{CIAt H¡ûHLIGHTS
Where the Money Comes From
Where the Money Goes
7o/o
3o/"
Government grants
3o/o
Equipment
and capital
improvement
2o/"
Other sources
Student salary
5%
\
3o/o
Debt service
\
Private gifts and grants
.3o/o
/utititi"t
t2/"
Room and board
ffi
m
ffi
$34.5
$33.7
$30.5
$26.6
$26.2
$24.8
2009 Endowment Market Value
$23.2
Ï22.7
$23.3
May 31, 2009
$20.0
$26,211,136
As
$r 6.4
of May 31, 2009, we have
annual realized and unrealized
losses of 2I.7% on our endowment.
$r 4.2
$11.5
Our five-year average annual return
on the endowment is .18%, and the
lO-year average annual return is
I.42%.
We are committed to maintaining the value of the principal
gifts and to provide support to the
College in perpetuity.
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
2ît7
2008
2009
Endowment Assets
(in millions)
June
l,
1
995
-
May 31, 2009
Fall
2009
31
llEAR FRIEI{llS,
It is my distinct pleasure to share with you news about the many gifts and contributions made to Augsburg College between June 1, 2008, and May 31,
2009. I am filled with gratitude at the generosity of our thousands of alumni,
parents, and friends who wholeheariedly supported the College during this past
year
of unprecedented economic challenges and uncertainty.
Together, for the benefit of our students and community, we were able to witness many successes and end our year with an operating surplus.
I'd like to
highlight just a few examples.
.
We increased the number of donors who made gifts during the year to a total
4,75L This support went to The Augsburg Fund, student scholarships,
capital projects, and fine arts, athletics, signature programs, and other
important i n itiatives.
of
¡
Perhaps most exciting, especially in a challenging economy, was the success of The Augsburg Fund, our fund for unrestricted gifts for
the College. For the second year in a row, it reached its $1 million goal, surpassing last year's mark for a total of $1,003,210 from
3,400 donors.
¡
Also for the second year in a row, I am proud to tell you
that we received 100% participation in The Augsburg
Fund from the Augsburg Board of Regents, the Alumni
Board of Directors, the President's Cabinet, and-for the
first time-the staff of the lnstitutional Advancement
Division. This was a gratifying sign of commitment from
WE Lfl(lK BACK WITH GRATITUDE
ANIl F(lRWARD WITH EXPECTATION
F()R A YEAR OF CflNTINUED
SUPPflRT FflR flUR STUDENTS
these key groups of leaders.
.
Augsburg also received 619 gifts totaling $387,000 to new or existing scholarship funds. Scholarships are a primary source of financial aid for many students at Augsburg, and we are again grateful for the 334 generous individuals who chose to establish or con-
tribute to these funds,
this new academic year with the largest enrollment and greatest diversity of any incoming first-year class, we look back with
gratitude and forward with expectation for a year of continued support for our students. I thank you for your continued, unfailing support.
As we enter
Sincerely,
JIRTMY R. WELLS
VICT PRESIDENT FOR INSTITUTIONAL ADVANCEMENT
38
Augsburg Now
t¡FEÏIME ûIVI}IG
The following
list recognizes alumni and friends of Augsburg College who have generously given a minimum 0f $100,000, including
planned gifts, over a lifetime. We are immensely grateful for their examples of loyalty and commitment to the College.
'68 and Tamra Nelson
Ernest+ and Helen Alne
Phillip+'55 and Lynne Gronseth
George
Donald '60 and Violet Anderson
Carolyn and Franklin Groves
Barbara Tjornhom
Daniel '65 and Alice Anderson
Norman and Evangeline Hagfors
Robert'51+ and Carolyn Odegard
R. Luther Olson '56
'54 Nelson and Richard
Nelson
Brian Anderson '82 and Leeann Rock'81
James and Kathleen Haglund
Charles and Catherine Anderson
Hearst Foundation
Beverly Halling '55 0ren and Donald '53 Oren
Earl and Doris Bakken
Loren Henderson
John and Norma Paulson
Loren and Mary Quanbeck'77 Barber
Elizabeth '82 and Warren Bartz
Donald Hennings
Grace Forss
Robert '50 and Ruth Paulson
Glen Person '47
Paul '63 and LaVonne Olson
'63 Batalden
'57 Herr and Douglas Herr
Donald '39 and Phyllis Holm
Harvey
Sidney '57 and Lola Lidstrom '50 Berg
Allen and Jean Housh
Addison and Cynthia Piper
Barbara and Tane Birky
Garfield Hoversten '50
David Piper
Roy'50 and Ardis Bogen
Huss Foundation
Harry and lVlary Piper
John+ and Joyce Boss
Sandra and Richard Jacobson
Philip '50 and Dora Frojen'49 Quanbeck
Donald Bottemiller and Shellie Reed
Kinney Johnson '65
Mark'53 and Jean Raabe
Rodney and Barbara Burwell
James Johnson and Maxine lsaacs
Alan
Bush Foundation
Dean '75 and Terry Kennedy
Curtis and lVlarian Sampson
Carlson Companies
Bruce and Maren Kleven
Ward C. Schendel
The Curtis L. Carlson Family Foundation
David and Barbara Kleven
Ruth Schmidt '52
Richard '74 and Nancy Colvin
E. Milton Kleven '46
James and Eva Seed
David and lVìary Brandt '79 Croft
Dean and Susan Kopperud
Rodney
Theodore and Pamala Deikel
Kraus-Anderson Construction Company
John and Martha Singleton
Corporation Foundation
Darrell '55 and Helga Egertson
Rhonda
Tracy L. Elftmann '81
Diane and Philip Larson
Fuad and Nancy El-Hibri
George
Leland and Louise Sundet
Philip and Laverne Fandrei
Winifred Helland '37 Formo+ and Jerome
Formo'37+
James Lindell '46
Dean '81 and Amy Sundquist
Gary'80 and Deanna Tangwall
Jeny and Jean Foss
Jennifer and Richard Martin
P. Dawn Heil
William and Anne Frame
Barbara and Edwin Gage
General Mills Foundatìon
Marie and Larry McNeff
Teagle Foundation
Gerard and Anne lVeistrell
Hoyt '39+ and Lucille lVlesserer
Thrivent Financial for Lutherans
Robert '63 and Marie Tufford
Michael '71 and Ann Good
Robert '70 and Sue lVidness
Emily Anne and Gedney Tuttle
'84 and Jean Taylor '85
H. Theodore '76 and lVlichele Grindal
Raymond '57 and Janice Grinde
Paul '84 and Nancy Mackey '85 Mueller
Robert Wagner '02
William and Stephanie Naegele
Ronald '68 and lvlary Kay Nelson
Scott Weber '79
Del uxe
Roger Griffith
Spitzer'85 Kwiecien and Paul Kwiecien '86
ice
'74
and Catherine L. B. Schendel
Sill '82
Glen and Anna Skovholt
Gladys Boxrud Strommen '46 and Clair
David Lankinen'88
Strommen'46+
'61 and lVary Larson
Harris '57 and Maryon Lee
Arne '49 and Jean Swanson
R
'52 and Joanne Varner '52 Peterson
'52
lVarkland
Glen A. Taylor Foundation
laylor'78
Robert Wick '81
Every effort has been made t0 ensure that all nanes are included and spelled correctly.
lfyou notice an error, please contact Kevin Healy at 1-800-273-0617 or healyk@augsburg.edu.
*
Deceased
Fall
2009
39
PRESItlENT'S CIRCTE
GIFTS RECEIVTD JUNE 1, 2OO8 TO MAY 31, 2OO9
The following
list recognizes alumni and friends of Augsburg College who have generously made leadership gifts to the College 0f $1,000 or more in
the 2008-09 fiscal year.
Ruth Aaskov'53
Margaret Clyde
Andra Adolfson
Joseph Cook'89
William '51 and Marolyn Sortland '51 Halverson
Elling and Barbara Halvorson
Peter '70 and lVìary Agre
Walter and Janet Cooper
Jill Hanau
Lois Richter '60 Agrimson and Russell Agrimson
Brent Crego '84
Clarence Hansen'53
Edward '50 and Margaret Alberg
George
Craig Alexander and Roberta Kagin
Sally Hough Daniels '79
'72 and Janet Dahlman
Mark '68 and lone Agrimson
'68
Hanson
Jodi and Stanley Harpstead
Bartley Davidson '76
Hunt and Diane Harris
Julie Edstrom'90
Richard and Dail Hartnack
Leif Anderson
Judy Thompson Eiler '65
Christopher Haug'79 and Karl Starr
Deloris Anderson '56
Dantel'77 and Patricia Eitrheim
David '67 and Karen Jacobson
Daniel '65 and Alice Anderson
Richard '72 and Tamara Ekstrand
Helen Haukeness'49 and James Ranck
Robert'77 and Katherine Anderson
Brian Anderson '82 and Leeann Rock '81
Fuad and Nancy EI-Hibri
Lisa Svac Hawks '85
Avis Ellingrod
Mark Hebert '74
Catherine and Charles Anderson
Rona Quanbeck'48 Emerson and Victor Emerson
Philip'42 and Ruth Helland
Scott'76 and Lisa Anderson
Ronald Engebretsen
Leo Henkemeyer
Steven and Stephanie Anderson
Susan Engeleiter
Garry Hesser and Nancy Homans
Frank'50 and Georgette Lanes'50 Ario
Christine Pieri '88 Arnold and James Arnold '88
Stephen '68 and lVìarilyn lVcKnight '67 Erickson
Donald '39 and Phyllis Holm
Dean '68 and Diana Olson '69 Ersfeld
L. Craig'79 and Theresa Serbus '79 Estrem
Linda Baìley '74 Holmen and Kenneth Holmen '74
Paul Holmquist '79
Richard '87 and Carla Bahr
lVlark and Margie Eustis
Joeì and Alice Houlton
Dorothy Bailey
John '82 and Joan Moline'83 Evans
Kermit '50 and Ruth Hoversten
Robert Barber'56
Allison Everett'78 and Kenneth Svendsen '78
Clarence '41 and lVarguerite Hoversten
Elizabeth '82 and Warren Bartz
Paul '63 and LaVonne Olson '63 Batalden
Barbara Farley
Jane and Patrick Fischer
Allen '64 and Lenice Hoversten
Philip '71 and Patricia Hoversten
Duncan Flann '55
Jerelyn Hovland '63 and Clyde Cobb
Paul '59 and Pearl Almquist
.James
'58 and Beverly Almquist
Jean Hemstreet'68 Bachman and Harold Bachman
Vera Thorson Benzel
'45
'67
Haugen
Dawn Formo
fom'72
Jerome Formo'37+
Joseph Hsieh'61 and E. Mei Shen Hsieh
Birgit Birkeland '58
William and Anne Frame
Andrew Fried '93
Glenda and Richard Huston
Nancy Paulson '70 Bjornson and
JoAnne Digree '68 Fritz and Barry Fritz
Brandon Hutchinson'99
J. Ragnar Bjornson
Buffie Blesi '90 and John Burns
David '68 and Lynn Boe
Leola Dyrud Furman '61
Barbara and Richard Hutson
Karon Garen
Duane'68 and Diane llstrup
John '47 and lrene Jensen
Sidney'57 and Lola Lidstrom '50 Berg
Norman '59 and Delores Berg
John Berg'59
Ann Garvey
and Karen Howe
lVlichael and Barbara Hubbard
Anthony'85 and Traci Genia
Glen'52 and lrvyn Gilbertson
Carol Oversvee Johnson '61
Bruce Brekke
Orval and Cleta Gingerich
Michael Brock
Andrew and Carolyn Goddard
Ruth E. Johnson '74 and Philip Quanbeck ll
lVerton '59 and Jo An Bjornson '58 Johnson
Adam Buhr'98 and Laura Pejsa '98
Alexander '90 and Simone Gonzalez
Danìel Johnson'75
Robert and Brenda Bukowski
lVichael '71 and Ann Good
Gary'74 and lVelody Johnson
Carolyn Burfield '60
Shirley Larson '51 Goplerud and Dean Goplerud
Thomas Gormley and Mary Lesch-Gormìey
Craig Jones
Marilyn Saure '61 Breckenridge and
Tom Breckenridge
Charles Bush
Bruce '68 and Lois Hallcock '68 Johnson
Eric Jolly
Paul and Judy Grauer
Cynthia Landowski '81 Jones and Rick Jones
Carrìe and Peter Carroll
Charles and Barbara Green
H. Theodore '76 and lVichele Grindal
Jennifer Abeln
John and Peggy Cenito
lVabeth Saure '58 Gyllstrom and Richard Gyllstrom
Janet L. Karvonen-Montgomery and Alan
Keith '65 and Lynn Chilgren
Herbert'54 and E Corrine Chilstrom
David and Kathy Haaland
Norman and Evangeline Hagfors
Patricia and Paul Kaufman
C. Lee Clarke
James and Kathleen Haglund
Dean '75 and Terry Kennedy
Marion Buska '46
Christine Coury '91 Campbell and Craig Campbell
40
Augsburg Now
Carol Jones
'78 Kahlow and Larry Kahlow
lVontgomery
lVichael Kivley '89
Jellrey'77 and Becky Bjella '79 Nodland
Charles and Ritchie Markoe Scribner
Linda Klas '92
Norma Noonan
James and Eva Seed
E. lVlilton Kleven '46
Roselyn Nordaune'77
Adam '01 and Allison Seed
Elsie Ronholm Koivula '49
Lisa Novotny '80 and lVark Flaten
Phyllis '58 and Harold Seim
Joanne Stiles '58 Laird and David Laird
Richard '70 and Linda Seime
Kalhryn'72 Lange and Dennis Sonifer
Teny'7O and Vicki Nygaard
Leroy Nyhus '52
Ruth Ringstad '53 Larson and lVarvin Larson
Robert Odegard '51+
Frankie and Jole Shackelford
Earl '68 and Lisbeth Jorgensen '70 Sethre
Norman '85 and Kim Asleson '84 Okerstrom
Stephen and Kay Sheppard
Harris '57 and Maryon Lee
Sandra Larson '69 Olmsted and Richard Olmsted '69
Chad '93 and lVìargaret Shilson
Thomas and Gratra Lee
R, Luther 0lson '56
David Soli '81
Andre Lewis '73 and Kathleen McCartin
Orville '52 and Yvonne Bagley '52 0lson
Earle '69 and Kathleen Kupka '69 Solomonson
Debora and John Liddell
William and Mary 0'lVìeara
Donald '53 and Beverly Halling '55 Oren
Allan '53 and Eunice Nystuen '50 Sortland
Alice Lindell '58 and Gordon '59 Lindgren
Mary Sue Zelle Lindsay and Hugh Lindsay
Beverly Ottum
Arne and Ellen Sovik
Patricia and John Parker
Carolyn Johnson
Dana Lonn
John and Norma Paulson
Robert and Joyce Engstrom '70 Spector
Kathy Lowrie
Robert'50 and Ruth Paulson
Richard '74 and Karen Pearson
Alan Petersen '58+
Harvey '52 and Joanne Varner '52 Peterson
Todd '89 and Amy Steenson
Karin Peterson
Gladys Boxrud Strommen '46
Eugene'59 and Paula Peterson
Corwin and Doris Peterson
Philip '79 and Julia Davis '79 Styrlund
Arne'49 and Jean Swanson '52 Markland
Ron '69 and Jane Petrich
Terry Marquardt'98 and Gary Donahue
Carol Pfleiderer
Jennifer and Richard lVartin
Sandra Phaup'64
Dean '81 and Amy Sundquist
Jeffrey'79 and Melissa Swenson
Nicole Swords '01 and April Leger '02
Jo Anne Sylvester '68 and Larry Dieckman
Gary '80 and Deanna Tangwall
Jean Taylor '85 and Roger Griff ith '84
Paul '60 and Nancy Thompsen
Dick '61 and Jane Thompson
lVlartin Larson
'80
James Lindell '46
Wenona '55 and Norman Lund
Thomas'68 and Carol Batalden '68 Luukkonen
Pamela and Robert lVlacDonald
Philip '79 and Diane Madsen
Kay Malchow'82 and Stephen Cook
Lyle '68 and Susanne Starn
'68
Robert '71 and Cheryl Lindroos
lVìalotky
'72 Marlin
Paul C. Pribbenow and Abigail Crampton Pribbenow
Donald '66 and Margaret fVattison
Karl D. Puterbaugh'52
Donna McLean
Philip '50 and Dora Frojen '49 Quanbeck
lVlark'53 and Jean Raabe
Tara Cesaretti
'97 lVcleod
and
Chrìstopher McLeod '00
Lori Lassi '80 Rathje and Tim Rathje'86
IVarie and Larry lVìcNeff
Clayton '91 and Denise Sideen
Beverly Ranum
'78
'94 McNeff
Meyer and Dennis Meyer'78
John
'62 and Ruth Sather '63 Sorenson
'80 Spargo and Lawrence Spargo
Donald and Annelies Steinmetz
lVìyles
and Eunice Stenshoel
Beverly and Thomas Stratton
Ralph and Grace Kemmer '58 Sulerud
Bruce and Sharon Reichenbach
Harold and Maureen Thompson
Eunìce Kyllo '62 Roberts and Warren Roberts
Gordon '52 and Gloria Parizek'53 Thorpe
E. Palmer Rockswold
David and Martha Tiede
Deidre Durand 'BB and Bruce lViddleton
John '68 and Linda Roebke
Frances Torstenson
Robert '70 and Sue Midness
Laura and Martin Roller
Lawrence '69 and Susan Turner
Frances Roller
Peter Turner
Timothy '74 and Deborah Anderson '73 Miller
John'77 and Gail Ronning
Emily Anne and Gedney Tuttle
Joyce Schroepfer lVliller '02
Philip Rowberg'41
Gerald '48 and Judith
Betty and Paul Tveite
Julie Lien '82 and Steve Vanderboom
Paul '70 and Barbara Durkee
Gay Johnson
'71
lVikelson
'66 Minear and Spencer
lVlinear '66
Ryan
'59 and Sylvia Sabo
Robert Minicucci
Thomas'59 and Ruth Carlsen '60 Moen
Mark'79 and Pamela Hanson '79 Moksnes
Curtis and lVìarian Sampson
'70 and Dennis Veiseth
Norman '76 and Kathryn Anderson '76 Wahl
Judith and William Scheide
David and Sarah Warch
Thelma lVlonson '41
Carolyn Hanson '68 Schildgen and
Loìs
Thomas and Lorraine Morgan
William Schildgen
Ruth Schmidt '52
Jeremy and Tracy Wells
LaWayne
'51 and D. LaRhea Johnson '51
IVlorseth
lVlartin
Alne'65 Schroeder and William Schroeder
lVìary
'76 Wattman and Douglas Shaw
John '49 and Arnhild Werket
Wheelock Whitney and Kathleen Blatz
James lVloulsoff
lVlarilee
Paul '84 and Nancy Mackey '85 Mueller
Suzanne Ziemann Schulz '87
Robert Wick '81
Donald Murphy '43+ Ruth lVurphy
John Schwartz'67
Diane Pike and Stephen Willett
Ronald '68 and lvlary Kay Nelson
lnez'59 and Lyall Schwarzkopf
David and Catherine Woìd
Mildred Nelson '52
Erik and Leigh Schwarzkopf
Todd Yeiter
Beverly Omdahl Nelson '55
Douglas Scott and Grace Schroeder Scott
Estate of E. lrene Lasseson Neseth '38+
Michael
'08
'71and Bonnie Scott
Every effort has been made to ensure that all names are included and spelled correctly.
lf you notice an errot please clntact Kev¡n Healy at l-800-273-0617 or healyk@augsburg.edu.
*
Deceased
Fall
2009
41
flRGANIZATIflNS
GIFTS RECTIVED JUNE 1, 2OOB TO MAY 31, 2OO9
The following
list recognizes organizations that provided generous gifts to Augsburg College 0f $1000 0r more in the 2008-2009 fiscal year
Peace Lutheran Church of Plymouth
Carl & Eloise Pohlad Family Foundatjon
3M Foundation
Halleland Lewis Nilan Sipkins & Johnson PA.
Accenture Foundation
Hazelden Foundation
Al Franken for Senate
Charles and Ellora Alliss Educational Foundation
Hennepin County
Charles N. and Florence S. Hensel Education Fund
American Lutheran Church
Huss Foundation
Robins, Kaplan, Miller and Ciresi L.L.P Foundation
Ameriprise Financial
IBM Corporation
The Summit Group
Ameriprise Financial Employee Gift Matching
lnstitute of American Physics
TCF Foundation
Kresge Foundation
A'viands
Lockheed Martin Corporation
Thrivent Financial For Lutherans
Thrivent Financial For Lutherans Foundatìon
Bassford Remele
lVìacalester College
UBS Foundation
Beckman Coulter, Inc.
lVarble Lutheran Church
Bonner Foundation
lVat Bandits Wrestling Club
US Bancorp Foundation
Vista De La Montaña United Methodist Church
Campus Kitchens Project, lnc.
The McGee Group
Wabash College
Collegiate lVìarketing
IVlDTA
Data Recogn ition Corporation
Merck Partnership For Giving
Wells Fargo Educational Matching Gift Program
Wells Fargo Foundation Community Support
Deloitte Foundatron
Minneapol is Public Schools
Winthrop & Weinstine, PA.
Evangelical Lutheran Church in America
M
Program
FPL Group Foundation, Inc.
nnesota Legislative Society
Minnesota Private College Foundation
i
The New York Academy
Gethsemane Professional & Benevolent Fund
Edwin and Edith Norberg Charitable Trust
GI\4AC.RFC
Normandale Lutheran Church Foundation
E
N 0 FTE D At
The following
Research Corporation
National Trust For Historical Preservation
0f Medicine
Bill& Melinda Gates Foundation
General Mills Foundation
SV
Presser Foundation
S0G
IETY,
SupportingAugsburg's mission intothefuture
list recognizes those members wh0 have documented planned gifts to Augsburg College during 2008-09, becoming charter members of
the Sven Oftedal Society.
Daniel '65 and Alice Anderson
Anna J. Hanson
L. Beth Buesing Opgrand '45
E. William Anderson'56
Rodney E. and Arlene B. (Selander) Hill
John Peterson+
Keith and Beverly Anderson
Lorna Hoversten
Elìzabeth Anne and Warren Bartz
Sherry Jennings-King
Quentin '50 and E. Lucille Quanbeck
Nancy M. (Joubert) Raymond
Oliver Dahl '45
Clair Johannsen '62
Dean and Susan Kopperud
Gladys Boxrud Strommen
Sally Hough Danìels '79
Laura Kompelien Delavie '92
Paul Kwiecien and Rhonda Kwiecien
Robert '65 and Kay Tyson
Avis Ellìngrod
David W. Lankinen '88
fVìary Loken Veiseth
Duane M. Esterly
Luther and Janice Larson
Beverly Gryth
Al
lVlarvin and Ruth Larson
ice Evenson
Allison M. Everett and Kenneth
Svendsen
H
I
'52 Villwock+ and H.
Robert Villwock
Julie (Gudmestad) and Joe Laudicina
Robert Wagner '02
Rev. John and Grace (Nydahl) Luoma
Dr. Scott J.M. Weber '79
Rev. Terry Frovik
Lyle and Susanne lVìalotky
Ann Garvey
Orval and Bernell Moren
James and Corrìne Hamre
Roger lVì. Nelson
42
Gary Tangwal
Augsburg Now
,-t
c0r{sEcuTtvE ûtvtNG
The following
list recognizes alumni and friends of Augsburg College who have generously given for 10 or more consecutive fiscal years.
lVlarcellus '54 and Thelma Johnson
Rachel Hendrickson '71 Julian and Bruce Julian
George'46 and Jean Christenson '49 Sverdrup
Jennings '51 and lVìary Schindler '48 Thompson
Roberta Kagin and Craig Alexander
Allan Tonn '75
Sharon Dittbenner'65 Klabunde and
Sheldon '49 and Margery Manger'47 Torgerson
Consecutive Giving, 25 !€âts 0r nì0t0:
Ruth Aaskov'53
Harold'47 and Lors Black '47 Ahlbom
Kenneth '61 and lVìarilyn Ellingson '62 Akerman
Charles and Ellora Alliss Educational Foundation
Raymond and lVlargaret Anderson
Jerome Kleven '58
Frances Torstenson
Catherine and Charles Anderson
Lowell '54 and Janice Kleven
Daniel '65 and Alice Anderson
Elsre Ronholm Koivula '49
Margaret Sateren Trautwein '37
Rebecca Helgesen '67 Von Fischer and
Kristin Anderson
Joan Johnson
l. Shelby Gimse Andress '56
Frank'50 and Georgette Lanes'50 Ario
Stanley'57 and Mary Esther Baker
Archie Lalim '5O
George '61 and lVary Larson
Linda Larson '70 and C. jerry Sells
Harris '57 and lVìaryon Lee
lrene Ppedahl Lovaas'45
Roger'57 and Fern lVlackey
lVlarie and Larry McNeff
Paul'70 and Barbara Durkee '71 Mikelson
Spencer'66 and Gay Johnson '66 Minear
Andrew'50 and Barbara Kolden '50 Balerud
Paul '63 and LaVonne Olson '63 Batalden
John Benson'55
Vera Thorson Benzei '45
Jack'49 and LeVerne Berry
Doris Frojen Bretheim '51
Beth Torstenson '66
Richard Klabunde
'53 Kuder and Calvin Kuder
'60
Thomas Von Fischer
Thomas '63 and Gloria Joyce Wadsworth
David and Catherine Wold
20 -24 year s consecutive
Lois Richter '60 Agrimson and Russell Agrimson
Charles'63 and Lois Luthard '65 Anderson
Julie Teigland '69 Anderson and Gary Anderson
Ray Anderson '49
Hamar'34 and Wanda Severson '40 Benson
Theodore '51+ and Carolyn Berkland
James'49 and Barbara Ekse'48 Carlson
Jeroy'48 and Lorraine Carlson
Thomas '59 and Ruth Carlsen
Thomas and Lonaine Morgan
Birgit Birkeland '58
Linda Carlstedt '63
Mildred Nelson '52
Mary Twiton
Gloria Burntvedt Nelson '43
John and Carolyn Cain
Carl '59 and Kathleen Aaker'62 Casperson
Paige Nelson '74
David '72 and lVlichelle Karkhoff '72 Christianson
Roselyn Nordaune'77
Wayne '69 and Pamela Bjorklund '69 Carlson
Addell Halverson Dahlen '43
Richard '74 and Nancy Colvin
Laverne lVoe '48 Olson and Paul 0lson
Orville '52 and Yvonne Bagley '52 Olson
Joyce Catlin
'73 Casey and Paul Casey
Lester Dahlen '39
Moen
'59 Bosben and Robert
LeVon Paulson
Bosben
Dinter'52
Evangelical Lutheran Church in America (ELCA)
lVlarsha
Fred '60 and Janet Engelmann
Roger
Reynold '41 and lVarian Erickson
Ruth Ann Gjerde Fitzke '67
'68 and Dean 0lson-Strommen
'56 and Janet Ose
Patricia Strecker'64 Pederson and Dean Pederson
John '82 and Joan Moline'83 Evans
Marilyn Pearson '76 Florian and Kenneth Florian
Glen Person '47
Edward Evenson'41
Jerome Formo '37+
Robert'68 and Alice Draheim '68 Peters
Harvey '52 and Joanne Varner '52 Peterson
Rachel Rohde '76 Gilchrist and Chris Gilchrist
Leonard '52 and Anabelle Hanson '51 Dalberg
James Ericksen '69
Alan'67 and lVarilyn Albaugh '67 Gierke
Shirley Larson '51 Goplerud and Dean Goplerud
Janet Evenson
Paul and Judy Grauer
David Proctor'63
Raymond '57 and Janice Grinde
Philip '50 and Dora Frojen '49 Quanbeck
James'61 and BettyAnn Redeske
James '68 and Linda Gilbertson '71 Romslo
Olive Ronholm '47
'63 Potratz and Edward
Potratz
Leland '53 and Eunice Fairbanks
Paul '62 and Susan Grover
Sonia Overmoen'62 Gullicks and lVlilton Gullicks
Kenneth '58 and Aldemar Johnson
'57
Hagen
Evelyn Amundson Sonnack '43
Arvin '55 and Twila Halvorson
Herbert '51 and M. Joyce Tallman '52 Hanson
Philip '42 and Ruth Helland
Thomas'57 and Arlene Hofflander
Norman and llene Holen
Allen '64 and Lenice Hoversten
Florence Retrum Hovland'40
Ruth E. Johnson'74 and Philip Quanbeck ll
Donald and Annelies Steinmetz
Wayne Johnson
Garry Hesser and Nancy Homans
lVyles and Eunice Stenshoel
Duane and Ruth Johnson
Howard'51 and Nouaneta Hjelm
Gladys Boxrud Strommen '46
James '61 and Caroline Holden
Merton '42 and lrene Huglen '42 Strommen
Marvin'49 and Dorothy Quanbeck '48 Johnson
Daniel '70 and lngrid Kloster þ9 Koch
Bradley '63 and Linda Holt
Luther'39 and Helen Strommen
James Kottom '52
Gloria Johnson'51
Grace Kemmer '58 Sulerud and Ralph Sulerud
Joanne
lVìarlys Ringdahl
'53 Gunderson and
Charles Gunderson
Arlin Gyberg
lVabeth Saure '58 Gyllstrom and Richard Gyllstrom
Edward+ and Shirley Hansen
Sylvia Kleven Hanson '50
Betty Johnson '58 Haas and Charles Hass
Marjorie Wilberg Hauge '50
Marilyn Peterson
'63
Haus and George Haus
lVartín '59 and Sylvia Sabo
Ruth Schmidt '52
James'54 and Ethel Nordstrom '55 Shiell
Arnold '48 and Carol Skaar
'58
Stiles'58 Laird and David Laird
Every effort has been made to ensure that all names are included and spelled correcily.
lf you notice an enot please clntact Kevin Healy at 1-800-2/3-06J7 or healyk@augsburg.edu.
*
Deceased
Fall
2009
43
l\4artin Larson '80
Robert '56 and lVary Erickson
'58
Lockwood
David '53 and Janice Anderson '54 Rykken
Scott Daniels '82 and lVlarcia Pape-Daniels
Ann Erkkila Dudero '86
Audrey Nagel '51 Sander
'68 and Janice Bell '70 Schmidt
Brent Lofgren'88
Dann Forsberg'80
Gary
Susan Lageson '77 Lundholm and lVlark Lundholm
Joann Koelln Frankena'72
Kevin '78 and Catherine Rosik '00 Shea
Lynn '50 and lVliriam Hoplín
'50 Lundin
'66 Luoma
Ronald '56 and Christine Munson '56 IVlain
Kristin Settergren '86 l\4cGinness and
Gary and Barbara Glasscock
Glen and Anna Skovholt
John '65 and Gracia Nydahl
Alexander'90 and Simone Gonzalez
Allan '53 and Eunice Nystuen '50 Sortland
Robert and Nancy Granrud
Paulette Nelson '67 Speed and John Speed
Lloyd Grinde'56
David '63 and Karen Henry'64 Steenson
Tito Guerrero
Steve McGinness
Donna lVlcLean
Bonnie Johnson
'67 Nelson and Bryce
Nelson
lll
Beverly and Thomas Stratton
Suzanne Overholt'67 Hampe and John Hampe
Dorothy Joy Swanson '51
Jacquelyn Bagley'51 Hanson and Kenneth Hanson
Jelfrey'79 and Melissa Swenson
Karla lVorken '81 Thompson and
Shirley Christensen '75 Nickel and Daniel Nickel
Christopher Haug'79 and Karl Starr
lVìargaret Nelson Foss Nokleberg '48
Carolyn Hawkins
Edwin and Edith Norberg Charitable Trust
Rodney'62 and Jane Helgeson
Robert '55 and Karin Herman
Rodney'59 and Arlene Selander'59 Hill
Robert Nordin '64
Jonathan Nye
Thomas Thompson
Kenneth
'83 Ogdie and Al Ogdie
Norman '85 and Kim Asleson '84 Okerstrom
W. Donald '34 and Glenda Olsen
Edith Hovey
Glenda and Richard Huston
Rosemary Jacobson '69
IVìary
0lson
Lawrence'69 and Susan Turner
Jeanne lvl Kyllo '69 Wendschuh and
'74 and Linda Bailey '74 Holmen
Leroy Nyhus'52
lVìaren Lecy
Mark'79 and Janelle Tonsager
Ronald Wendschuh
Donald '89 and Melinda Mattox '91 Wichmann
Janet Cooke '59 Tilzewilz and Donald Zilzewilz
Robyn Arnold Zollner
'80
Kinney Johnson '65
James'64 and Rose Parks
Janet Batalden'61 Johnson and
10-14 years consecutive
Eugene'59 and Paula Peterson
Eileen Quanbeck '46
Dennìs'61 Johnson
Morris '52 and Marjorie Danielson '52 Johnson
Ordelle Aaker '46
Norman '59 and Ardelle Skovholt '54 Quanbeck
Luther'68 and Joanne Kendrick
The American Foundation
Paul '59 and Pearl Almquist
Bruce and Sharon Reichenbach
E. fVilton Kleven '46
Scott'76 and Lisa Anderson
Stephen '76 and Karen Reinarz
Carrie Kosek'85 Knott and Gerald Knott
Dean'74 and Janet Nelson '76 Anderson
Judith Sandeen'72
Janet Griffith '83 Sandford and David Sandford
Joyce Opseth Schwartz'45
Ronnie'62 and Karen Scott
Kari Beckman '81 Sorenson and Neil Sorensen
La Vone Studlien '58
lVlillard '52 and Dorothy Knudson
Leif Anderson
Duane and lVìary Alyce Krohnke
Scott Anderson '96
Lois Knutson '62 Larsen and Paul Larsen
lVargaret Anderson
Elizabeth Mortensen '56 Swanson and
Annette and Col. Henry C. Lucksinger, Jr.
LeRoy'52 and Carole Anenson
Bill and Anne McSweeney
Daniel '65 and Mary Tildahl '65 Meyers
Charles '63 and IVlary Jo Arndt
Robert '70 and Sue Midness
Mary Arneson and Dale Hammerschmidt
James '88 and Christine Pieri '88 Arnold
Viclor'42 and Rhoda Miller
Susan Hanson '82 Asmus and Kevin Asmus
Ruth Weltzin '45 Swanson and Edwin Swanson
Andrew Moen '87
Dorothy Bai ley
Norman H. Tallakson Charitable Trust
Alan Montgomery and
Lawrence'52 and Jayne Balzer
James Swanson
Jacqueline'80 and John Teísberg
Janis Thoreson '78
Dennis'58 and Doris Barnaal
Janet Karvonen-lVontgomery
Lawayne
'5i
and D. LaRhea .Johnson
'51
lvìorseth
Arlin Becker '88
'73 Becker and Charles Becker
'50 Berg
Adrian Tinderholt '38
Karl Nestvold'54
Catherine Berglund
Wells Fargo Educational IVatching Gift Program
Norma Noonan
Sidney '57 and Lola Lidstrom
Gunnar+ and Mary Wick
Betsey and Alan Norgard
Robert Wick '81
Robert Odegard '51+
Gertrude Ness Berg'51
Andrew '64 and Jean Amland
Pamela Zagaria
Ruth Pousi Ollila'54
Carolyn Berkland
Gary
'65 and Jean Pfeifer '64 0lson
'65
Berg
Anthony and Kathy Bibus
'65 and Jean Blosberg
15-19 years consecut¡ve
Brian Anderson '82 and Leeann Rock'81
Robert'77 and Katherine Anderson
R. Luther 0lson '56
Jack'62 and Nìna Osberg
John '79 and Rebecca Lundeen '79 Aune
-iohn and Norma Paulson
Dennes'57 and Florence Helland '54 Borman
Richard and Nancy Borstad
Willard Botko
Rosemarie Pace
Gary
Ronald and Anna Marie Austin
Daniel '51 and Lois Pearson
Bruce '64 and Nancy Braaten
The Batalden Advised Fund
Donald Peterson'49
Daniel and lrene Brink
Christine Wacker'87 Bjork and Steven Bjork
Rebecca
'63 and lVavis Bjurlin
Davìd '68 and Lynn Boe
Elizabeth Pushing'93
Quentin '50 and E. Lucille Quanbeck
l\4ichael Burden '85
Barbara Hanson
David Christensen'52
Joyce and Walker Romano
lVlorris
44
Augsburg Now
'88 Pfabe and lVìaurice Higgins
'68 Raymond and David Raymond
Roxanne Raunschnot'82 Buchanan and
Jim Buchanan
Eìnar Cannelin
'38
William Capman
Gregory Carlson '74
'65 MacNally and Thomas MacNally
John and Peggy Cerrito
lrene Shelstad Henjum '52
Marie Haf ie
Herbert'54 and E Corrine Chilstrom
Gregory'61 and Kay Hanenburg'62 Madson
Judith Christensen
Jeff Christenson '82
Rand'82 and Kay Kennedy'82 Henjum
Peter'92 and Becky Hespen
Kristen Hirsch '91 Montag and Paul Montag
Janet Niederloh '58 Christeson and
Sylvia Hjelmeland
Carlos Mariani Rosa
John '70 and Lynn Benson '69 Hjelmeland
Julie Magnuson '61 Marineau and Richard
John Christeson
Raymond lVlakeever
Patrick'72 and Nancy lvlarcy
C. Lee Clarke
iohn'81 and Karen Hofflander
Joseph '53 and Connre Cleary
Dean '57 and Jane Holmes
Donald '60 and Ruth Thorsgard '59 Homme
John '59 and De Anne lVartinsen
James'59 and Joanne Horn
Jon '58 and Judith lVlatala
Elizabeth Horton
Phillip '62 and Karen Tangen '63 lVattison
Lillian and Vernon Maunu
Dana Holmes '81 lVclntyre and Vernon Mclntyre '79
Tara Cesaretti '97 lVlcLeod and Christopher'00
Judith Norman '66 Coppersmith and
Norman Coppersmith
Cheryl Solomonson '89 Crockett and
Marineau
Donald '65 and Delores Hoseth
Larry Crockett
0liver Dahl '45
Kermit '50 and Ruth Hoversten
Tom'72 and Karen Howe
Sally Hough Daniels '79
Rhoda lVonseth
Lois Mackey Davis '58
Mark '88 and lVìarya lVlattson
Laura Bower '91 Cunliffe and Wayne Cunliffe
'59 Huglen and Erling Huglen
'83 Hultgren
Suzanne Doree
Bruce and Jean lnglis
Julie Edstrom '90
Darrell '55 and Helga Egertson
Judy Thompson Eiler '65
Carolyn Ross
Robert '71 and Cheryl Lindroos
'72 Mar|in
lVlcLeod
Meca Sportswear lnc.
Robert '59 and Mary Lundquist '60 Meffert
'89 lsaak and James
lsaak
Joan and Richard lVleierotto
Jeffrey '80 and Jacqui Jarnes
David '68 and Elaine Melby
Thomas '86 and Susan Miller
David '79 and Amy Eitrheim
'63 Johnson and Charles Johnson
Laurel Jones '69 Johnson and Larry Johnson
Bruce '68 and Lois Hallcock '68 Johnson
Daniel'77 and Patricia Eitrheim
Carolyn Johnson '63
Mark 'BB and Tamie lVlorken
Avis Ellingrod
Douglas'66 and Kathryn Wall '66 Johnson
Kari Elsila and lVlichael Buescher
Glen and Marlys Johnson
Rona Quanbeck'48 Emerson and Victor Emerson
Margaret Johnson
Paul '84 and Nancy Mackey '85 lVìueller
Scott '81 and Debra Musselman
Michael Navane
and Lynette Engebretson
Ellen Stenberg Erickson '51
Joan '94 and Mark Johnson
Doris Wilkins
Curtis '84 and Jody Eischens
Dean '68 and Diana Olson
'69 Ersfeld
Martha Johnson
Theodore '68 and lVlichelle Johnson
Duane Esterly'75
L. Cratg'79 and Theresa Serbus
'79
Estrem
'78 Kahlow and Larry Kahlow
Jennifer Abeln
'78
Moren
Edor'38 and Dorathy Nelson
Lany '65 and lVarilyn Nelson
Ronald '68 and Mary Kay Nelson
David '64+ and Johnson
lVlark
Ronald '59 and Elizabeth Miskowiec
Jonathan '78 and Bonnie Lamon
E. lrene Lasseson Neseth '38+
Steven '64 and Rebecca '64 Nielsen
John '68 and Martha Fahlberg
Suzanne Kelley'69
Robert '73 and Linda Nilsen
Karen Faulkner
Benjamin and Christine Kent
James '57 and Shirley Norman
William and Anne Frame
James Kerr
Donald '65 and Carolyn Francis
Richard '69 and Cheryl Nelson
lerry'67 and Pauline
North Dakota Community Foundation
'70 King
Linda King '78
Terry'7O and Vicki Nygaard
Edward '54 and Winifred Nystuen '54 Nyhus
Ann Garvey
Marie Gjenvick Knaphus '45+
Richard '69 and Sandra Larson '69 Olmsted
Barbara Gilbert'81
LaRhae Grindal Knatterud '70
Howard and Bettye Olson
Lorraine Vash '67 Gosewisch and David Gosewisch
Dean and Susan Kopperud
Cedric '61 and Marlys Olson
John '66 and Mary Jo Greenfield
Carmela Brown
Cindy Greenwood '05
Joan Kunz
Beverly Halling '55 Oren and Donald '53 Oren
ith '84 and Jean Taylor '85
H. Theodore '76 and Michele Grindal
Steven '81 and Kathy Grinde
Julia Ose'62 Grose and Christopher Grose
Jean Venske '87 Guenther and Stephen Guenther
Richard '72 and Carol Habstritt
Robert'80 and Lori LaFleur
George '50 and Vivian Lanes
Steven 0'Tool '74
Andrea Langeland
Ervin '56 and Sylvia Moe '59 Overlund
Marvin and Ruth Ringstad'53 Larson
Patricia Solum Park'02
Julie Gudmestad '65 and Joseph Laudicina
John '52 and lvlary Peterson '54 Leak
Roger'50 and Donna Wang'52 Leak
Jacqueline Kniefel Lind'69
Patricia and John Parker
James'67 and Laurie Lindell
Dwight '60 and Marion Pederson
Rosemary and Andrew Link
Dale Pederson'70
Arlene and Gene Lopas
Linda Christensen'68 Phillips and Gerald Phillips
Frovik
Roger Griff
Lucille and Roger Hackbart
Shirley and Hansen
John '69 and Barbara Harden
Robert'83 and Lynne Harris
Burton '72 and Rollie Haugen
Lisa Svac Hawks '85
Dawn Hendricks '80
Gerald '59 and lVaxine Hendricks
Olivia Gordon
'84 Kranz and David
Kranz
'62 Lorents and Alden Lorents
Vicki and Daniel 0lson
Russell '63 and Ruth Osterberg
Robert'50 and Ruth Paulson
Peace Lutheran Church of Plymouth
Howard '53 and Vicki Skor'59 Pearson
Leanne Phinney'71 and Mark Schultz
Jack'53 and Darlene Lundberg
James Plumedahl '57
lVlarissa Hutterer Machado '99
Jill Pohtilla
Every effort has been made to ensure that all nanes are included and spelled correctly.
lfyou notice an error, please contact Kevin Healy at 1-800-273-0617 or healyk@augsburg.edu.
*
Deceased
Fall
2009
45
lnez Olson '59 Schwarzkopf and Lyall Schwarzkopf
Richard '70 and Linda Seime
Drew'87 and lVìolly Privette
Jerry '83 and Susan Warnes 'BB Quam
lVlark '53 and Jean Raabe
Dick '61 and Jane Thompson
Sue Thompson
'85
Nicolyn Rajala '70 and Bill Vossler
John Rask '71
Frankie and Jole Shackelford
Gordon '52 and Gloria Parizek '53 Thorpe
lVarlys Holm '57 Thorsgaard and Arlen Thorsgaard
Charles Sheaffer
Richard '56 and Darlene Thorud
Paul Rensted'87
John '50 and Norma Shelstad
lVlìchael
James'75 and Jude Ring
David '59 and Arline Ringstad
James'63 and Patricia Steenson '65 Roback
Donavon '52 and Ardis Roberts
Stella Kyllo Rosenquist '64
Chad '93 and lVargaret Shilson
l\4ark and Ann Tranvik
Eugene and Margaret Skibbe
Gordon '57 and Karen Egesdal '61 Trelstad
'72 and Nancy Becker '72 Soli
Joyce Engstrom '70 and Robert Spector
Heidi Wisner '93 Staloch and l\4ark Staloch
Ronald '58 and Naomi Stave
lVìerry Tucker
Earl '68 and Lisbeth Jorgensen '70 Sethre
Alan
Philip Rowberg'41
'85 and Rhonda Riesberg '84 Tjaden
Betty and Paul Tveite
Robert'50 and Dee Ulsaker
Joan Swenson Van Wirt '78
Joan Volz
Richard Sandeen '69
Roger'54 and Bonnie Stockmo
Calvìn '51+ and Bonnie lVlartinson '59 Storley
Mary Mether'69 Sabatke and Bruce Sabatke
'68
Sharon and Stephen Wade
Pauline Sateren
Steven '65 and Chynne Strommen
Rebecca and Michael Waggoner
Carol Watson Saunders'68
Philip '79 and Julia Davis '79 Styrlund
Norman '76 and Kathryn Anderson '76 Wahl
Jan Pedersen '68 Schiff and Tom Schiff
John '69 and Stephanie Johnson '71 Sulzbach
Michael '64 and Carla Quanbeck '64 Walgren
Rodney and Elizabeth Schmidt
Kenneth Svendsen '78 and Allison Everett'78
l\4ichael and Leslie Schock
Stephen '76 and Antoinette Laux'77 Sveom
Lois '76 Wattman and Douglas Shaw
John '49 and Arnhild Werket
Larry '65 and Muriel Berg '67 Scholla
Brian Swedeen '92 and Teni Burnor'92
Heidi Norman '88 Wise and John Wise
Arvid '63 and Lillian Schroeder
Diana Talcott
Edmund '53 and Rose Youngquist
Roger'62 and Jean Schwartz
Barbara and Eugene Thompson
ALUMNI GIVING BY CTASS YEAR
The following
list indicates the percentage of alumni from the traditional day program in each class year who made a gift during 2008-09
Total participation for all class years, 21%.
7934
1935
1936
r937
1938
1939
1940
T94T
40.007"
50.00%
50.00%
62.50y"
64.7'I"/"
25.00%
52.94%
L949
1950
1951
1952
1953
1954
1955
1956
37.36"/.
1970
24.37"/.
45.83"/"
24.307"
7994
t7.49y"
1981
7982
L8.97"/.
17.44%
1995
1996
7997
1998
1999
70.73%
13.92%
4.23%
9.72%
10a?
18.4I"/"
17.73"/.
17.42y"
13.46"/.
14.34%
15.69%
2004
2005
5.247"
9.45"/.
Lr.48%
7.58%
43.657"
47.75%
46.O9"/"
I97 4
26.42%
38.31%
36.88%
37.97%
40.76%
7975
24.68%
I976
23.5a%
1991
8.70%
2006
4.78%
I977
24.65%
23.92%
t992
70.o7%
993
ro.7t%
2007
2008
5.56y"
3.05%
48.t5%
1961
45.83%
L962
42.86%
1963
Augsburg Now
29.90ï.
46.4O"/o
19.09%
1958
1959
1960
1947
1948
46
37.447"
30.70y.
4L85"/.
34.357"
1979
1980
I957
t946
1944
34.75%
r
r972
r973
1945
1943
35.
1965
1966
1967
1968
1969
1984
1985
1986
7987
1988
1989
1990
40.63%
48.44%
38.10%
45.65%
48.72%
L942
i0%
L964
47.27%
33.52%
44.53%
50.86%
197
1978
26.IO"/.
25.,ry"
1
1132%
19.I2"/.
t2.20%
2000
2007
8.37%
2002
2003
8.74%
5A3%
alumni news
,fi,
,ì.
Dear valued alumni ancl friends,
s I write this article, we are passing
;! into autumn, and every year this
', brings a palpable sense of nostalgia and ref lection. This year I have been
considering some of the principles and
ideals I learned while a student and at
Augsburg.
As alumni we are all aware of the
another in our closely def ined lives. We belong to chatting commu_
nities, Facebook, MySpace, and thousands of other digital groups,
which could be argued constitute a community.
We cannot deny that technology has grven us the ability to stay
in contact and have more access to informatlon than ever before,
but the question we need to consider is, are we truly following our
duty and responsibllities of our fellowship in humankind?
Each of us will have a different answer to this question, but none
of us can deny that we are living in a time that needs all of us to
themes of vocation, caritas flove), and the duty to be an active part
of our community. These themes were the foundation of the educa_
actively be involved in the world we live. My call to dutyto each of
you, as alumni, is to take some time to rediscover the communities
tion we received from Augsburg and are stillthe foundation for stu-
in which you belong and consider how you can participate and
make a difference. A great place to start is by examining one
community in which you belong: Augsburg College. As a member of
the Augsburg community, a great first step would be to visit the
dents today.
However, my question is, what does each of these tenets mean
to us today, as alumni? Vocation and caritas are def ined without
much difficulty in our lives. We know that through our education
we are able to work in our various fields and through love have last_
ing and def inable relationships with our fellow human beings. But
in our hectic lives, how do we def ine our community?
The notion of community has gone through some interesting
changes over the years. We used to define community by main fac_
tors of geography and/or common goals and ideals. However, this
has evolved over the years with the advancement of digital capabil_
ities and how we communicate. Today we use Twitter, write brief emails, and compose quick text messages to communicate with one
Augsburg Col lege al umn i relations page, www.augsburg.edu/alum
and go to Get lnvolved. There are many opportunities to get
n i,
involved and volunteers are always needed.
I wish you all happy ref lections in this autumn season.
ù'* &*uDANITL HICKLE '95
ALUMNI BOARD PRESIDENT
Alumni Board
Augsburg Associates
Campus lfitchen at Augsburg
Alumni mentors
Advent Vespers volunteers
GET INVÍ}NE.D
There's a place for youl
Learn more at www.augsburg.edu/alumni
Fall
2009
4l
.:
alumnl news
0ur 'Uniquely Augsburg' faculty add a special touch to alumni events
Have you ever wondered if those
Þ
costumes at the Renaissance Festival are really accurate? Did you
have any idea how the government's
€
stimulus billwould affect you? Ever
considered what it would be like to
see the ltalian countryside through
the eyes of an art historian?
These and many more are the
opportunities you have when
Augsburg faculty join you in the
Uniquely Augsburg alumni events
and programs. While not everyone is able to come to Augsburg's
campus, a number of professors are bringing the Augsburg experience to areas around the Twin Cities, sharing their expertise and
passions, answering questions, and helping interpret policies and
issues into news you can use.
Michael Lansing, assistant professor of history and director of
environmental studies, talked about the value of hands-on learning
in Augsburg's new environmental studies program. He led the Lake
Minnetonka eco-tour cruise in June, describing environmental
issues of the large lake and answering questions about its ecology.
Phillip Adamo (pictured left), associate professor and chair of
the History Department and director of medieval studies, hosted
lunch in Augsburg's tent at the Renaissance Festival and answered
questions about what's real and what's not. He also led a tour
around the grounds, stopping at a 16th-century lrish cottage
replica to give a glimpse of what life was like then.
When Auggies gathered in August for "Auggie Night at the
Races" in Shakopee, accounting professor Stu Stoller kicked off
the night with a presentation on "The Odds of Winning."
The quarterly Eye-Opener Breakfast Series provides alumni professionals an opportunity to start the day with networking and a
talk by an Augsburg academic. ln April, Economics Department
chair Jeanne Boeh spoke about the stimulus package, how it
affected the economy, and what it meant for most people.
The Uniquely Augsburg concept also extends to travel opportunities. The November tour to ltaly was led by art professor Kristin
Anderson, whose passions include the art, archìtecture, history,
and culture of this region.
Uniquely Augsburg alumni events have succeeded in engaging
alumni in great ways to experience an Augsburg education without
coming to campus. Watch for upcoming events in your area; the
next one may be just around the corner.
Keep up on all alúmnì events at www.augsburg.edu/alumni.
Journey to the Emerald lsle of lreland
à
Join friends from lhe Augsburg College community for an in-depth journey through lreland. Explore centuries of heroic history, visiting
archaeological sites dating lo S,000 BC. Experience the intense rugged
beauty of land carved from the sea, contrasling with the meticulous
gardens of stately castles. D¡scover the spirit of Celtic Christianity at
ancient monaslic communities where Christianity flourished during the
Dark Ages. Celebrate contemp0rary lrish culture with passion-filled
music and food at local pubs.
The tour departs in early 0ctober 2010 and will be hosted by
Augsburg faculty. A detailed tour brochure will be available in December. To receive the brochure, contact Alumni Relations, 6l 2-330-1
1
73
or alumni@augsburg.edu.
Kylemore Abbey, in County ûalway, the oldest ol the lrish Benedictine abbeys,
is one of the sites on the alumni itinerary in 0ctober 2010.
48
Augsburg Now
The Augsburg Choir Legacy Recordings
Continuing the Augsburg Choir's
75th anniversary celebration,
Augsburg is proud to announce that
the Augsburg Choir
recordings from 1949-1979 will
CD versions of
Box 3: Sateren Finale
I972-73: An Ascription of Praise; includes Sateren's composition
by the same name
I974-7ú
Day of Pentecosf; includes Sateren's composition by the
same name
soon be available. These re-mastered historical treasures will be
I975-76: And Death Shall Have No Dominion; visiting director
released as The Augsburg Choir
1977-78: Here Comes Our Kingi includes Sateren's composition
legacy Recordings.
by the same name
ldar Karevold
I978-79: Gloria; includes the title piece by
leland
Lars Edlund
B. Sateren '35
Three boxed sets, each containing five CDs, will be produced:
Box 1: From Opseth to Sateren
1949-50: Augsburg Choir, with Henry P. Opseth conducting.
lncludes Jeg er saa glad, Praise to the Lord, and Song of Mary
I95I-52: includes Sateren's Cycle for Christmas and his arrange-
The Augsburg Cho¡r Legacy Recordings
will add to the richness of
the choral tradition of the past, present, and future. Dr. Bill
Halverson '51 has written a monograph about Leland B. Sateren's
life and career that will be included with the recordings. These
ment of The Sun Has Gone Down
1954-55: includes Sateren's Christmas Canticle
1956-57: includes Knut Nystedt's Cry Out and Shout
recordings will also confirm the historical and continued significance of Augsburg College as a place of preparation for service in
community and church.
The Augsburg Choir Legacy Recordings will be available early
next year through the Augsburg College Bookstore. For information
196I-62: includes Sateren's His Compassions Fail
on ordering the CDs, go to the Music Department website,
Not
www.augsbu rg.ed u/m usic.
Box 2: Sateren lntermezzo
1964-65: includes music from the European tour, spanning 400
years of music from Corsi and Bach to Jean Berger
1967-68: Praise to God; includes Sateren's Seek
Not
Cost: $49 per boxed set; $135 for all three boxed sets, plus shipping and handling.
Afar for
Beauty
1969-7O: Thy Truth Within; includes Sateren's composition by the
same name
I970-7I: Make a Joyful Noise; includes Sateren's The Poor
and Needy
I97I-72:
The Redeemef includes Sateren's A Choral Cycle
The Redeemer
co8
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Fall
úrr
2009
49
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alumni news
Experience the beauty and culture of Norway
e
JC
\
Join Augsburg's Center
for Leadership Studies
e
for an educatìonal and
cultural tour to Norway,
The tour includes:
r
Five days in Oslo-located on a fjord, surrounded by hills, and
full of the excitement of a large, cosmopolitan city
.
A journey westward by motor coach through Kongsberg, the his-
June 5-15,2010. This
toric Numedal Valley, and Hardangervidda (the mountain
special ly-designed tour
plateau home of large reindeer herds) to stay in a charming traditional hotel in Geilo
includes visits to Oslo,
Kongsberg, Geilo,
o
A famously scenic train ride to the fjord village of Flåm and a
.
Two nights in picturesque and historic Bergen on Norway's
.
west coast
A journey south by motor coach and ferry to Stavanger, designated "European Capital of Culture" for 2008. Stavanger was the
Bergen, and Stavanger.
While in Oslo, the group
will be hosted
Diakon
cruise on the Aurlands and Naeroy Fjords
by
hjemmet
U n
iver-'
sity College, an Augsburg partner school that
maìn departure point for Norwegian immigrants to Amerìca. After
offers a master's degree
ExperiencethespectacularbeautyofNorway's invalue-based leaderfiordswiththeCenterforLeadershipStudies ship.Accommodations
nextlune'
wiil be on or near campus. Faculty from Diakonhjemmet will lead three morning sessions
to complement the travel, providing an inside perspective and an
opportunity to reflect on what is seen and learned.
an overnight stay, the tour departs for home from Stavanger.
Cost: $3799 (includes airfare, accommodations, in-country travel,
entrance fees during group excursions, tour guides, workshops at
Diakonhjemmet, and 15 meals). Space is limited to 26.
For information about the tour and a PowerPoint preview, con-
tact Patty Park at 612-330-1150 or parkp@augsburg.edu.
Welcome home, 0ld Main bell
augsburg
Augsburg's first 0ld Main building opened in 1 8i4, and until it was razed to build
Sverdrup Hall, its bell called the campus communityto meals and events.
This bell has recently come back to Augsburg, and will find a new place and pur-
pose 0n campus. We're planning a story about the bell in the spring issue of Augsburg
I'low,about its history, its travels, and its return home. Scouring our archives, we haven't
been able to learn much about it, or find it pictured in archive photos.
I)o you rememberthis ()ld Main bell? Please help us learn more about
how and when did
it-where
was it located,
it ring? What do you remember about it?
After the bell served its duty in ()ld Main,
il became part of Augsburg student traditions-participating
in sports and other student activities. What do you
remember-tell
us, even anonymously, if you wish!
E-mail information and stories to now@augsburg.edu or call 612-330-1 181. We invite you to become
part of the "rest of the story" about the 0ld Main bell.
50
Augsburg Now
)
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5g-Y[:Aft: ftliüNîoil|-$LAlifi
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ß59,
lyngdal, Walter Lundeen
HflMECOMING 2OOg
{g-YF,Aftj ftlîUNï01,f-$LA$$ ûF 1gõg
Front row (L t0 R): Arlene Uejima, Karl Sneider; Row 2 ([ to R): l{ancy (Rolfe) Rolfe-Bailey, Lynn
(Benson) Hlelmeland, Janice (Hawkins) Halvorson, Kristi Holden; Rows 3,4 combined (L to R):
Roberta (Halseth) clausen, J0an (Halverson) Holt, Diana (0lson) Ersfeld, Ardell (Th0rpe) Bengtson,
Ron Holden; Row 5 (L to R): Greg Clausen, Eunice Helgeson, Judy (Johnson Kangas) Lies, pam
(Fredrickson) Gunderson; Row ô ([ to R): Diane (Helgeson) carter, lois (peterson) Bollman, Julie
(Kreie) Eidsvoog, sue (Halvorson) Bjerkestrand; Row 7 (L to R): sharon (Mielke) Eian, shirley (Swee)
Seutter, Alvina (Strand) Skogen, Linda (Stewart) Miller, larry Turner; Rows B, I combined (l to R):
Jacqueline (Kniefel) [ind, Joel Branes, Daryl Miller, wayne carlson, pamela (Bjorklund) carlson,
25- I FA ft, ftElf$l,i0l,f
gLAf,-: 0f rue+
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laurie (Ofstedal) Frattallone, [aurie ([indell) Miles, Sonja Thompson,
Carmela (Brown) Kranz, Kim (0lsen) Melotte, lisa (Rykken) Kasfler
(L to R)
Richard Fenton; Rows 1 0, 1 1 combined ([ to R): ûlen Peterson, larry Matthews, Bruce Mestemacheç
Mike Essen, Bob Bliss, Gary Boen
Fall
2009
51
ass nOtes
c
FlSheldon
Johnson beean in Sepas interim sJperintend
ent at lVleadow Creek (Minn.)
Christian School. He retired in 2000
after 33 years as superintendent of
the lVlonticello School District, and
has since served four prior stints as
an interim superintendent.
Ult.ro.r.
Richard E. Lund, MD, is a retired
radiologist, living in Edmonds, Wash
He and his wife, Ann, have been
married for 43 years and have five
grandchildren. rlxrad@aol.com
tltSusan
Nelson has been teachlne elementary special education for 23 years in ihe Davenport
(lowa) Community Schools. She
coached lhe 1995 and 1999 World
Games Special Olympics lowa tennis
teams and the 2006 National
Games lowa tennis team.
Uf
l!fllon
Uü.r
Hageseth retired in Sepo.itro m his 27 -year
tenure as co-founder and director of
the Counseling and Testing Center at
the University of Wisconsin-La
Crosse. He plans to pursue photography and woodworking, as well as
play tennis and golf, and volunteer
in the community.
Kathy 0lson entered the contest in
September for an at-large seat on
the Waverly (lowa) City Council. She
retired last year as CUNA Mutual
human resources director and
serves on two non-profit boards in
her community.
FSii;:
i'iåi,' H tilì:t
åi^
David Ctoss works at U N IVAC/
UNISYS Cadence Design Systems.
Robert Strandquist has taught high
school English around the world. He
has been a twolime Fulbright
exchange teacher, a scholar at
Oxford and in lreland, and has run
15 marathons. Now he's "tiredno, re-tired."
[arry Turner has raised a family,
retired from the Burlington Northern
Santa l-e Railway, served22 years in
the Naval Reserve, and now enjoys
opportunities to travel and expand
his photography hobby.
]
!
(Johnson) Sullivan
llSharon Ann
lJreceived the "Excellence in
Jacqueline (Kniefel) l¡nd'94 MAt
works at the Airport Foundation
MSP to recruit, train, and recognize
300 volunteers for Travelers Assistance. She completed her Master of
Arts in Leadership degree at Augsburg and has served as Augsburg's
Alumni Board president.
52
Jill (Beck) Burch works at Accenture
Kay (Peterson) Sauck is president
and CEO of Sauck Media Group, a
publishing company that she
founded in 2009 in Fairmont, lVlinn
She launched Womeninc magaÀne
in 2004. ln 2008, after a series of
personal tragedies, she started
Midwest Caregìver, which has now
become Caregiving in Ameñca.
Coming in spring 2010 is a third
publication called MN Rivers.
Bank.
at Best Buy.
Shari Kay (Hackbarth) Hunter completed an MBA at the Unìversity of
St. Thomas and works at Provincial
Karen Jensen works for the State of
Minnesota. After graduation she
look an Oulward Bound course,
found a passion for outdoor adventure, and has paddled around the
world. Five years ago, she lost her
husband, Jim Rada, when he died
while paddling a whitewater river.
Teaching Award" from the California
Council for Adult Education. She is a
kay@sauckmed ia.com
metropolitan ad ult education
¡nstructor at Hope Services, San
Jose, Calif., where she teaches life
skills to over 150 adults who are
developmentally disabled.
O,4ì Mary
Saturday evening lazz
show, Corner Jazz, on KBEM Radio,
after working for 12 years at Minnesota Public Radio.
't
f
(}rjworkshop in music therapy,
lJane (Catlin) Bracken, a firstlgraOe teacher at Cannon Falls
(Minn.) Elementary School, was
selected by her peers as the elementary Teacher of the Year in
Ann Sullivan began host-
Ctl,tnea
Q 2Xt]l
luedtke-Smith organized
a
"lVlusical Play: Learning through
Music," at the Fraser School last
February.
T flJanice Nelson is a new memt l,nu, of the board of directors ot
Southwest lnitiative Foundation in
Hutchinson, Minn. She is an attorney with the law firm of Nelson Oyen
Torvik in lVlontevideo, IVlinn., and
works with real estate, estate planning, elder law, and probate.
Lisa (Rykken) Kastler is program
executive at Youth Encounter and
oversees national and international
traveling ministry teams and weekend events. She has enjoyed opportunities to use her theatre studies in
youth minislry.
Kim Marie 0lsen taught elementary
and middle school and served as
a youth minister. Her husband
retired from active duty in the U.S.
Navy, and they are now settled in
Wisconsin.
Ja nuary.
@'/f-Wanda (Hemphill) Borman has
O¡Þworked, traveled to Europe
and Asia, and ¡s an instructor in the
Eagan Art House and manager of
the Eagan Ad Festival.
Liz (Peterson) Sheahan has worked
at Ministry Home Care, Inc., where
she has created Telly-award-winning
videos on home healLh and hospice
care used in fundraising.
(Strommen) Johnson is
J9'ùco-chairing
f,Andrea
Paul
St.
Children's
Hospital Association's CHAnging
Lives 60th Annual Ball. Proceeds
from the November 21 benefit go to
Children's Hospitals and Clinics of
M in
Kristi (Sanford) Goetsch enjoyed a
wonderful 30-year career in the
Seattle Public Schools from 19691999. Since then she has been
doing volunteer work with the elcierly
and teaching Sunday School.
management consulting firm,
Drakulic & Associates, which currently contracts in the operations
and development areas w¡th Hope
Chest for Breast Cancer.
t
f
nesota.
ÊRev. David Halaas was called
Uìo ,.ru.
as senior pastor at
Gloria Dei Lutheran Church in Williston, N.D.
Church of Christ and Nerstrand
(Minn.) United lVlethodist Church
A group of Auggies from the late 1970s found an occasion to get
together for dinner in Minneapolis last April.
Front row, L to R: Laura (Berg) Nelson '79, Steve Nelson'78, Steve
Wehrenberg'78, Sue (Johnson) Wehrenberg'79, Pam (Hanson) Moksnes
last summer.
'79, Lynn Schmidtke'79; Back row, Llo R: Steve Pheneger, LuAnn
(Johnson) Drakulic spent
$Sue
{22years working at Honeywell, and then left to run her own
Pheneger, Mark Moksnes'79, Tim Gordon'80, Ga¡l (Wagner) Gordon'80,
Karin (Larson) Monson, Greg Monson'79 (in back), Susan Streed
McNaughton, Bill Voedisch. Laurie (Carlson) Voedisch, Chris Geason '78,
Julie (Edson) Geason'79
7 8::'3f,:iii:i:l j;i1Ï,ïñ:;
J
I
Augsburg Now
)
rr
.þ
è
þ
q
Adrienne (Kuchler) Eldridge
Jason, welcomed a son, Hudson lsaiah, on
June 12. She is the program and
lff,¡
V-3.and her husband,
ø
organizational manager at the First
Lutheran Church and Bay Lake
q
Camp. aeke@hotmail.com
Q.flSven
9l.his
OEllir¡am Zien Edgar and Scott Edgar were married on July 5 in St. Louis
U UPark, Minn. Auggies in the wedding party included Molly Rivets'06,
Erlandson has published
fourlh book, Badass
Alia Sheirman'08, Laya Theberge'06, Dayle Vanderleest'04, Peter lindemann
'04, and Karley Kielty'07. Music professors Robert Stacke'71 and Ned Kantor played in the klezmer/jazz band. Miriam is orchestra director at J.F.
Kennedy High School in Bloomrngton, and Scott is completing his master's
degree in counseling and psychological services at St. Mary's University of
Jesus: The Serious Athlete and a
Life of Noble Purpose. Written for
"the most ¡ntense, focused, and
fiercest athletes," the book is rooted
in "Jesus' First and Greatest Commandment and his personal ethos
of radical other-centered love."
Minnesota.
Natasha Hamann is a family medicine physician at Allina Medical
Clinic in Buffalo, lVinn.
flfi.Sarah Huerta'06 MBA and
her
U Uhusband, C¡aig'09, wel-
comed theìr second child, Connor
Brian, on April 24. He joins big
brofher Brady,2-112.
(l
ÇAllison
(Cornell) and Matt
llUBroughton'06 were married
in
a small ceremony on June 27 . f he
couple lives in Hanover, N.H.,
where Malt is a graduate student in
physics at Dartmouth College and
Allison works for the Dartmouth
Medical School Development Offìce.
The photo was taken by Ryan
Bethke'09,
fì
Roper-Batker is the presiÚÚoent uÅo cro of the women's
Foundation of lVinnesota, which she
has served since 2001. She received
a diploma from the Higher Trade
Union College in lVloscow, where she
studied trade union movements.
flLee
Bethany Buchanan married
Micheal Scott, a high
school special education teacher, in
June 2008. A year later they started
Grace Homes-Williston House, a
residential care home for seniors in
lVlinnetonka. After working as a
O.tì
rll.Charles
social worker, Bethany graduated
from nursing school in 2001, and
worked at Fairview University Medical Center and Methodist Hospital
as a medical-surgical nurse prior to
opening the care home. ln 2003,
2004, and 2005 she did month-long
medical mission tours in Nigeria.
Tracy (Glumich) Hovland and her
husband, Erik, have a six-month-old
daughter, Ava.
June (Kirk) Nelson returned to West
Africa 15 months ago, where she
works at the Hopital Protestante in
Ngaoundere, Cameroon, a mission
hospital that trains Christian African
physicians to become surgeons.
Megan Renze has been in Florida for
10 years. She completed her Juris
Doctor degree at the University of
Miami Law School.
O OAaron
Shatol Tyra received a Star Award
2008 from the lVlinnesota Organization of Leaders in Nursing (N/l0LN)
in recognition of her commitment to
volunteering and dedication to influencing health care by advancing
professional nursrng leadership, particularly with the Metro Alliance Education and Service Collaborative for
Expanded Enrollment of Baccalaureate Nurses.
Petrasek married David
Alan Hurley on Oct. 28, 2008,
in Van Nuys, Calif. Paul works at
FedEx and David Alan works at the
VA Medical Center. They traveled to
Disneyland for a honeymoon and
Gabriel directed the
lJ
lJregional premiere of How Can
You Run with a Shell on Your Back
at the Stages Theatre in Hopkins,
lVlinn., in lVlarch. The musical won a
regional Tony award following its premiere in Chicago last year.
Chiho Okuizumi is program coordina-
tor at VH1 Save the lVlusic Foundation in New York City, which provides
access to instrumental music education to children in more than 1,600
public schools across the U.S.
OTPaul
r'l I
live in Avon, Calif.
Q$toucin da
(0lson) Bjorklund
rJ.rJ-works at Vascular Solutions,
I
nc.
employed at the time of her wedding
at Appleton Cardiology Associates in
Appleton, Wis., as a physician assistant. Kevin is a high school math
teacher and head track coach at
Clintonville High School.
Marcy received his MBA
the Carlson School of
Management, University of Minnesota, in 2008 and accepted a promotion to senior internal auditor at
Valspar in Minneapolis. He travels
fl
2Max
U úfrom
widely doing internal audits, including the U.S., Europe, and China. ln
2OO4 he married his wife, Jessica, in
a Celtic mass held in Syracuse, N.Y.
They live in lVinneapolis with their
Persian cat, Eleanor Rigby.
fddam Nugent and Carolina
U T(Chiesa) are living in College
fi
Station, Texas. Adam is studying for
a lVlaster of Landscape Architecture
degree at Texas A&M, and Carolina
is teaching at South Knoll Elementary School.
Bourn works as a promanager with youth
service agencies and the Minneapolis Public Schools on the North Side.
He has run for the Minneapolis Park
and Recreation Board to keep parks
on the North Side safe and pro-
O FBrad
tlilgram
and has moved to Los Angeles.
grammed. He has received the Presidential Service Award for his work
with youth.
(l{¡
(l'fleremy
fl lEm¡ly Nugent'07 MA[, '09 MBA
lJ lis engaged to Nick Loiacano
Jennifer Langman married
Reese in Cameron, Wis.,
on August 9, 2008. Jennifer earned
a master's degree in health science
from Duke University and was
U-LKevin
Anderson adapted one
of his poems into a l0-minute
play, "Jones'n," which was produced
as part of the Bedlam Theatre's TenMinute Play Festival in May.
Uf
Fall
2009
53
prof ile
A Colombian Auggie in
Europe-
Paola Murcia '99
s
,1
È
How did a Latin American Auggie from Colombia end up in
Belgium via Minneapolis and Costa Rica?
Paola lVurcìa has lived in Antwerp, Belgium, for three years
now, working for Dole Fresh Fruit as the banana allocation
assistant for Europe. ln this role, she is the contact person
between the European market for Dole bananas and the production in Latin America.
This journey began in the mid-1990s when another Auggie
from Colombia introduced Paola to Eloisa Echavez, then the
director of Augsburg's Hispanic/Latino Student Services.
Echavez met with Paola's parents when she traveled in
Colombia, and they agreed to Paola's going to Augsburg.
She studied international relations, political science, and
Apart from her work, Paola Murcia '99 enjoys traveling in Europe and had a great view
ol the Thames in London from the london Eye ferris wheel.
French, and graduated in 1999. A year later, she took a posi-
tion in San José, Costa Rica, with Dole, and over the next six
years she was continually promoted and grew in the company
about those subjects," Paola says, "and it's important when
you live abroad that you try to blend in as much as possible.
toward the appointment in Dole's European division.
Also, to be open-minded!"
Shortly after arriving in Belgium, Paola ref lected on how she
felt Augsburg had provided a foundation for this new
When Paola arrived in Europe, for the first time she found
herself in a place where she didn't understand anything at all.
experience.
ln Antwerp, although most people speak English, the language
is Dutch (Flemish). But, since Belgium's off icial languages are
Dutch, German, and French, she could use her French from
Augsburg and fully appreciated the efforts of professor Pary
Pezechkian, who pushed her to master it.
As of now, Paola plans to stay in Europe, working in the
international f ield. She has studied Dutch and is striving to
"l have used what was learned in political
science and international relations to be the professional and the person I have
become," Paola wrote. "As Professor Norma Noonan puts it
better than I could, [she wrote to me,] 'You are living international relations, which is even better than merely studying ìt!
You are living the multicultural experiences that you have had
in all the countries through which you have passed."'
Paola would encourage current students to pay a lot of
attention to history and geography, as well as language.
"There is still an ìmage that Americans don't know much
perfect her French and German. She is also now accustomed to
the continental European winter, and she credits her years in
Minnesota for preparing her for this, as well.
BEÏSTY NORGARD
Shannon Olson works as a marketing
associate within a new type of teaming structure at Thrivent Financial
for Lutherans, called Professional
Office Practìces (POP).
0uincy Osborn joined the athletic
staf f at Ohio University as an assislanI coach in wrestling, after serving
in the same position for Augsburg's
wrestling team.
at an outdoor ceremony along the
Mississìppi River and drove to Niagara Falls for their honeymoon.
Daniel Manley is a police officer in
Glen Ridge, N.J. and saved the life
of a choking baby on the second day
on his job after having recently completed police academy training.
Alia Scheirman began her service in
the Peace Corps in Ukraine al the
fl QTasha Christensen married
l, [tNikolaus Browne on June l3
54
Augsburg Now
end of September.
fi
$Abigail Ferjak, with a major in
U üyoulh and
family ministry, is
beglnning study at Yale Divinity
Graduate College and wants to
explore the possibility of teaching in
a college setting.
Matthew Tonsager has joined the
Elm Creek Associates of Thrivent
Financial for Lutherans as a financial
associate with the organization's
Central l\4innesola Regional [inancial Office.
Of;ATUATI PfiO$f;AMIì
Jeff Falkingham '95 MAL received
favorable reviews from the Sherlock
Holmes Society of London for his
second novel, Sherlock Holmes: In
Search of the Source, released on
January 6, the 155th birthday of
Holmes, The historical f¡ction ¡s set
in l896 in Sl. P¿ul. Read Lhe review
at www.sherlockhol mes.org. u k/pdf/
DM290.pdf.
Send us your news and photos
Please
tell
us about the news in your life, your new job, move, marriage, and
births. Don't forget to send photosl
For news of a death, printed notice is required, e.g. an obituary, funeral notice,
0f program from a memorral service.
Send your news items, photos, or change of address by mail to: Augsburg
llow
Class Notes, Augsburg College, CB 14È,2211 Riverside Ave., Minneapolis, MN
55454, or e-mail alumni@augsburg.edu. You can also submit news at
www.augsburg.edu/alumni.
Full name
Maiden name
Class year or last year attended
ln Memoriam
[arson, Gertrude (Amundson)'35,
Denver, Colo., age 100, on Aug. 3.
Dahl, Jeffrey'74, Cottonwood,
Minn., age 56, on Sept.30.
Street address
Pautz, Richard'37, Minneapolis,
age 96, on July 4. Former athletic
director, director of public rela-
Treichel, Scott G.'76, Webster, Wis.,
age 55, on July 31.
City, State, Zip
tions, Augsburg regent emeritus,
and 7972 Distinguished Alumnus.
Ahlberg, Ruth C. '¿14, Chesterton,
Ind., age BB, on Aug. 25.
Johnson, Edwin 0. '44, Minneapolis,
age BB, on Aug. 16.
larsen, Marguerite (Greguson)'45,
Carlton, Minn., age 86, on July 4.
Strand, Carl '46, Owatonna, Minn.,
age 87 , on Aug. 12.
Wessman, Rev. Willis'48, Topeka,
Kan., age BB, on July 26.
ls this a new address?
O Yes D
No
Olsen, Daniel ,1. '78, Apple Valley,
IVinn., age 53, on May 4.
Mason, WilmaÆom-Ba-Equay (Windy
Woman) '81, Bemidji, Minn., age
61, on Sept.10.
Home telephone
E-mail
Ballot, Sarah (Carlson) '98, Minneapolis, age 33, in early July, in
an auto acc¡dent.
Okayto publishyoure-mail address?
Allegrezza, Genevieve'04, Anchorage, Alaska, age28, on Aug.3.
Employer
Johnston, Hannah (Bratzel)'07, St.
Paul Park, lVinn., age 27, on June
25, of cancer.
Position
OYes trNo
Work telephone
Garstenbrock, Walter '49, Austin,
Minn., age 86, on July 7.
Brown, Orpha (Grimsrud) '50,
Wick, Cheryl '11 PA, Rochester,
IVìinn., age 25, on July 25, of cardiac arrhythmia.
Phoenix, Ariz., and Portland, Ore.,
Druck, Rachel
age 80, on July 27.
Oct.17.
'12, age 23,
[alim, Archie'50, lVladison, Conn.,
age 80, on Aug. 9. 1990 Distin-
Sulzen, Zoya'12, Minneapolis, at
the end of July.
ls spouse also a graduate of Augsburg College? O Yes
tr
No
lf yes, class year
on
Spouse's name
guished Alumnus.
Berkland, Rev. Theodore'51,'54
Sem, Grantsburg, Wis., age 80, on
June 20 of multiple myeloma.
Sortland, Rev. Howard'51, Plymouth, Minn., age 86, on Aug. 3.
Balerud, Paul'54, North Platte,
Neb., age 79, on Aug. 5.
Nelson, Judith (0lson) '65, Shell
Knob, lVlo., age 66, on Aug. 29.
Jones-Hermerding, Ertwin'69, Otter
Anderson, Margaret (Klinner), Edina,
Minn., age 86, on June 19, She
lVlaiden name
Your news:
taught home economics at Augsburg and was the widow of Ernie
Anderson'37.
Pedersen, Myrtle Edith, Hudson,
Wis., age 100, on Aug. 12.
Wrightsman, Rev. Bruce, Garnavillo,
lowa, age 75, on Oct. 4, of heart
failure and amyloidosis. He taught
in the Department of Religion and
Philosophy,1960-63.
O
I know a student who is interested in attending Augsburg.
Tail, Minn., age62, on Aug. 11, in
a motorcycle accident. 2003 Distinguished Alumnus.
Fall
2009
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To see
other photos of Auggie Eagle around
campus during the week of Homecoming,
go to www.augsburg.edu/now
What will Auggie do next?
As part of the Homecoming celebration, Auggie (or a paper
cutout of Auggie from the Homecoming brochure) wandered
around campus and had his photo taken for the online photo
of the week. Here Auggie is studying sociology in the library.
Show less
AUGSBURG NOW
SPRING 2009
VOL. 71, NO. 2
inside
auggies
Augsburg Now
The Magazine of Augsburg College
25Photo
Years
of Life-Changing
contest winners Augsburg Choir, 75 years
Twin sisters, twin dreams Core to compost
Travel
How green is Augsburg? Studying sustainability
page
20 the neig... Show more
AUGSBURG NOW
SPRING 2009
VOL. 71, NO. 2
inside
auggies
Augsburg Now
The Magazine of Augsburg College
25Photo
Years
of Life-Changing
contest winners Augsburg Choir, 75 years
Twin sisters, twin dreams Core to compost
Travel
How green is Augsburg? Studying sustainability
page
20 the neighborhood youth Green planning
Feeding
go
green
Editor
Betsey Norgard
norgard@augsburg.edu
notes
from President Pribbenow
Generosity and Sustainability
t
his issue of the Augsburg Now offers many
inspiring stories of ways in which our community is learning about and practicing what
it means to live sustainable lives in the city.
I’ve been thinking a good bit lately about why the
Augsburg community has made such great progress
in living out its commitment to urban sustainability,
and I’ve found myself exploring the meaning of the
original motto for Augsburg Theological Seminary
and College, the bold claim found in John 1:14:
“And the Word became flesh.” I’m struck by how
this scriptural promise is both a statement of generosity and of sustainability. Augsburg College practices generosity most authentically when it lives as
the Word made flesh—sustainable, present, rooted,
of service, and faithful.
My teacher, Martin Marty, taught me that colleges
are indigenous communities—that is, they are native
to a particular place, a particular environment, a particular set of values, and practices that define the
institution—and that means something for the way
they live their lives.
What does it mean to think about Augsburg
College as an indigenous community? What does it
mean that the Word has become flesh and lived
among us here?
I lift up for our attention three simple aspects of
Augsburg’s identity—ways in which the Word becomes flesh here and the values we seek to sustain:
• The central focus of our identity is that wherever
Augsburg College is found—here in this neighborhood, in the city, in Rochester, or around the
world—our most authentic work is learning and
teaching. And the wonder of learning is that it involves acts of generosity and sustainability in its
every detail—from teachers who teach what they
love; to students who seek to learn out of curiosity
and passion; to texts that bear the wisdom of the
ages for our reflection; to conversations that help
us pay attention to the Word, to each other, and to
the world; to practices and commitments that help
sustain our environment.
Creative Director
Kathy Rumpza ’05 MAL
rumpza@augsburg.edu
Creative Associate-Editorial
Wendi Wheeler ’06
wheelerw@augsburg.edu
Creative Associate-Design
Jen Nagorski ’08
nagorski@augsburg.edu
Photographer
Stephen Geffre
geffre@augsburg.edu
Webmaster/Now Online
Bryan Barnes
barnesb@augsburg.edu
Director of News and
Media Services
• A second aspect of our identity is the way in
which this city, a particular place—much different
now than in 1869—is still a place that demands our
attention and respect and concern. Democracy still
is practiced in this place with our neighbors. Education still happens in this place with learners and
teachers all around us. Engagement and service still
are at the center of our lives with each other in this
place. Sustaining this urban place, this urban environment, is an act of generosity—for our diverse
neighbors, for our diverse selves, for the whole of
creation, now and into the future.
Jeff Shelman
shelman@augsburg.edu
• The final aspect of our identity is our firm grounding in the Christian faith—a confident faith that
frees us to learn, to live, to practice hospitality with
all of our neighbors, to be a force for good in the
world, to affirm our calling as people of faith and a
college of the church, to be God’s people in this
place, and to know that grace and truth abound
where the Word becomes flesh.
www.augsburg.edu
I celebrate the generosity that is Augsburg’s faithful
work in the world—the Word made flesh here, each
and every day. I celebrate the sustainability of our indigenous character, our indigenous work, and our indigenous place. And I recall the concluding words of
John 1:14 that remind us that the Word made flesh
is “full of grace and truth.” Oh, how the world needs
a Word of grace and truth. And here it is!
PAUL C. PRIBBENOW, PRESIDENT
Sports Information Director
Don Stoner
stoner@augsburg.edu
Assistant Vice President of
Marketing and Communication
David Warch
warch@augsburg.edu
Director of Alumni and
Constituent Relations
Kim Stone
stonek@augsburg.edu
Augsburg Now is published by
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
Opinions expressed in Augsburg Now
do not necessarily reflect official
College policy.
ISSN 1058-1545
Send address corrections to:
Advancement Services
CB 142
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
healyk@augsburg.edu
E-mail: now@augsburg.edu
Telephone: 612-330-1181
Fax: 612-330-1780
spring 2009
Features
6
10
12
Augsburg Choir - celebrating 75 years
by Betsey Norgard
16
30
Twin sisters, twin dreams
by Jean Spielman Housh
International Programs Photo Contest
14
20
23
auggies
go green
16 Toward a more sustainable Augsburg
by Betsey Norgard
contents
19 How green is Augsburg?
26
augsburg now
20 Environmental connections: Green starts here
by Jeff Shelman
23 Studying sustainability
by Wendi Wheeler ’06
26 Green Planning
28 Core to compost
Photos and text by Stephen Geffre
30 Feeding the neighborhood youth
by Wendi Wheeler ’06
32 How green is our magazine?
Departments
2
4
5
8
33
36
40
Around the Quad
Auggies on the ice
Auggie voices
It takes an Auggie
Alumni news
Class notes
My Auggie experience
On the cover
We celebrate in this issue all the commitments, changes, and
progress that Augsburg has embraced in learning how to be a
more sustainable college in the city.
All photos by Stephen Geffre unless otherwise indicated.
around the
quad
Augsburg receives Carnegie classification
Augsburg was recently selected by the Carnegie Foundation as
one of 119 colleges and universities in the nation to receive the
classification for Community Engagement. This affirms that the
school has institutionalized community engagement in its identity, culture, and commitments. It also affirms that the practices
of community engagement are aligned with the institution’s identity and form an integral component of the institutional culture.
The classification has three categories—curricular engagement, outreach and partnerships, and a category for both engagement and outreach—and Augsburg received the latter,
comprehensive classification.
In a letter to Augsburg President Paul C. Pribbenow, Jim
Scheibel, executive director of the Minnesota Campus Compact,
congratulated the College on this recognition. Scheibel wrote, “As
a country that faces an economic crisis, and as a community that
witnesses division and strife across the globe, we need students,
faculty, and campuses that are fully engaged. This recognition
says you are doing your part and acknowledges that you are serious about fulfilling the mission of the College.”
Augsburg has included “student engagement” as one of nine
specific academic goals for the institution. The Augsburg Experience signature curriculum requirement encourages direct involvement with people and organizations external to the College,
All first-year students spend an afternoon during September Auggie Days working on
community projects—painting, gardening, cleaning up, or whatever needs doing in the
neighborhood with Augsburg’s community partners.
first-hand discovery and application of knowledge, self-awareness
through reflective and critical thinking, and exploration of what
one is called to do in the world.
Augsburg is a committed partner to particular nonprofit and
educational groups within the nearby urban neighborhoods, including Cedar-Riverside, Seward, and Phillips.
In addition, the College has instituted programs and policies
that support community engagement for the campus community.
All staff members receive two days of paid leave time for community service.
A note to the editor
“I found the ‘Lights, camera, and action’ feature in the fall 2008 Augsburg
Now very interesting. This photograph was taken in the Augsburg Art Studio in the early 1970s during a session of a hands-on class teaching 16mm
filmmaking with synchronized sound. As a student from 1965-1970, I had a
work-study job showing films and doing photography working for Robert
Zeller, who at that time was director of instructional services. He is the
first person whom I recall to have taught a course in film studies at
Augsburg. Warren Hanson, John Mitchell, and Larry Glenn (left to right in
the photo) were all students in the course taught by local filmmaker Paul
Rusten. Warren was a registered student. As John was a faculty member
and I was director of the audio-visual center, we were invited to participate in the class without receiving credit.”
LARRY GLENN ’70
2
Augsburg Now
Brian Krohn—Augsburg’s first Rhodes Scholar
Brian Krohn ’08 arrived at Augsburg with plans of being a film major and eventually became a chemistry
student. In November he was selected as a Rhodes Scholar—Augsburg’s first.
Krohn, a native of Cloquet, Minn., was one of 769 initial U.S. applicants from 207 colleges and universities for this year’s Rhodes Scholars. After making it through an interview process and being selected,
Krohn became one of 32 Americans who will study at Oxford University beginning in fall 2009. There, Krohn
will focus on environmental change and management in order to combine public policy expertise with the
scientific knowledge he has gained at Augsburg.
In the summer of 2006, Krohn began research into new ways to produce biodiesel fuel. He acknowledges that he didn’t really expect to break any new ground, but he wanted to give it a shot.
The combination of Krohn’s research, the teaching of chemistry professor Arlin Gyberg, and
Augsburg alum Clayton McNeff led to the discovery of the Mcgyan Process to produce
biodiesel in a cleaner and more environmentally friendly way.
“For me, Brian’s work on the biodiesel project is a great liberal arts story,”
President Paul C. Pribbenow said. “There’s a connection between a student with a
question, a faculty member, and an alum. They work on a problem and come out with
a response that, in this case, is pretty groundbreaking.
“Brian stands for the well-rounded education that we provide for all of our
students. We’re proud of him and proud that his Augsburg education prepared
him,” Pribbenow continued.
In addition to his work with biodiesel, Krohn is a Goldwater Scholar who was
a founder of the Honors Review, a new journal for student scholarship at
Augsburg. He organized the inaugural Agre Challenge, an event in which teams
were challenged to build a catapult to fling a 20-pound sandbag various distances.
Diane Pike receives the Stewart Bellman Award
Diane Pike, director of the Center for Teaching and Learning (CTL) and professor of
sociology, is the 2008 recipient of the Stewart Bellman Award for Exemplary Leadership from The Collaboration for the Advancement of College Teaching and Learning.
She was honored in November at The Collaboration’s annual conference.
For more than 25 years at Augsburg, Pike has been recognized for her excellence
as a classroom teacher and as a role model for other faculty members, in large part
due to her ongoing leadership in faculty development workshops, consulting, and summer institutes, and her avid attention to the research literature on the scholarship of
teaching and learning.
Pike’s accomplishments at Augsburg have included re-envisioning the work of the
Committee on Faculty Development, integrating activities for faculty and professional
staff members, and creating dedicated space for student learning and CTL in Lindell
Library. Most notably, however, has been her leadership in the creation of the new
AugCore general education program—guiding the design team work and faculty collaboratives on specific issues, as well as securing a Bush Foundation grant for implementation and work on the course evaluation project. She is the incoming president of the
Midwest Sociological Society.
Spring 2009
3
Auggies on the ice
Tiffany Magnuson—
a star on ice and on the field
If it weren’t for finding cheap hockey skates at a tent sale,
Tiffany Magnuson’s athletic career might have been quite
different than it is today.
“My dad didn’t want me playing hockey. They bought me
figure skates, because my dad didn’t want me messed up
with the hockey guys,” said Magnuson, whose father is a
hockey coach in their hometown of Green Bay, Wis. “They
bought the figure skates for me, and I couldn’t skate in them
because of the toe pick. But my dad always said that I had a
natural hockey stride, and I kept telling him that I wanted
black skates.”
So Magnuson’s mom found her a pair of black skates—
hockey skates.
“My mom always said, ‘Wal-Mart started your career,’
because they had a tent sale at Wal-Mart on hockey skates,”
Magnuson said.
A senior, Magnuson has excelled at two sports during her
Auggie career—hockey and softball—and will leave Augsburg
as one of the top all-around female athletes in school history.
Magnuson finished her hockey career as the school’s second
leading goal-scorer and No. 3 point-producer. She was a
four-time All-Minnesota Intercollegiate Athletic Conference
selection.
In softball, Magnuson played three positions—second
base, first base, and pitcher—during last season’s run to the
MIAC playoffs for the first time in program history. A threetime All-MIAC selection, she enters this season with a .379
career batting average as the Auggies leadoff hitter.
Magnuson, a finance major and accounting minor, was recruited to play hockey at Augsburg and she said she chose
Augsburg because it was a small school in a large city. Being
active in back-to-back sports has helped her learn to manage
her time.
“Sports have taught me about leadership, being committed and competitive, about interacting with others, and having to all come together for a goal,” said Magnuson, who
wants to work on the business side of a sports team. “It’s a
family [atmosphere], and for me being away from my family,
it helps me with my life. That’s what I like about Augsburg,
the close-knit atmosphere.”
DON STONER
4
Augsburg Now
auggie voices
Engaging in the big questions
The Lilly Scholars seminar is a place where students can feel
comfortable talking about the big questions in life. Questions
like, Is Christianity the only true religion? What does it mean to
forgive someone? What is God calling me to do?
For Mark Tranvik, associate professor of religion and director of
the Lilly grant program, the seminar is the heart of the year-long
program designed for juniors and seniors who are considering
seminary or graduate study in theology or sacred arts. Once a
month they meet to discuss assigned texts, engage with guest
speakers, and reflect on biblical passages or issues in the
Christian tradition.
Each year, 10 or 11 Lilly Scholars, who receive a $2,100
scholarship, are selected from more than twice that number.
Among the current scholars, the average GPA is 3.75. In addition
to the seminar, Lilly Scholars visit Luther Seminary and can take
courses there.
“There is an ongoing hunger in the intellectual community for
genuine theological conversation among students that the Lilly
Scholar program honors,” says Tranvik, who is also an ordained
minister in the Evangelical Lutheran Church in America. Creating
a comfortable place for these critical conversations is his goal.
And, he adds, “doubters are welcomed.”
Jenni Pickford, a philosophy and religion major, finds the seminar most valuable for “the openmindedness I’ve gained from
hearing about views that differ from my own.” What she appreciates is that “there are other students out there who are interested
in more than just a grade and do this for the love of learning.”
“The greatest impact for me is the group friendship and discussions that carry throughout other classes,” says religion major
Denise Shuck, a Weekend College senior who is planning to enter
Luther Seminary. “I have a great appreciation for the diversity of
opinions about the topics we’ve discussed.”
Abby Ferjak, a senior, finds it easy to integrate what she does
in the Lilly Scholars program to her youth and family ministry
classes. “It’s important for youth to understand that vocation is
not simply what one might do as a career; but rather, that everyone has many vocations, and [that] they don’t have to wait to fulfill their vocation.”
And that’s exactly what the Lilly Endowment hopes to hear.
Their goal for funding programs in church-related, liberal arts colleges that explore vocation is to nurture a new generation of voca-
In their monthly seminar, Professor Mark Tranvik (above, in blue shirt) seeks to
create a comfortable atmosphere for the Lilly Scholars to discuss and explore
vocation. (L to R) Denise Shuck, Leah Jarvi, Tranvik, Cody Oaks, Allison Streed,
Alexander Garver, Abigail Ferjak, Natalie Sasseville, and Ashley Weston.
tionally-guided leaders—both pastoral and lay—for church congregations. Lilly Scholars are one part of Augsburg’s $2 million
grant program, Exploring Our Gifts, that began in 2002 and is
directed by Tranvik.
Over its six years, Lilly Scholars have included a mix of
younger and older students and have cut across disciplines, for
example, among science and social work majors seeking ways to
combine faith life with their fields.
Last year four Lilly Scholars continued to Luther Seminary (all
with full scholarships), two chose law school, one entered the
Lutheran Volunteer Corps, one is in congregational youth ministry,
and one began graduate study in social work. About half of all
Lilly Scholars have entered seminary.
During their year as Lilly Scholars, the students serve as role
models within the larger community. They develop a portfolio, reflecting on vocation and what they carry with them from the year.
Cody Oaks, a current Lilly Scholar, finds inspiration in
Tranvik’s ability to merge the pastoral with the academic. “He
provides the model of a pastor-scholar I would like to embody in
my own work and call to teach,” Oaks says. He will enter
Princeton Theological Seminary this summer and begin to seek
ordination in the Presbyterian Church (U.S.A.).
Kyle Zvejnicks, a 2006-07 Lilly Scholar, reflected on community. “The seminar has reminded me of the importance of community in vocation, namely that we need each other. … Just as
much, we don’t come with the same vocation for everyone, but
each with their own, and not for themselves but for others.”
To learn more about Exploring Our Gifts, go to
www.augsburg.edu/lilly.
BETSEY NORGARD
Spring
Fall 2008
2009
5
The Augsburg Choir—
celebrating 75 years
This academic year, the Augsburg Choir celebrates 75 years—a
choral tradition of distinction and excellence.
The Augsburg Choir was founded in 1933, when the Men’s
Glee Club and the Ladies’ Choral Society, who had sung together
on various occasions, voted to unite, under the direction of music
department chair Henry P. Opseth. The first student president of
the choir was a third-year music major and future choir conductor
Leland B. Sateren.
The new choir lost no time in preparing for tours and performances. In 1935, their tour through the Midwest took them more
than 2,000 miles for 20 concerts, including a coast-to-coast broadcast in Chicago with the National Broadcasting System. On their return, they sang a home concert at Central Lutheran Church.
Choir business manager Orville C. Hognander ’36 planned the
tour, plus arranged for a series of 18 Sunday evening radio broadcasts on WCCO radio, the “Hour Melodious.” This program also
was accessible over open channel across the country and brought
visibility to Augsburg, reconnecting many alumni to the College.
In 1946, Leland B. Sateren ’35 returned to Augsburg to join
the music faculty. Following Opseth’s death in 1950, Sateren
was named conductor of the Augsburg Choir.
For the next 29 years, the Augsburg Choir developed its own
distinctive tone quality, musicality, and professionalism under
Sateren. While the choir continued to share the Gospel through
church music, Sateren evolved a more contemporary classical
sound, especially in his own compositions. His passion for
1933
Scandinavian music brought attention to music and composers
relatively unknown in the U.S.
In 1975, the Augsburg Choir’s 40th anniversary tour took
them to Scandinavia. They traveled by boat down the Norwegian
coast, from above the Arctic Circle to Oslo, and sang in the
Trondheim Cathedral.
Leland Sateren retired in 1979, and the direction of the choir
passed to Larry L. Fleming, a noted choral conductor and composer. In his first year, the choir was chosen as the official representative from the U.S. to sing in Augsburg, Germany, at the
450th commemoration of the Augsburg Confession.
Fleming also established Advent Vespers, the College’s annual
1975
Augsburg Choir
is founded
40th anniversary
choir tour
Leland B. Sateren ’35—choir director
Peter Hendrickson ’76—student choir president
and future choir director
Henry P. Opseth—choir director
Leland B. Sateren ’35—student choir
president and future choir director
6
Augsburg Now
The majestic Advent Vespers service each year at
Central Lutheran Church presents Augsburg’s four
choirs, with part of the service sung as a massed choir
of over 200 voices.
holiday program, as a service of music and liturgy, which now attracts up to 8,000 people at its four services and will celebrate
its 30th anniversary in 2009.
Fleming left Augsburg in 1986, and for the next several years
the Augsburg Choir was under the direction of Thomas Rossin.
In 1994, after serving a short time as interim director, Peter
Hendrickson ’76 was appointed the choir’s new conductor. Over
the past decade and a half, he has realized his vision for
Augsburg’s choral program—one that offers distinct choral experiences for all students, including the extended Augsburg family,
with different repertoires:
• Augsburg Choir—a cappella touring choir
• Riverside Singers—women’s chorus
• Cedar Singers—men’s chorus
• Masterworks Chorale—symphonic chorus
All four choirs, as well as an orchestra and liturgical party, participate annually in Advent Vespers. In 2004, for the 25th anniversary,
Twin Cities Public Television recorded the service and won a
Regional Emmy award for the production. The program has been
shown on public television during the holiday season since then.
One of Hendrickson’s passions is language, and to date, his
choirs have sung in more than 15 languages. “We owe it to our
students in the choral program to educate them not only in
Augsburg’s commitment to the Lutheran choral tradition, but also
in creating, through music and language, a better understanding
of other cultures and our responsibility to be world citizens,”
Hendrickson says.
The Augsburg Choir’s March tour this year took them south,
traveling from Nebraska to Texas, and locations in between. Currently the choir is planning next year’s tour, a trip that will take
them to China in 2010.
2009
The Masterworks Chorale marks 15 years
Hendrickson founded the Masterworks Chorale in 1994 as a symphonic chorus of approximately 100 voices, made up of students,
faculty and staff, alumni, and others connected to the Augsburg
community. Unique to a college campus, Masterworks Chorale
presents programs of great choral works and explores new
masterworks.
In 1996, the chorale performed for the first time the entire
Visions from Hildegaard by Minnesota composer Stephen Paulus.
In 1997, it presented the English-language premiere of
Norwegian composer Egil Hovland’s opera, Captive and Free, and
in 2001, the English-language version of Finnish composer and
conductor Kari Tikka’s opera, Luther.
The Masterworks Chorale performs three times per year—at
fall and spring concerts, and for Advent Vespers. A number of
chorale members are Augsburg alumni who sang as students in
Leland Sateren’s choirs.
“The Sateren choir alumni in Masterworks keep the legacy and
spirit of the Sateren era alive,” Hendrickson says. “It’s a wonderful connection for our current students, a passing of the torch, so
to speak, from then to now.”
BETSEY NORGARD
75th anniversary year
For a longer story about choir history with
additional photos, go to www.augsburg.edu/now.
Peter Hendrickson ’76—choir director
7
it takes an
Auggie
A legacy for promising students
President’s Scholarships recognize students with exceptional academic ability and leadership potential and can provide financial
support up to full tuition for four years. Donors who choose to
endow a President’s Scholarship make special connections with
these students, and those that follow them, one after another, as
they see an Augsburg education made possible.
E. Milton Kleven ’46 taught school in Minneapolis for 33 years
and knows what this means to students from low-income families. He and his family have endowed three President’s Scholarships and enjoy being part of the lives of the students who
receive them, helping them begin their work and careers free
from college debt.
Milt Kleven’s Augsburg story began in a home two blocks from
the College, where his Norwegian immigrant mother and father
raised nine children. Since Augsburg was the college in the
neighborhood, six of the Kleven children attended, with three
completing their degrees.
In 1940, Milt followed his sister Agathe, who had just graduated from Augsburg. Like most students then, Milt’s studies were
interrupted by World
War II, and in 1946
he returned and
finished. Their
brother Luther
graduated in
1950.
Milt graduated with a
major in
mathematics
and a minor in physical education. His strongest
and longest friendships he formed in the Augsburg
A-Club, even though his student job downtown at
the Minneapolis Club kept him too busy to participate in most sports, except for lettering in golf.
Kleven’s Augsburg story has a romantic twist on
a broken leg. In late 1943 he left Augsburg to
enter Navy pilot training. When he suffered a broken leg, he decided to spend the eight-week recovery period back at Augsburg, completing his
math major with Professor George Soberg.
8
One evening in Augsburg’s library, in the basement of Old
Main, he met Dorothy Lijsing, the daughter of a Swedish immigrant father and mother, and she became his wife and partner for
53 years. Dorothy transferred to Gustavus Adolphus College and
graduated there. They were married in 1947.
Soon after graduating, Kleven began teaching mathematics in
the Minneapolis Public Schools. In addition to teaching, he also
served as the teacher representative with Great West Financial on
a voluntary investment fund created following a strike in 1970.
From that experience, he learned a great deal about investments
and wise financial planning that has served him well.
In the 1950s, the Klevens were approached by Sig Hjelmeland
’41, Augsburg’s development director, and asked for the first
time to consider giving back to Augsburg.
“My parents always set aside their tithe,” Kleven says, “and
taught us that giving is a part of our responsibility.”
In 1958, he and Dorothy established a scholarship in honor of
his parents, Magnus and Kristofa Kleven. In its 50 years, more
than 200 Augsburg students have benefited from the financial
support of this scholarship.
During the 1960s, the Klevens continued their philanthropic
support to Augsburg, and for many years worked closely with development officer Jeroy Carlson ’48.
In 2001, when Dorothy passed away, Kleven established a
scholarship in her name. With college costs skyrocketing, he
knew from his large family what a difference a full tuition scholarship could make for students from low-income families, like
those he had taught in Minneapolis.
“That’s the main thing,” Kleven says. “I want to help kids who
have a need, and I want it to be a full scholarship.”
So, the Dorothy Lijsing Kleven Scholarship became the first
endowed President’s Scholarship, and provides a full scholarship
to a student interested in choral music, as Dorothy had been
throughout her life. This endowment was created by Milt and
their four children and families—Bruce and Maren Kleven, David
and Barbara Kleven, Barbara and Zane Birky, and Diane and
Philip Larson.
In 2007, the family created two additional endowed
President’s Scholarships. They added Dorothy’s parents, David
and Florence Lijsing, to the original scholarship for Milt’s parents
and raised it to the level of a full President’s Scholarship.
The third was created in Milt’s name—the E. Milton Kleven
Scholarship for public service, so he can enjoy supporting students with a real financial need who plan to enter public service.
Kleven helped to facilitate two other scholarships. The
Margaret Andrews Scholarship was established by Kleven and his
fellow Trade and Industry coordinators in the Minneapolis public
school system to honor their supervisor, Margaret Andrews. The
Donald C. Carlson Scholarship, through the Normandale Lutheran
Church Foundation, is named for founding pastor Donald Carlson
’42 to support a Normandale member attending Augsburg.
The Kleven legacy also includes major support to capital projects. In 1995-96, the family worked with President Charles
Anderson and gave $1 million toward the construction of
Lindell Library.
Milt founded Kleven Flooring Service, which installed hardwood flooring in houses in the Minneapolis-Saint Paul area. Over
the years, he provided hardwood floors throughout the Augsburg
campus, including the Augsburg Room in
Christensen Center and Augsburg House.
His most recent gift celebrates his over
60-year tie to Augsburg A-Club and close
friendships with Glen Person ’47 and Dick
“Pork Chop” Thompson ’61. Together, as part
of the construction of the new press box on
Edor Nelson Field, the three provided the
funding to name the Jeroy C. Carlson
Hospitality Room in Kennedy Center in honor
of their longtime friend and colleague.
For more information about endowing a
President’s Scholarship honoring Augsburg’s
most promising students, contact Doug Scott,
assistant vice president for development, at
612-330-1575 or 1-800-273-0617.
BETSEY NORGARD
Becky Shaheen ’11
Becky Shaheen is a sophomore from Elk River, Minn., majoring in
vocal music performance and composition, with a pre-engineering
minor. She sings in the Augsburg Choir, Gospel Praise Jazz Ensemble,
and other ensembles. This is her second year as the recipient of the
Dorothy Lijsing Kleven President’s Scholarship in choral music, and
she keeps in touch with the Kleven family.
“Music is my life, and this semester I’ve been able to dedicate
more time than ever before to music. I am finally realizing that being
a musician is possible …
“This scholarship has opened so many doors for me. I don’t have
to worry so much about the financial issues, and it has provided me
with confidence and such an ‘I can do anything!’ attitude.
“When I first met the family, it was like meeting a huge part of my
extended family that I didn’t know about. … A picture of the family
and me taken at the scholarship brunch hangs by my desk, a reminder of the people who are making this journey possible. “
twin sisters
Twin sisters
Twin dreams
“Our Augsburg professors were supportive
and encouraged us to pursue our dream ...”
BETTY BOWERS, MD
Barbara and Betty Bowers knew they wanted to grow up to be
doctors when they were six years old. The twin sisters were born
in Mora, Minn., and graduated from Augsburg in 1972. They attended medical school at the University of Minnesota and graduated in 1976.
“Our family doctor, Dr. Harry Berge, encouraged and supported us in our dream,” says Barbara Bowers, MD, “although
we’d never even seen a woman doctor.”
The Bowers twins were two of George and Opal Bowers’ four
daughters. The family lived in Brook Park, Minn., when the twins
were young. “Our parents raised us to believe that if we worked
hard we could achieve anything.”
Betty and Barbara studied diligently through grade school and
graduated from Forest Lake High School.
“We never took a test without thinking about our goal,”
Barbara explains. “We would not be dissuaded by naysayers.”
Today, Barbara Bowers is medical director of Fairview Southdale Breast Center and Fairview Southdale Hospital Medical
Oncology Clinic.
Betty Bowers, MD, is medical director and an anesthesiologist
with the McGee Eye Surgery Center in Oklahoma City, Okla.
10
Augsburg Now
How did two young women from small-town Minnesota make it
through college in the big city?
“We received incredible personal attention and felt cared for
at Augsburg,” Barbara says. The twin sisters found the small
class sizes and nurturing environment a perfect place to study
the sciences.
“Our Augsburg professors were supportive and encouraged us
to pursue our dream,” Betty explains. Although, there was one
science professor who did not give them full credit for their class
work. “He had a special curve for us,” Barbara says. “His attitude
really was indicative of society at the time. It was the late 1960s,
and few women were pursuing careers in science, let alone medicine. But we didn’t lose heart.”
At Augsburg, the Bowers sisters were exposed to different cultures and religions. “Our professors knew us as people, not just
students in the classroom,” Barbara explains. “Rabbi Schwartz
took us to his synagogue and invited us to his home for Seder.”
While it took a lot of hard work to get through medical school,
“We were encouraged by those who meant the most to us,” Betty
says. “Sometimes naive belief serves you well.”
Claus Pierach, MD, a professor at the University of Minnesota
twin dreams
Medical School, recognized right away that the Bowers sisters
were unique. “Not only were they identical twins—they were
equally enterprising.”
Pierach serves on the admission committee for the University of
Minnesota Medical School. “I see and study many applicants, but
I see few students as determined as Betty and Barbara Bowers.”
After completing medical school, Barbara Bowers did her residency at what was then Northwestern Hospital. Pierach worked
closely with Barbara in her internal medicine rotation. “It was no
surprise that she earned the title of chief resident.” It was during
her internal medicine residency at Northwestern Hospital that
Barbara became intrigued by the cancer patients she treated.
“They were strong people, and it really sparked my interest in
medical oncology,” she explains.
Barbara decided to specialize in medical oncology. “At that
time, I thought I’d work in cancer treatment and work myself out
of a job in about 10 years.”
While cancer has not been cured, Barbara has seen significant
advances in cancer treatment and prevention. “We are seeing
more cancer patients live longer. There has been progress in preventing certain cancers through increased patient understanding
of the role diet and exercise play in our lives.”
“As a physician, my role is to partner with patients. To do that,
we need to educate patients, give them the information they need
to make decisions regarding their care, and communicate on the
same wave length—making sure that they know they are the most
important person on our care team.”
For Barbara, caring for cancer patients is where medical science and compassion meet. “I’m a scientist,” she explains. “I
love studying the periodic table. Everything in the universe is up
there except one thing—the heart, the human element.”
Barbara is married to a physician and has two daughters and
a son.
While in medical school, Betty thought she’d become a surgeon. She was the first female surgery resident at Hennepin
County Medical Center. In the fourth year of her general surgery
rotation, Claude Hitchcock, MD, approached her about taking a
six-month anesthesia rotation at the Mayo Clinic. “It’s been a
good fit for me. I’ve been practicing anesthesiology since 1981.”
She’s been with the McGee Eye Surgery Center since 2005.
Betty is married to a physician and has two daughters.
Looking back, Barbara and Betty remember many good times
amid the grueling schedule of medical school. “But we got through
it all by tucking our chins in and working hard,” Betty says.
Both physicians say they have enjoyed tremendous job satisfaction from their careers in medicine. “I would encourage anyone
dedicated to helping people to choose a career in medicine,”
Barbara says. “The medical field is constantly changing and offers
academic challenges, but most of all it is personally rewarding.”
JEAN SPIELMAN HOUSH
Housh is married to Allen Housh, a former Augsburg regent. She came to know
Dr. Barbara Bowers when she was treated for breast cancer in 2004.
Photos submitted by the families and Fairview Southdale Hospital.
“As a physician, my role is to partner with
patients. To do that, we need to ... make
sure that they know they are the most
important person on our care team.”
BARBARA BOWERS, MD
Betty Bowers, MD
Barbara Bowers, MD
Spring 2009
11
International Programs
3
Photo
Contest
Portraits
1st place: Bethany Thompson
“Doi Suthep Girls”
Chiang Mai, Thailand
2nd place: Katie MacAulay
“Llamas and the Lost City of
the Incas”
Peru
3rd place: Sara Black
“Another Walk of Life”
Ibarra, Ecuador
Landscape/cityscape
1st place and Best of Show:
Emily Hanson
“Holocaust Memorial”
Berlin, Germany
2
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2nd place: Katie Woolever
“Looking Through Mada’s
Dwelling”
Northern Namibia
3rd place: Kayla Skarbakka
“Boireann”
County Clare, Ireland
2
Photojournalism
1st place: Emily Hanson
“GDR Shopkeep”
Wittenburg, Germany
2nd place: Tyla Pream
“Festival of San Giovanni–Boy
with Flag”
Florence, Italy
Augsburg Now
3
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Augsburg Now
3
3rd place: Christine Tresselt
“Coffee in the Cloud Forest”
Miraflor, Nicaragua
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sustain. respond. recycle.
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Augsburg Now
“The Augsburg College community is deeply committed to
what it means to build a sustainable urban environment.”
—President Paul C. Pribbenow
clean. reduce. build. Save.
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BY BETSEY NORGARD
Living sustainably is no longer merely an
option. As a vast majority of the world’s
people struggle for resources to sustain
even simple lives, a small minority consume at rates that will quickly deplete
Earth’s resources and imperil future
generations.
Environmental concerns are now front
and center on our national agenda. But
beyond these, the broader considerations
of sustainable living—economic and social policies that determine how resources
are shared—remain difficult to tackle.
Augsburg’s history, mission, and vision
call for the College to engage in these
broad discussions of sustainability. The
two vision documents of 1997 and 2005
spell out an institutional vocation for the
College rooted in a blending of Lutheran
heritage, immigrant history, and urban location that demands a caring stewardship
of God’s creation.
As the College explores how it lives out
its institutional vision—We are called to
serve our neighbor—it must look beyond
the changes brought about by green practices and invite the deeper conversations
in community that probe the meaning of
living sustainably in the city.
The greening of Augsburg
The Environmental Stewardship Committee (ESC), made up of faculty, staff, and
students, leads the environmental initiatives of the College. Created in 1990 as a
task force, it was revitalized by President
William Frame in 1999 and given both
purpose and strength.
Tom Ruffaner, longtime committee
chair and custodial supervisor, believes
that the comprehensive “Waste Wise”
audit carried out in 1999 became the
“driving force behind ‘greening’ at
Augsburg.” The audit “not only identified
areas of waste and inefficiencies across
campus but also offered resources to
make improvements.”
The ESC Vision Statement in 2004
summarized its goals: “The stewardship of
the urban and global environment can only
be pursued if we take these steps toward
using less, living more simply, and acting
with the care and awareness of the impact
of actions on the people and ecosystem
within which we live and on which we all
depend.”
In 2006, Augsburg’s new president,
Paul C. Pribbenow, quickly embraced the
growing urgency to address issues of sustainability and gave voice to a deeper understanding of sustainability within
Augsburg’s mission and vision.
The changes across campus in the past
three years have been significant. Sustainability is infused through Augsburg’s curriculum and grounded in its daily
practices—on campus, in the community,
and around the world.
Augsburg participates in two important institutional collaborations:
• Presidents Climate Commitment—President Pribbenow joined more than 600
American college and university presidents to sign an agreement to “neutralize greenhouse gas emissions and to
accelerate the research and educational
efforts of higher education to equip
society to re-stabilize the earth’s climate.”
One person’s difference
if
mr. green
16
Augsburg Now
Augsburg had a “Mr. Green” contest,
TOM RUFFANER ’98 might well be the best
candidate. Over the past decade, he has
led Augsburg toward greater commitments in
sustainable living.
Ruffaner has pushed Augsburg to bring about environmental improvements in energy use, safer
cleaning products, and recycling and waste reduction
(starting with a comprehensive Waste Wise audit). He
also helped the College study its transportation
habits and commuting alternatives. And, he has
chaired the Environmental Stewardship Committee
and supported community efforts.
In fall 2007, Ruffaner received an Individual
Achievement Commuter Choice Award, given by Metro
Transit, that recognizes organizations and individuals
for their creative solutions in promoting alternatives
to driving alone. He also served on the advisory committee that helped design the light rail station nearest
Augsburg.
A 1998 graduate in metro-urban studies, Ruffaner
is the custodial supervisor at Augsburg.
A report has just been completed that
measures the College’s carbon footprint.
• Associated Colleges of the Twin Cities
(ACTC)—Five colleges (Augsburg,
Hamline, St. Thomas, St. Catherine,
Macalester) are exploring ways to create
a stronger academic identity that clearly
expresses their shared identity as an
urban institution and centers on the
theme of sustainable urban development. Ideas may include curricular development, community outreach,
research, service-learning, internships,
study abroad, and faculty development.
Students step forward
green vehicles, and become engaged in the political
process.
Augsburg’s chapter of the Minnesota Public Interest
Research Group (MPIRG) began the initial efforts to recycle in the 1970s. Recently, its Environmental Task
Force, along with student groups, has led projects on
campus, including:
• Focus the Nation teach-in—Augsburg joined organizations across the country in setting aside a day to engage the entire campus in conversations on
sustainability.
“MY DAD TELLS ME, ‘DREAMS ARE FREE.
DREAM BIG, IT WON’T COST MONEY.’”
Some of the most exciting projects for sustainability have come from student-led initiatives. Students have researched
alternative fuels, organized teach-ins,
gained student backing to support wind
energy, pushed the College to purchase
—Alex Hoselton ’08
Focus leads to wind energy
My dad tells me, “Dreams are free. Dream big, it won’t
cost money.” I listened and dreamt and acted big by forming an ad hoc organization and, with other students,
started organizing for the Focus the Nation teach-in in
January 2008. The teach-in provided rich liberal arts perspectives to more than 500 attendees and launched momentum towards switching Augsburg’s energy
consumption from fossil fuel to wind energy.
The organizing students petitioned Day Student
Government for a referendum to impose a fee of $14.75
per semester to purchase wind energy. The referendum
passed, with 68% of the vote, and day students now contribute more than $54,000 annually. Contributions from
Weekend College Government and the administration enable us to purchase enough wind power to make
Augsburg’s Minneapolis campus 100% free of fossil fuel
electricity. We have reduced the equivalent in carbon
emissions of taking 26,000 cars off the road or planting
69 square miles of trees each year.
17
The case for a green vehicle
• Wind energy purchase—Both day and
weekend student governments held referendums in which students voted to add a
new student fee to contribute to wind energy purchase. It enables Augsburg to
offset 100% of its fossil-fuel electricity
costs on the Minneapolis campus, making the College one of the largest purchasers of wind power in the state.
• Hybrid security vehicle—When a security
vehicle was due for replacement, a student group pushed for the College to buy
a hybrid fuel vehicle.
• Food services changes—Students initiated the practice of composting food,
saving three-quarters of a ton of trash.
• Environmental history of Augsburg—
The 2007 Environmental Connections
class researched and wrote “From Rural
to Urban: The Environmental History of
Augsburg College 1872-2005,” studying
its relationship to nature, technology,
and humans.
• Trash audit—In order to call attention to
lackadaisical attitudes toward recycling,
a group of students went through twodays’ worth of garbage and showed how
nearly 70% of it was either compostable
or recyclable.
Much work remains before Augsburg can
be satisfied it is consuming only what
Earth can renew. But now, that work is increasingly carried out with greater consciousness of the impact made by personal
choices and practices, both on the self and
on an interconnected and interdependent
global community.
18
Augsburg Now
The green vehicle initiative developed from
the inspiration of Brian Krohn’s biofuel discoveries and my resources as a member of
Augsburg Day Student Government in fall
2008. Almost immediately Reid Larson and
Steve Eichten also committed themselves
fully to the project. Collectively, the four of
us found that our goal was to ensure that our
next Department of Public Safety vehicle was
both a fiscally and environmentally sound investment. After hearing estimates that the
department puts nearly 150 miles daily on
their vehicle, we realized that having either a
biodiesel or hybrid would surely be cost effective. It turned out that a Ford Escape
Hybrid would save the college $30,000 annually by our low-end estimates.
Initially finding little support in the
purchase of a hybrid, the group prepared for
a meeting with President Paul Pribbenow. We
presented him with graphs on two- and fouryear savings, a list of ways that he would be
supporting the Presidents Climate Commitment he had signed earlier in the year, and a
list of colleges, universities, and police departments that all had successfully integrated
hybrid vehicles into their programs. By meeting’s end the president had given us an oral
commitment to the Ford Escape, and said that
John Pack, director of public safety, had also
expressed his support earlier in the day. By
September 2008 the College’s new hybrid vehicle was in use on campus. The Green Vehicle Coalition, as it has developed into, sees
this particular project only as a first step toward many long-term goals.
“THE GREEN VEHICLE INITIATIVE DEVELOPED FROM THE
INSPIRATION OF BRIAN KROHN’S BIOFUEL DISCOVERIES.”
—Jake Quarstad ’10
How GREEN is Augsburg?
how
College initiatives
• American College and University Presidents
Climate Commitment—completed the Greenhouse
Gas Emissions Inventory for 2001-08
• Associated Colleges of the Twin Cities will
collaborate on studying urban sustainability
• HourCar hub on campus
• Discounted transit passes
• Reserved carpool parking
• Fair trade items sold in bookstore
• Purchasing enough wind energy to offset electricity
Student-led initiatives
• Led Focus the Nation teach-in—Jan. 2008
• Proposed and passed extra student fees for
purchase of wind energy
• Friends of the Mississippi River stewardship
• Pushed for green vehicle initiative to
purchase hybrid security vehicle
• Environmental studies major and minor
• Presented at Campus Compact conference
• Fall 2009—Fate of the World i-term class
• Created bike-share program
• Campus Kitchen program and community garden
• Launched composting in dining area
green is
Food service
• Composting program
?
• Gradual move toward trayless dining, starting with Trayless Tuesdays
• Take-out materials—all corn-based and compostable
• Purchase all produce from a five-state region
• Fair trade coffee available in campus eateries
Internal practices
• Double-sided printing on all campus copiers
• All copy paper on campus—30% post-consumer waste
• Ongoing re-use center
• Recycling of cans, glass bottles, plastic, paper, cardboard, and yard waste
• Recycling for appliances, carpets, furniture, batteries, electronics, ink
• Compostable paper towels in all public restrooms
• Changed all faucets and showers on campus to water-saving fixtures
• Energy-efficient fluorescent lamps in public areas, increasing use of CFL bulbs
augsburg
• Moving toward 100% “Green Seal” cleaning chemicals
• Display board and fairs to facilitate public transportation
Environmental studies program
• Paddled the Mississippi River to study environmental and river politics
• Built rain gardens to capture runoff
• Researched and wrote an environmental history of
Augsburg College
• Studied, prepared, and served a healthy, local,
sustainable lunch
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GREEN STARTS HERE
The topic of conversation on this early December afternoon was pumpkin ice
cream, a dessert that summed up many of the conflicts that go along with making environmental change.
In Environmental Connections, the gateway course for Augsburg’s new environmental studies major, history professor Michael Lansing and political science
professor Joe Underhill take an issue and break it down over a semester. In fall
2007, the topic was water. This past fall, a dozen Augsburg students looked at
food and just how it ends up on our plates.
At the end of the semester, the Environmental Connections students had to take
what they learned and plan a menu for a lunch that was served in the
Christensen Center Commons. Nutrition and taste were important to the students.
But so were environmentally friendly practices, the use of vegetables grown in the
Augsburg greenhouse, and supporting local farmers and companies.
And that led to the lengthy discussion about whether they should serve
pumpkin ice cream from Kemps or buy it from Izzy’s, a St. Paul ice cream
shop. The students knew they wanted the Izzy’s because the
ice cream is made with organic products and the
shop uses solar power. But there was the issue with
price. Kemps wasn’t as environmentally friendly,
but the students could get more ice cream at a
lower price.
Because while it’s easy for people to say that they
want to take environmental concerns into consideration when making decisions, the tone sometimes changes when being green is more expensive. In the
end, the class reached a compromise and would get ice cream from both.
“That discussion was everything the class was about,” says Kathy DeKrey, a
first-year student from Bemidji, Minn. “I thought we should have put up the cost
and got just the Izzy’s ice cream.
“A lot of people aren’t willing to put forth the initial costs to make good decisions and that is too bad.”
It was the kind of broad, big-picture thinking that the professors hope comes
out of this interdisciplinary class. Because things like food, water, and energy—
a potential topic for next year—impact so many parts of society, Underhill and
Lansing bring in guest lecturers from departments across campus.
“WHATEVER YOU DO, IT IMPACTS SOMETHING.”
—Peter Klink ’12
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Augsburg Now
BY JEFF SHELMAN
Studying the urban
environment
Here’s what you won’t find in Augsburg’s
new environmental studies major: a windmill suddenly being constructed in the
middle of Cedar-Riverside, repeated trips
to the Boundary Waters Canoe Area, and
anything that could be considered rural.
“That’s not what we want,” Lansing
says. “That’s not who we are.”
The term “environmental” is often
equated with rural, with wetlands, and
with ecosystems. But Lansing and Underhill are much more interested in making
an impact on and around campus. After
all, the Mississippi River is only a few
blocks away. There is a Superfund site in
Minneapolis’ Phillips neighborhood because of high amounts of pesticides and
herbicides previously produced there. The
local Sierra Club office is just across
Interstate 94 in the Seward neighborhood.
Students in both the water and the food
classes took the light rail to downtown
Minneapolis to learn about the impact of
St. Anthony Falls. For the initial class, the
falls demonstrated the importance of water
in relation to the creation of energy. Last
semester, the falls taught about the milling
process and the history of Minneapolis.
In addition to being a vehicle for teaching, studying environmental issues in an
urban environment creates opportunity.
“If you’re interested in the wilderness
and studying ecosystem dynamics, this
probably isn’t the right program,”
Underhill says. “But if you want to do
something on human impact, you have to
be where the people are. Humans are having a huge impact so we have to spend
time where the most people are.”
In the water class, the students constructed rain gardens on the Augsburg
campus. The gardens are positioned to
collect water runoff from campus buildings. In addition to adding plant life to
campus, the rain gardens keep runoff
water from eventually reaching the
Mississippi River.
“We are uniquely situated in a city neighborhood and are privileged to have
a variety of opportunities to explore the interconnectedness of urban life
with both human and natural forces.”
—President Paul C. Pribbenow
21
Getting students out of the classroom and getting their hands,
quite literally, dirty very much fits into the experiential teaching
Augsburg is known for.
“We want students to be aware of their immediate surroundings,”
Lansing says. “We don’t want to put them in a sealed classroom and
learn about grand theories while ignoring what’s going on around them.”
Changing attitudes
Peter Klink is in his first year at Augsburg after taking classes a year
ago at Minneapolis Community and Technical College. He always had
an interest in the outdoors, but he didn’t really know just how complex food is.
“Most cows are fed corn hay because it gets them fat quicker, but
it’s not as good for people,” Klink says. “But if you stop feeding them
corn hay and feed them grass, the corn industry is hurt. Whatever you
do, it impacts something.”
Klink, who grew up in Stillwater, Minn., found his habits as a consumer changing as the semester progressed. His biggest change—the
result of learning about the environmental cost of transporting food
across country—has been to make a greater effort to buy locallygrown food.
“I want to know where it comes from,” Klink says. “Also, it’s a way
to support local businesses. The way the economy is, I’m all about
supporting local businesses rather than some big corporation.”
Because the Environmental Connections class is a gateway course
and largely for first-year students and sophomores, the students enter
at different points.
“Clearly the most satisfying thing is when they start with no clue
and as the semester goes on, the light bulb starts to come on,” Underhill says.
The environmental studies major—which will feature classes from
a variety of departments on campus—is very much in its infancy at
Augsburg. While the curriculum has been approved and the requirements laid out, simply offering a major doesn’t guarantee student interest.
In addition to providing a base of knowledge, the gateway course
also shows students with interest in the environment some of the
possibilities that are out there, that an environmental studies major
isn’t limited to a job in nature or working as some sort of scientist.
“There’s a lot of green stuff that’s going to be used in the future,”
says Klink, who is going to major in business and at least minor in
environmental studies. “I think there is going to be a lot of opportunities for jobs in that area. There’s wind energy, solar energy, green architecture. To have a background where you
understand that is a key thing.”
And getting students on the path toward
understanding is what the Environmental
Connections class is all about.
22
Augsburg Now
studying
y
t
i
l
i
b
a
sustain
BY WENDI WHEELER ’06
If you want to study sustainability, you need to go where it’s done best.
Students in the Sustainable Cities in North America summer course spent
three weeks in Portland, Ore., and Vancouver, B.C., learning about the successes and challenges of two of North America’s most sustainable cities.
What they discovered, amidst green buildings and miles of bike trails, is
that being sustainable requires attention to many interconnected aspects of
life. This interconnectedness, they learned, means that what is beneficial
for some may be detrimental to others, so working together to build strong
communities is crucial to the success of sustainability measures.
In the end, the students not only learned more about their world; they
were also empowered to bring their creativity and enthusiasm back to
Minneapolis to implement a plan that would help Augsburg become a
greener, more sustainable campus.
“EDUCATION IS KEY. IF YOU DON’T KNOW WHY
YOU ARE DOING IT OR WHY IT’S IMPORTANT,
YOU WON’T CONTINUE.”
—Kjerstin Hagen ’10
Studying sustainability
Sustainability is a measure of the quality of life for citizens in an area. It involves water and air quality, access to transportation, ability to find work and
make a living, local food systems, energy use, the creation and maintenance
of green buildings, housing availability and affordability, land use, and waste
management—for starters.
To be ranked high on the sustainability scale, a city
must do more than pave bike trails and purchase hybrid buses. Citizens must be educated about greenhouse gas emissions produced by their cars and
about the effect of those emissions on the environment. The city must provide resources that
citizens and businesses need to start and continue environmentally friendly efforts, such as
incentives to use public transportation, access
to buses or light rail, and routes that bring
people easily from their homes to the places of
work and back again.
To be truly sustainable, these efforts must
be culturally appropriate and make the best use
of the resources available in the area. And finally, the practices of sustainability must not only
continue over time, they must improve as the city
changes and grows.
The Sustainable Cities course was a short-term
Augsburg Abroad program led by sociology and metro-urban
studies professors Lars Christiansen and Nancy Fischer. The professors wanted not only to study sustainability in an urban context
23
While in Portland and Vancouver,
the students and instructors:
but also to travel sustainably and to minimize the impact of their program on the
cities they visited. Rather than rent a van
or bus, Christiansen and half of the class
traveled by bicycle while Fischer and the
remaining students used train, street car,
and their own two feet to get around in
each city.
“You really get to learn a city when you’re
‘behind bars,’” says Jon Peterson ’10, a sociology major from Excelsior, Minn. “When I
went to Portland with my family, we rented
a car. I didn’t learn nearly as much about
the city and didn’t have the appreciation.”
Traveling by bicycle helped the class reduce
its greenhouse gas emissions and also gave
the students an opportunity to experience
the cities more fully.
• Stayed in Epler Hall at Portland State University, a green
dormitory and Portland’s first LEED-certified building
• Explored neighborhoods using the five-minute walk exercise
• Met with city government officials and policymakers to
learn about urban planning, waste management and recycling, and transportation
• Met with community organizers to learn about grassroots movements and civic engagement
• Visited several professors to learn about sustainable development research and sustainability
efforts on university campuses
• Toured farmers markets and community gardens and talked with the people who sell and grow
in these spaces
• Participated in Portland’s Night Ride and a Critical Mass bike ride in downtown Vancouver
For a video interview with Christiansen and Fischer to learn
more about what they and their students did, saw, and
learned in the Sustainable Cities in North America class
go to www.augsburg.edu/now.
Sustainability is complicated
As they studied and explored Portland and
Vancouver, the students began to gain an
appreciation for the complexity of creating
and maintaining a sustainable city. “A lot
of our experiences brought up the idea of
equity,” says Ricky Oudekerk ’09, an international relations and peace and global
studies major from St. Paul. “What might
be a sustainable idea for the wealthy or
for the government might not work for
everyone.”
The class went to Vancouver’s East
Hastings neighborhood—a site of controversy centered on an effort to clean up an
The students cool off in Jamison Square.
24
Augsburg Now
area nestled between popular tourist destinations as the city prepares to host the
2010 Winter Olympics. There, many students said they witnessed poverty and desperation unlike anything they had ever
seen.
“Basically they’ve quarantined the
homeless and addicts into a four-block
area,” explains Oudekerk. “While it’s sad,
the support resources for those people
could be centralized. And they have activists from their community. That was the
first time I’ve ever seen homeless and addict activists.”
Though both cities offer a robust transit
system, the students learned that if citizens don’t have access or aren’t able to afford the fares, the system is not truly
sustainable. “The transit system in
Vancouver severely marginalizes lower income people,” Peterson says.
Bus fare in Vancouver ranges from
$2.50 to $5, and the fare covers only 90
minutes. In a city with a median income of
$62,600 (CDN) where the average home
price is more than $410,000, many
people have been pushed out of the city
and away from their places of work. “We
discovered that fare didn’t last very long
once you are trying to get out to the suburbs, where many people have moved
who are seeking cheaper residences,”
Fischer says.
“Before this course, I thought sustainable cities would be utopias where nothing bad ever happens,” says Meagen
Swartzer ’08, a media writing major and
urban studies minor. “With every good
comes something bad. Once you reach
perfection, not everybody can afford it.”
Sustainability at Augsburg
Once students learned about the many
dimensions of urban sustainability and
began to understand its intricacy,
Christiansen and Fischer challenged
them to turn their knowledge into action.
The professors knew that in order for the
class’ project to succeed, it had to be
driven by the students so that they
would educate and motivate each other.
The class visited City Farmer, an organization that promotes sustainable urban farming in Vancouver.
Through their site visits and conversations,
the students had learned that their project
had to be right for Augsburg. “The recipe for
sustainability is different and unique in every
place,” says Oudekerk. “The mix of what
you’ve got to work with, including the people
and the culture, needs to be taken into account in order to build a sustainable city.”
In Portland, the class saw many of the
one-block parks for which the city is known.
As he explored the city, Peterson thought
about the park in the center of Augsburg’s
campus. “We saw a lot of urban spaces the
size of Murphy Park where they had done
great things,” Peterson says. “I thought we
could really pay tribute to our heritage by rethinking and reforming that park and creating
a more usable public space.”
Several members of the class also discussed creating a mural with other community groups on the wall bordering I-94 at the
southern edge of campus. “We wanted to
transform that space and bring people together,” says Kjerstin Hagen ’10, an
American Indian studies major.
One idea that has been successfully implemented is a composting program in campus dining facilities.
Working with Augsburg’s foodservice
provider, a group of students formulated a
plan to collect organics and compostable
paper products and to reduce the amount of
waste in the Commons cafeteria. Composting
bins and signage were added to the cafeteria
in the fall. Students from the class helped
diners place their compostable items and
trash into the appropriate containers and an-
Leann Vice-Reshel ’10 (and Jon Peterson ’10 background)
navigated the cities on bicycles.
swered questions about the program. “Education is key,” says Hagen. “If you don’t
know why you are doing it or why it’s important, you won’t continue.”
According to Jay Cross, Augsburg Dining
Services manager, the effort has resulted in
a significant reduction of waste. “Now we
have only one bag of garbage per day,” compared to 12 to 15 six-gallon bags that were
collected daily prior to the implementation
of the program. Currently, Swartzer and
Hagen are working on a grant to purchase
more composting bins for the campus’ retail
foodservice operations and for offices and
residence halls.
Sustainable lessons
For many of the students in Sustainable
Cities in North America, studying in Portland
and Vancouver gave them much more than a
comfortable acquaintance with the two
cities. They learned lessons that changed
their habits, their choices, and their lives.
Michael Wethington, with other Augsburg
students, is organizing a bicycling tour back
to Portland from Minneapolis. The group
plans to contact policymakers and examine
current legislative standing on alternative
transportation with a focus on cycling in
both Minneapolis/St. Paul and Portland.
They’ll perform a cross analysis of the cities:
future directions and applications from one
city, that may work effectively in the other.
Others who already had an interest in sustainability developed a deeper understanding of the issue. “This class trip really
helped to broaden my view of the multi-
Street musicians played at a Portland farmers market.
faceted nature of sustainability,” Peterson
says, “and helped to strengthen my personal values for all the dimensions of sustainability.”
The experiential nature of the program
helped Oudekerk make connections to past
classes and his personal interests. “This
class made it easy for me to connect the
dots between what I have read and what I
was doing in the cities.”
Oudekerk, who plans to work in the area
of sustainable urban development in the future, came to understand that change happens when people work together. “This
class influenced my understanding of the
importance of community. Things that bring
people together create sustainable relationships and healthy community. There are
profound and significant benefits when this
happens.”
Fischer and Christiansen have received a
grant from the Canadian Studies Faculty
Enrichment Program and plan to return to
Portland and Vancouver with another
group of students in 2010.
The photos from Portland and Vancouver were
taken by students in the Sustainable Cities in
North America class.
25
n
e
e
r
G
planning
The Center for Science, Business, and Religion (CSBR) is Augsburg’s first new academic
building in 60 years and will replace the 60-year-old, inefficient Science Hall. CSBR will
have a story to tell—of excellence in the sciences, of intersections and connections among
disciplines, of transforming city hardscape to more welcoming green space, of sustainability on display. Students like Andrew Nguyen and Reid Larson will benefit from the learning
opportunities this state-of-the-art building will offer.
The CSBR will be a LEED-certified building, created in collaboration with a prestigious,
experienced, innovative team of consultants:
Holabird & Root Architects have won awards for sustainability
and design for college science centers they’ve created. Their
design is based on Augsburg’s concept of intersections, offering a physical and intellectual framework for bringing disciplines into dialogue with each other.
McGough Construction’s “Bright Green” pre-construction and
planning consultation helps CSBR to take advantage of the
most innovative green building techniques and goals.
oslund.and.associates approaches landscape design
as art, as simplicity, and, at Augsburg, as a laboratory
for sustainable environmental practices in dialogue
with themes of intersections.
Key concepts of the CSBR
The building—organized around a “necklace” of public spaces that encourages the community at large to
cross paths
Linking circle—serving as a gateway to the neighborhood and
city, with connections to Lindell Library and Sverdrup Hall
Expanded quadrangle—a landscape laboratory, creating green
commons on campus from west to east, articulating with
Murphy Square, the city’s first public park
“THE NEW BUILDING WILL BE A FRAMEWORK
FOR HIGH EXPECTATIONS, AND WILL EXEMPLIFY
THE EXCELLENCE AND HIGH ACHIEVEMENTS AT
AUGSBURG COLLEGE.”
—Andrew Nguyen ’10
26
Augsburg Now
Environmental task force
What’s green about CSBR
Specific planning for LEED certification carried out at the
preplanning stage among architects, contractors, and landscape designers
Sharing of interdepartmental resources in efficient academic
“neighborhoods” throughout the building
Building siting and design encouraging pedestrian traffic,
moving auto traffic away from commons area, plus welcoming green space replacing city hardscape
Rainwater cisterns collecting water to irrigate greenhouses
and flush toilets
Landscape laboratory—on-site stormwater containment, integrating native species, and interpreting features of urban
sustainability
Highly efficient HVAC and heat recovery systems, with optimal siting for solar exposure and for harvesting daylight deep
into the building
Air quality systems recycling gases and fumes
Innovative, sustainable materials, preferably locally-sourced
and expressing themes of intersections in panels, forms,
surfaces
Transportation hub—center for bicycle storage
and conveniences; site for shuttle
transfer to light rail
MPIRG (the Minnesota Public Interest Research Group) is a student group at
Augsburg that has been hard at work on environmental sustainability issues
on campus. I’m the leader of the Environmental Task Force within MPIRG …
[that] has been involved in many environmental sustainability projects over
the past few semesters, including working with the current and past food
services companies on introducing compostable cups to the dining locations, composting food wastes, and introducing another day of trayless dining in the cafeteria. We have also been an integral part of converting the
College to buying 100% wind energy, made possible largely by the Focus the
Nation event last year. In addition, the task force works on environmental
education and awareness, one example being the Detox Forum.
Most of our work last semester was centered around putting together a
survey on the commuting habits of Augsburg’s students, faculty, and staff. This
survey looked at the distance people commute from their homes to Augsburg
and how they get here, the results of which were put into the larger Greenhouse Gas Inventory of the entire College for the Presidents Climate Commitment. As a student, I have been central in the discussions around the science
building, especially around the “green” or sustainable features of the new
building. I have done a lot of work, some of it through MPIRG, ensuring that the
science building has a green roof.
I hope to continue my work in environmental sustainability as I graduate
from Augsburg and go on to graduate school in mechanical engineering, and
then ultimately find a career in the renewable energy field.
“AS A STUDENT, I HAVE BEEN
CENTRAL IN THE DISCUSSIONS
AROUND THE SCIENCE BUILDING,
ESPECIALLY AROUND THE ‘GREEN’
OR SUSTAINABLE FEATURES.”
—Reid Larson ’09
CSBR by the numbers
134,000 square feet, LEED certified, an addition to Sverdrup Hall, 75,000 square
feet for eight academic departments (biology, chemistry, physics, mathematics,
computer science, psychology, business, and religion)
•
•
•
•
•
•
8 classrooms
21 teaching labs
6,000 square feet of student-faculty research space
2,000 square feet of greenhouse space on the roof of the building
Informal gathering spaces for learning and conversation
Skyway linking circle to Lindell Library
core TO
t
s
o
p
m
co
BY STEPHEN GEFFRE
THE JOURNEY OF AN APPLE
A year ago, all food waste from Augsburg’s dining center was hauled away and dumped
in a landfill with the trash of thousands of other Twin Cities businesses, homes, and
schools.
Last fall, however, the fate of Augsburg’s garbage changed when students from the
Sustainable Cities in North America course (see story on p. 23) worked with A’viands,
the College’s food services provider, to launch a campus composting program.
Photojournalist and staff photographer Stephen Geffre followed an apple as it traveled more than 60 miles—from a Wisconsin nursery through Augsburg’s kitchen and
dining center to a composting facility in Chaska, Minn., where it once again will travel
to nurture spring plantings.
In the autumn, workers at Nesbitt’s Nursery, near Prescott, Wis., harvested the
apple and shipped it more than 60 miles to the Augsburg kitchen where it was served
to diners. The remains of the apple were tossed into the composting bin with napkins,
chicken bones, jello, pizza crusts, etc.
The apple remnants and its compostable companions were transported to Chaska, in
the regular twice-a-week pick-ups. There, the apple core was mixed with other
biodegradable materials like tree clippings and yard waste. Over the course of 90 days
the mixture was turned, separated, mixed again, and heated until it’s ready to emerge
as compost.
This nutrient-rich material will be sold this spring to landscapers, community gardeners, and to the nearby Minnesota Landscape Arboretum to provide nourishment,
perhaps, to an apple seedling there.
“We strive to use up no more clean air, water,
energy, and raw materials in a year than the
earth can provide for it.”
—President Paul C. Pribbenow
28
Augsburg Now
“ALL YOU NEED IS A BUCKET,
AND EVERY LITTLE THING HELPS.”
—Meagen Swartzer ’09
29
Feeding
The Campus Kitchen program at Augsburg College not only
feeds people’s bodies—it also feeds the minds of students.
Last spring, the program moved a part of its operation from
the kitchen to the garden, opening an outdoor classroom to
children from the Cedar-Riverside neighborhood.
The idea for Augsburg’s community garden blossomed last
spring when students and staff prepared 40 plots on the west
side of campus. The plots are available to Augsburg faculty,
staff, and students as well as neighbors from Cedar-Riverside
and Seward. Brian Noy, coordinator of the Campus Kitchen
program, says, “The garden provides a beautiful entrance to
our campus and a way to welcome the community. It’s a
common space for people to work together to do something
meaningful.”
Through an internship program developed with the Center
for Service, Work, and Learning, the garden has also become
an extension of Campus Kitchen. Last summer, two Augsburg
30
Augsburg Now
THE NEIGHBORHOOD
youth
BY WENDI WHEELER ’06
students worked with youth from day programs at the Brian Coyle
Center and the Confederation of Somali Community. The interns
worked in the garden and in the kitchen, teaching students how food
is grown and how to prepare healthy meals. “This is a whole new program that feeds youth in a fuller way,” Noy says.
Augsburg junior Ruth Senum was the “garden intern” last summer.
She and approximately 50 elementary school children planted seeds,
“I THOUGHT OF THE WATERING, WEEDING, AND
HARVESTING AS OUR CLASSROOM CHORES.”
—Ruth Senum ’10
tended plants, and harvested much of the produce from four
garden plots.
Senum says the children were surprised to learn where food
comes from and that it can look different in the garden than in the
grocery store or on their plates.
“When I showed them the broccoli plant, they thought it was
huge,” she says. “They only see it all chopped up.” She says students also were interested in the fact that some plants have flowers before they produce fruit or vegetables. “Just seeing the whole
process from seed to produce was a very new experience for
them,” she says.
The children were disappointed about the limitations of a
Minnesota growing season. “They asked where the banana tree
was, and it was interesting for them to understand why we can’t
grow a lot of fruit here.”
The internship taught Senum, an education major, techniques
for her future classroom. “I thought of the watering, weeding, and
harvesting as our classroom chores,” she says, but she discovered
the students liked being in the garden more than they liked doing
garden chores. “You need to find a good system to keep them
working,” she says.
Senum also learned that students liked interactive learning activities much more than sit-down learning. “They wanted to talk to
each other, run around, do arts and crafts,” she says. “Getting
them out of their desks and walking around is important.”
The garden also serves as a learning environment for Augsburg
students, but Noy says opportunities were limited because the
bulk of the work is needed when most students are away from
campus. As a solution, a simple greenhouse was added to the garden area, extending the growing season by one month in the
spring and in the fall. “It makes a huge impact because we can
engage actual students and classes outside the garden and allow
them to get involved with the growing space,” Noy says.
The students in Environmental Connections, the introductory
course in Augsburg’s environmental studies major, used the greenhouse in the fall to grow vegetables and herbs for their final project. The class studied how food fits into socio-economic and
ecological systems and prepared and
served a meal in the campus dining
center (see story on page 20).
31
?
HOW GREEN IS
our magazine
How green is our printing?
The paper used in the printing of this magazine is certified to the Forest
Stewardship Council (FSC) Chain of Custody standard and contains 10 percent
post-consumer waste.
What does this mean?
In the process of writing and designing a
“green” issue of the Augsburg Now, we asked
ourselves what we could do to make the magazine itself more environmentally friendly. Using recycled paper and safe inks is an easy way to accomplish
this, but we wanted to do more.
So, instead of adding more pages we’re utilizing one
of the most valuable resources available to communicators and marketers—the World Wide Web.
This issue of the Augsburg Now is the second in
which we’ve added “Web Extras” at www.augsburg.
edu/now. These online features allow us to add material to tell richer, more creative stories than we can
using print alone.
In this issue, we have added a story on sustainable
study abroad, a growing trend in education. The story
connects our readers to tools they can use to minimize
their impact on the environment while traveling.
We also have a video interview with the professors
and some of the students involved in the Sustainable
Cities in North America course (see page 23). On camera, they share their enthusiasm about the work they
are doing to create a more sustainable Augsburg.
In the future, we will continue to use the Internet to
improve our communication with alumni and friends of
Augsburg College. As we continue to expand Now online, we invite our readers to share ideas and feedback
with us at now@augsburg.edu.
32
Augsburg Now
FSC is an independent, non-governmental, nonprofit organization established to promote the responsible management of the world’s forests. Through its certification
program, foresters, paper manufacturers and distributors, and printers all agree to
abide by strict standards. These standards are designed to ensure social, economic,
and ecological needs are met for current and future generations. This Chain of Custody ensures responsible handling of the paper product from forest to printed piece.
The percentage of post-consumer content indicates that at least 10 percent of the
paper in the magazine has been reclaimed from what would have otherwise ended up
in a land fill.
FSC Chain of Custody can trace a printed piece back through the production process to
identify where the wood pulp came from. Find out where this magazine had its roots and
how our corporate partners are committed to being green at www.augsburg.edu/now.
Please recycle this magazine after you’re done reading.
10%
PLEASE RECYCLE
E
R
A
s
e
i
augMgENTALLY FRIENDLY
ENVIRON
We know many readers love to open their mailboxes to a new magazine, but we also
know many are concerned about the use of our natural resources. Please let us know
if you wish to read Augsburg Now online instead of receiving a copy by mail. E-mail
now@augsburg.edu with the subject line “Read Now online.” Include your full name
and current mailing address so we can identify and adjust your record. You’ll receive
an e-mail message when the Now is posted online.
auggie
alumni news
From the Alumni Board president …
February 2009
Greetings, alumni and friends,
d
uring these interesting and turbulent
times, I am certain that most of you are
feeling the effects of this economic climate in your personal lives. As members of the
Augsburg community, we are called to be fundamentally concerned about our neighbor, which means to be concerned and care about the household of all people. We are to work
toward full inclusion of all of our neighbors assuring that everyone
has access to the resources necessary for life, and that everyone is
allowed to fully participate in the life of the community.
This emphasis on community may come in direct conflict with
our modern lives. We often live for ourselves and focus on our own
family needs. But as members of a community, we are called to invest time and effort in responding to the needs of others. As a
member of the Augsburg alumni community, we are reminded that
we no longer live in a world of fixed boundaries. We need to maintain a sense of commitment to our neighbors around the globe.
Keeping alumni who live in the city, state, and around the world
engaged with the Augsburg community is important to the life of
the College. The Office of Alumni and Constituent Relations has developed the following activities encouraging alumni engagement:
• Project IGNITE (Involving Graduates Now In Thoughtful Engagement) is a new program to build stronger relationships with
College alumni, many of whom are not currently connected to
Augsburg. Read more about Project IGNITE on p. 34.
• A corporate alumni plan will engage young professionals, midcareer professionals, and sole practitioners through networking
events, continued education opportunities, and an alumni benefit that will help promote their businesses to other Augsburg
graduates. Alumni will host receptions at their places of business for President Pribbenow to connect with alumni and update them about the College.
• A program for recent graduates will focus on engaging alumni
who have graduated within the past 10 years. An advisory
board of recent grads will assist in planning events for their fellow alumni.
• Outreach events will engage alumni who reside in the outer
metro area and in Rochester; Duluth; Washington, D.C.; and
Norway. Interesting events that infuse an Augsburg connection
include a Lake Minnetonka eco-cruise tour led by an Augsburg
faculty member, an alumni-directed theatre production in
Anoka, and a “Down by the Riverside” event in Rochester.
Being an Auggie is a gift and staying engaged is priceless.
NOW@augsburg, a new monthly e-newsletter, has been initiated to
update you on current happenings and events, continuing education
opportunities, and Augsburg news. So, do your part by keeping connected and staying engaged with the Augsburg community.
Sincerely,
JOYCE P. MILLER ’02 (BSN-ROCHESTER), ’05 MAN
ALUMNI BOARD PRESIDENT
Spring 2009
33
auggie
alumni news
Project IGNITE set to launch
Many Augsburg graduates stay connected with the College through
the years. They come to events or games on campus, they volunteer, and they donate to The Augsburg Fund. But there are others
who just don’t stay connected.
That's something the College—thanks to a nearly $230,000
grant from the Thrivent Financial for Lutherans Foundation—
hopes to change over the next three years.
Project IGNITE (which stands for Involving Graduates Now In
Thoughtful Engagement) will work very directly and personally with
alumni. Over the next year, Augsburg students will conduct face-toface visits with more than 500 alumni to ask them about their
views on Augsburg and their interest in volunteer opportunities with
the College. The hope is that more than 1,600 alumni will receive
visits in the next three years, mostly those alumni living in and
around the Twin Cities metropolitan area.
“For a college, our alumni are a strategic advantage and if you
don’t use that, you’re missing an opportunity,” President Paul C.
Pribbenow said. “This gives us an opportunity to link current students and recent grads with alumni of all ages. Your current students and recent graduates are often your best spokespeople for
what’s really happening.”
Student representatives have been hired and trained by the
Office of Alumni and Constituent Relations, and visits to alumni
are already underway.
Alex Gonzalez ’90, a senior financial adviser for Thrivent Finan-
(L to R) Denise Aasen, Manager of Lutheran Relationships for Thrivent Financial for
Lutherans; Alex Gonzales ’90, Senior Financial Advisor, Thrivent Financial for Lutherans,
and Augsburg regent; President Pribbenow; Megan Benrud ’10, Student Body President;
and Kim Stone, Director of Alumni and Constituent Relations.
cial for Lutherans and an Augsburg regent, said the grant is part of
the mission for the not-for-profit organization.
“Our goal is to help grow Lutheran communities and Lutheran
institutions,” Gonzalez said. “It’s not just the money, these dollars
will help grow engagement. It will help get alumni engaged into
giving to the school.”
The grant is part of the foundation’s Lutheran Grant Program,
designed to help Lutheran institutions and organizations take advantage of unique growth and service opportunities. It also supports the interests and needs of the Lutheran community. In
2007, the program distributed approximately $5 million through
100 separate grants.
Project IGNITE is designed to become a model program for
alumni programs in other ELCA colleges. For additional information, contact Kim Stone in the Office of Alumni and Constituent
Relations at 612-330-1173 or stonek@augsburg.edu.
Discover Italy with fellow Auggies
“WAS IT IN SHORT, EVER TO BE ELSEWHERE WHEN ONE COULD BE IN ITALY” —EDITH WHARTON
You are invited to join the fellowship of other Augsburg alumni and friends on a journey of discovery to Italy in early November.
Travel among the medieval hill towns of Tuscany, discovering history along with the beauty of the surrounding vineyards and olive
groves. In Florence, the birthplace of the Renaissance, learn and understand how art pulled Europe out of the Dark Ages. In
Umbria, where art is prayer, visit the town of Assisi that stands out for its inspiration and reflection. Find an education in history and a tapestry of art, architecture, and culture woven over thousands of years in the Eternal City of Rome, one of the
founding cities of Western civilization and a significant place in the story of Christianity. All along the way enjoy the delights of the Italian people and cuisine.
The details of this custom-created travel experience are being finalized. Contact the Office of Alumni and
Constituent Relations at 612-330-1085 or alumni@augsburg.edu to learn more about this unique travel opportunity.
34
Augsburg Now
Called to Lead
Professionals Moving from Success to Significance
Augsburg College admits a diverse group of established alumni and friends each
year for the Called to Lead program. Six weekly seminars give you an opportunity
to examine your life and work. The seminar is co-sponsored by the Center for
Faith and Learning, and the Center for Leadership Studies at Augsburg.
Called to Lead is designed to expand the skills and knowledge of individuals who have demonstrated leadership within their profession and the community. Through collaborative and interactive experiences, participants engage
with each other and their facilitators as they explore their own call to lead.
Augsburg College accepts applications and nominations for the Called to
Lead program from a diverse group of alumni and friends, including business
leaders, professionals and academics, directors and staff of community service organizations and civic associations, managers from government agencies
and community activists. For more information contact Norma Noonan in the
Center for Leadership Studies, at 612-330-1198 or noonan@augsburg.edu.
@
w
o
n AUGSBURG
More ways to keep in touch
Do you receive NOW@augsburg? It’s the new Alumni
and Constituent Relations e-newsletter that goes
out the first week of each month to alumni and parents. Get quick updates on College and alumni
news, and check the calendar for alumni events
during the month. To receive NOW@augsburg,
e-mail alumni@augsburg.edu.
Thrivent rewards your volunteer time
Your volunteer hours for Augsburg can count even more through the GivingPlus program at Thrivent Financial for Lutherans. Thrivent will give Augsburg
$25 for your volunteered hours for Augsburg (25 or more per year) working on
projects or activities, or participating on committees, boards, and task groups.
Report your volunteer hours on the Thrivent matching form and make your
time even more valuable. To find out about volunteer opportunities, e-mail
volunteer@augsburg.edu.
Have you “friended” Auggie Eagle on Facebook?
Go to his profile and check out what Auggie is up to.
Join your classmates
to celebrate!
50th Reunion —1959
40th Reunion—1968, 1969, 1970
25th Reunion—1983, 1984, 1985
10th Reunion—1998, 1999, 2000
Recent Grad Reunion —2004-2009
Homecoming football game
vs. Hamline University
’09
E
T
A
D
E
H
4
SAVE T
October 1-
lege
l
o
C
g
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u
b
s
Aug
9
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0
2
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i
Homecom
ing
u/homecom
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www.au
Spring 2009
35
alumni class notes
52Pines, Minn., was selected for
Rev. Arvid “Bud” Dixon, Circle
a 2008 Honorary Award of the Vincent L. Hawkinson Foundation for
Peace and Justice, given for long
and significant contribution to the
causes of peace and social justice.
68professor of biology and direc-
Ted Johnson, Northfield, Minn.,
tor of biomedical studies at St. Olaf
College, gave an address, “Students,
New Science Building, and the Liberal Arts,” at St. Olaf’s Opening Convocation, on Sept. 4.
69
Rev. Peter Strommen,
Shakopee, Minn., accepted a
call to Shepherd of the Lake
Lutheran Church in Prior Lake,
Minn., that began on Sept. 1. He
has just completed a long tenure as
the bishop of the Northeastern Minnesota Synod of the ELCA.
tary children and conversational
English with adults at the Bible
School.
Larry Turner and Robert Storeygard
’76, along with David Tiede, Bernhard Christensen Professor of Religion and Vocation, attended the
10th anniversary of the Bible School
(Center for Christian Education) in
Martin, Slovakia, a Lutheran school
that educates adult students for
serving in congregations and communities. The “Decade of Miracles”
celebration, July 4-6, included performances from the St. Andrew’s
Lutheran Church choir, Mahtomedi,
Minn., who also performed elsewhere in Slovakia. Participants from
18 U.S. congregations taught Vacation Bible School with 330 elemen-
Peter Agre, Baltimore, Md.,
was awarded the Annual Prize
for Outstanding Contribution to Lung
Research on Dec. 11 at the annual
meeting for the Will Rogers Motion
Picture Pioneers Foundation
(WRMPPF), for his groundbreaking
work in aquaporins and potential
benefits to lung research. He is director of the Johns Hopkins Malaria
Research Institute in the Bloomberg
School of Public Health.
70
77Wash., began as director of
Rev. Arne Bergland, Puyallup,
church relations for California
Lutheran University in September,
acting as a liaison between the university and the church community.
Rod Skoe, Clearbrook, Minn., was
honored in November as a recipient
of a 2008 Torch and Shield, the
highest award presented by the University of Minnesota-Crookston. He
represents District 2, northwestern
Minnesota, in the Minnesota Senate
and has been involved in farming in
Clearbrook, Minn., since 1985.
78Lake, Minn., has been named
Steven Hoffmeyer, White Bear
commissioner of the Minnesota Bureau of Mediation Services by Minnesota Governor Tim Pawlenty. He
served as deputy commissioner and
has been with the bureau since
2002.
In October, Augsburg religion professor Phil Quanbeck II and his wife, Augsburg regent Ruth Johnson ’74, led “An Aegean Odyssey to Turkey and Greece,”
with a group of 23, including seven other Auggies. For 10 days, they traveled and studied the world of the Apostle Paul, Byzantium, and modern-day Greece
and Turkey.
(Back row, men, L to R): Jerry Kleven ’57, Art Rimmereid ’53, Paul Anderson, Jim Weninger ’92 MAL, Phil Quanbeck, Mike Bailey, Tom Stertz, Kirk Gill,
Jim Martenson, David Larson, Larry Turner. (Middle row, women, L to R): Sylvia Hanson ’50, Char Rimmereid ’52, Karen Freeman, Liz Weninger ’92, Julie
Larson, Carmen Clementson, Cindy Martenson, Nancy Anderson, Sally Tonsager. (Front row, women, L to R): Jennie Wilson, Ruth Johnson ’74, Kathy Bailey,
Lynn Stertz, Sue Turner, Alice Peterson, Denise Shuck ’09.
To read about their tour and see photos from
their travels, go to www.augsburg.edu/now.
36
Augsburg Now
79Ill., serves as the practice
Brian Carlsen, Buffalo Grove,
87
77
Neil Paulson ran in the Orlando
(Fla.) Utilities Commission race
in December. His photo appeared on
the cover of Runner magazine because he runs without a shirt in all
weather there, which is always tropical compared to Minnesota.
Scott L. Anderson and his
wife, Susan, Minneapolis,
welcomed the birth of John Scott on
Jan. 30, 2007. Scott is an insurance and financial service agent for
Farmers Financial Solutions LLC.
ScottLAnderson38@msn.com
leader of organizational learning at
St. Aubin, Haggerty & Associates, a
strategic HR consulting firm. He recently co-authored a book on business and workforce leadership,
Attract, Engage & Retain Top Talent,
from Author House books.
Leslie (Morland) and Jonathan Carlson moved from Bozeman, Mont.,
back to St. Paul where Leslie has
taken a nurse practitioner job at
HealthEast Clinics.
80St. Paul, Minn., has been apJulie (Petterson) Leslie, West
pointed by Governor Tim Pawlenty
as a parent member to a three-year
term on the State Advisory Council
on Early Childhood Education and
Care. She is a licensed educator
and the director of Augustana Preschool.
82began teaching 11th- and
Karl Spring joined Fox 21 in Duluth,
Minn., in September as chief meteorologist and travels to schools
throughout northern Minnesota to
teach students about meteorology.
Previously, he was chief meteorologist at KBJR-TV in Duluth.
94Sarya, Charlevoix, Mich., reGwendolyn (Christiansen)
ceived her Master of Arts degree in
music education in December from
the University of St. Thomas, with a
concentration in Orff-Schulwerk. She
and her husband, Dave, have a fiveyear-old son, Luke. She teaches K-4
music and movement and fifth-grade
band at Concord Academy in Boyne,
Mich. gwensarya@yahoo.com
Sara Trumm, Chicago, began in October as program coordinator for the
Center for Christian-Muslim Relations for Peace and Justice at the
Lutheran School of Theology. She
had just spent two years in India.
Rick Bennett, Morgan, Minn.,
91tag were married in Hoversten
Kristen (Hirsch) and Paul Mon-
89
Sue Hakes began a two-year
term as mayor of Grand
Marais, Minn., to which she was
elected in November.
Chapel on Oct. 18, with Auggies in
attendance: Velda (Stohr) Gabrielson
’90, Betty Christiansen ’91, Laura
(Ferry) Lee ’92, Brenda Lunde Gilsrud
’91, Liz Pushing ’93, Jennifer Tome
’99, and Aaron Pelaccia ’07. Kristen
is a marketing communication manager at Goodwill/Easter Seals Minnesota, and Paul is in sales and
marketing. They live in St. Paul.
92
Sharol (Dascher) Tyra, received a Star Award 2008
from the Minnesota Organization of
Leaders in Nursing (MOLN) in
recognition of her commitment to
volunteering and dedication to influencing health care by advancing
professional nursing leadership,
particularly with the Metro Alliance
Education and Service Collaborative
for Expanded Enrollment of Baccalaureate Nurses.
12th-grade students in chemistry
and human anatomy in Cannon
Falls, Minn.
Wendy (Shields) and Bradley
Falls, Minn., with big brother, Jackson, announce the birth of Lachlan
Bradley, on March 9, 2008. Brad is
a physician assistant at SMDC
Health System-International Falls,
and Wendy is a stay-at-home mom.
wreiners@frontiernet.net
Rachel Brist is a physician as-
of Bigfork Valley Hospital clinics in
Coleraine and Marcell, Minn.
84in Tromsø, Norway. Tove was
02artistic director for SOS Play-
named a Knight of the First Class of
the Royal Norwegian Order of Merit,
by King Harald V, for the advancement of Norwegian language and
culture in the United States. She is a
peace studies educator at the University of Tromsø and has served for
26 years as dean of Skogfjorden,
Concordia College Norwegian Language Village. Curt began on Jan. 1
as vice president for research and
development at the University of
Tromsø—the world’s northernmost
university vice president. This is a
new position resulting from the
merger of the University of Tromsø
and Tromsø College.
ers, two troupes of pre-teen actors
who perform for elementary and
middle-school audiences, helping
them cope with life. He often writes
scripts based on requests from educators to deal with particular topics.
86Minn., joined UCare health
Heather Schwartz joined the consumer marketing practice of Weber
Shandwick in Minneapolis-St. Paul
as an account supervisor. Previously
she had been a brand public relations director.
Tove Dahl and Curtis Rice live
Frank Gilbertson, Maplewood,
98Reiners ’99, International
01sistant and has joined the staff
plan in November as provider network management director. Previously, he spent 11 years at Blue
Cross Blue Shield of Minnesota,
most recently as senior director,
provider relations planning.
Andrew Bernstrom, St. Paul, is
Katie Lindelfelser’s research as a
master’s degree student at the University of Melbourne (Australia) was
published in a co-authored article,
“Bereaved Parents' Experiences of
Music Therapy with Their Terminally
Ill Child,” in the Journal of Music
Therapy, fall 2008. She is teaching
a music therapy course at Augsburg
this spring semester.
Spring 2009
37
alumni class notes
Rev. Rachel (Oldfather) Stout,
Wadena, Minn., was installed as associate pastor of Immanuel Lutheran
Church in September in Wadena.
Her husband, Ryan, is the new pastor at St. Peter’s Lutheran Church in
New York Mills. They have a son,
Soren.
04
Amanda Engesether is working
with the current city planning
director in Kinston, N.C., and will
take over that position in July when
he retires. Previous to this, she
worked as a planner in Johnston and
Onslow Counties in North Carolina
and completed an internship at the
Urban Design Center in Raleigh, N.C.
Chris Stewart, Lakeville, Minn., became vice president of operations
for BOR-SON Construction in Minneapolis. He will manage all general
construction operations for the company. Previously he was head of Target’s national field operations team.
05
Andrea (Carlson) and Riley
Conway are living in Hershey,
Pa. Andrea is a third-year medical
student at Penn State, and Riley
works at Border Books and is a student in the distance master’s degree
program at Hamline University. They
were married in 2005.
06Marrandino were married on
Maureen Parker and Martin
Oct. 25. Maureen is a board certified music therapist at KSB Hospital
in Dixon, Ill., where Martin is also
employed. He also is a student at
Sauk Valley Community College.
Kasey Yoder, Duluth, Minn., is coowner of Two Guys Pizza in Duluth,
and working 80-hour weeks, doing
everything from menu planning to
becoming a master of the pizza oven.
00Burnsville, Minn., and her
Missy (Carlson) Bakeberg,
husband, Randy, welcomed the
birth of their twins, Cooper Joshua
and Ava Morgan on Oct. 11. Cooper
weighed 7 lbs., 5 oz., and Ava
weighed 5 lbs., 13 oz.
00
Denitza (Batanova) Stevens,
Chandler, Ariz., and her husband, Joel, welcomed their son,
Roman David, on April 26 in Scottsdale, Ariz.
08Sept. 2008-Feb. 2009 in
Jenni Olson volunteered from
Iringa, Tanzania, teaching communications at Iringa College/Tumaini
University.
GRADUATE PROGRAMS
Anita Raymond ’94 MSW is a 2008
recipient of the fourth annual Shelley Joseph-Kordell Award from Volunteers of America-Minnesota for
service to older adults. She is a social worker for Volunteers of America-Minnesota’s Protective Services
and Geriatric Care Management and
Consultation Services.
05Robertson were married on
Britni Morgan and Jeremy
05Stephen Belde were married
Melynda Kleewein and
on Aug. 1 in Anchorage, Alaska.
Melynda works at New York Life in
Anchorage and coaches hockey for
the Alaska Firebirds. Stephen is a
teacher with the Anchorage school
district and also coaches hockey for
the Alaska Firebirds and the South
High School boys’ hockey team.
Oct. 4 in Crystal, Minn. Auggies in
the wedding party included Kyle
Howard ’04, Jillian Janicki ’04, Jim
Lindell ’04, Nick Collins ’04, and
Tom Delisle ’06. In March they are
moving to Brainerd, Minn., to start a
lawn/cabin care company, Bear
Paw Cabin Care.
95his second book published,
Jeff Falkingham MAL, has had
Sherlock Holmes: in Search of the
Source, a work of historical fiction set
in St. Paul in December 1896. A sequel to an earlier work, Sherlock
Holmes and the County Courthouse
Caper, it’s set in Jeff's hometown of
Browns Valley, Minn., in November
1886. Originally released in June
2007 as a fundraiser for victims of the
March 2007 flood in Browns Valley, it
has raised over $6,500 for flood relief.
Excerpts from both books can be
found at www.cccaper.com. Falkingham now lives in Eden Prairie, Minn.,
and works in advertising for Northern
Tool + Equipment of Burnsville.
38
Augsburg Now
08UST Tommie, Tony Nagorski,
Jen Janda married her favorite
07Henning on Oct. 4 in Red-
Megan Schiller married Brent
wood Falls, Minn. Auggies in the
wedding party included Marrissa
Henry-Mashuga, Maria Belen Power
’07, and Miesha Martin-Freeman
’08. Megan is an administrative assistant in the Automated Clearing
House (ACH) Operations at Wells
Fargo in Minneapolis, and Brent is
an inside sales representative for
Braas Company in Eden Prairie.
They live in Waverly, Minn.
on Aug. 2 in Eagan, Minn. An Auggie, Megan Carlson ’08, was in the
wedding party. Jen works in the
Marketing and Communication Office at Augsburg and Tony attends
the St. Thomas School of Law. They
live in downtown Minneapolis.
augsburg
then
Send us your news and photos
Please tell us about the news in your life, your new job, move, marriage, and
births. Don’t forget to send photos!
For news of a death, printed notice is required, e.g. an obituary, funeral notice,
or program from a memorial service.
Send your news items, photos, or change of address by mail to: Augsburg Now
Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN
55454, or e-mail to alumni@augsburg.edu. You can also submit news to the
Augsburg Online Community at www.augsburg.edu/alumni.
____________________________________________________________
Full name
____________________________________________________________
Maiden name
____________________________________________________________
Class year or last year attended
____________________________________________________________
Street address
____________________________________________________________
City, State, Zip
When today’s Old Main was conceived late in the 1870s, the College
planned for many of the new utilities and comforts of the day—plumbing
with running water and restrooms, steam heat, and built-in electric fixtures. This marked a shift from a campus that was ecologically independent (with a barn housing a horse, cow, and pig) to one that linked itself to
the growing urban infrastructure for water, waste, and energy.
Taken from “From Rural to Urban: The Environmental History of
Augsburg College, 1872–2005,” written by the students in Environmental
Connections and revised by Alex Hoselton ’08 and Alex Ubbelohde ’08.
Is this a new address? q Yes q No
____________________________________________________________
Home telephone
____________________________________________________________
E-mail
Okay to publish your e-mail address? q Yes q No
____________________________________________________________
Employer
____________________________________________________________
Position
____________________________________________________________
Work telephone
In Memoriam
Donald Murphy ’43, Mounds View,
Minn., age 87, on Nov. 24.
Dr. Nancy English ’73, Duluth,
Minn., age 57, on Aug. 8.
Robert W. Johnson ’49, Burnsville,
Minn., age 82, on Aug. 17.
Stacy Sellers ’01, Inman, Neb.,
age 31, on Jan. 2.
Pearson, Wayne ’49, Wildomar,
Calif., age 83, on Dec. 27.
Kerry Affeldt ’05, Wykoff, Minn.,
age 45, on Sept. 21, of injuries
from a motorcycle/auto accident.
Rev. James E. Peterson ’50,
Bloomington, Minn., age 79, on
Sept. 26.
Ronald Lund ’50, Wanamingo,
Minn., age 82, on Aug. 21.
Mary Ann Olsen ’53, Minneapolis,
age 78, on Sept. 18.
Beverly An (Gryth) Villwock ’52,
Charlottesville, Va., age 78, on
Nov. 29.
Mavis (Strand) Hafstad ’54, Eagan,
Minn., age 75, on Aug. 11.
Ahmednur Ali ’10, Minneapolis,
Minn., age 20, on Sept. 22.
Is spouse also a graduate of Augsburg College? q Yes q No
If yes, class year ________________________________________________
____________________________________________________________
Spouse’s name
____________________________________________________________
Maiden name
Your news:
____________________________________________________________
Kathleen (“Katie”) Wiltgen ’10,
Winona, Minn., age 21, on Nov.
29, in an auto accident.
____________________________________________________________
Mathew Ackerman ’10, Dallas,
Texas, age 23, on Dec. 7.
____________________________________________________________
____________________________________________________________
____________________________________________________________
q I know a high school student who is interested in attending Augsburg.
Spring 2009
39
my
Auggie experience
Richmond Appleton ’09
Environmental Studies
Richmond Appleton is passionate about giving back to his
communities—the Twin Cities and his birthplace of Liberia.
Early in his Augsburg career, he was a biology major and
planned to attend medical school. However, when the environmental studies program began, Appleton knew this was
the path he should take. He became the first student to formally declare the major.
Appleton has overcome a great deal in his life. As a young
boy, he contracted polio and was paralyzed on his left side.
He often had no access to medical care, but his parents took
him to native healers. “There were no social services or hospitals,” he says. “There was nothing to count on in emergencies.” Over time, he recovered the use of his arm and leg.
When civil war broke out in Liberia in the early ’90s, his
family fled to the Ivory Coast. Appleton’s mother was separated from them, and he also lost his father, brother, and sisters for four weeks because he couldn’t run fast enough to
keep up with them. Eventually the family was forced to Ghana
where they stayed in a refugee camp until they immigrated to
the U.S. in 2004.
A desire to make a difference influenced Appleton’s decision to join the environmental studies program where classes
in ecology and biodiversity fuel his interests in social work
and public service. Although he wants to help his country, he
likely won’t return to live permanently. He says Liberia is rebuilding after years of violence and destruction, but that
much remains to be done. “People are sick from the effects
of a polluted environment.”
While at Augsburg, Appleton has been active in the
neighborhood. He chairs the Augsburg Student Activities Council diversity committee and serves as a residence life community adviser. In January, he traveled to Cuernavaca, Mexico,
with students from the Scholastic Connections program to learn
about sustainable agriculture practices in Mexico.
Appleton plans to graduate in December and is researching
graduate programs in environmental studies. “I am interested
in public policy in urban areas, conflict management in war
torn countries, community development, agriculture, sustainability, and bio-agriculture.” Appleton plans to study sustainable food production and how it can minimize the human
impact on the environment.
JENNIFER L. HIPPLE, WEEKEND COLLEGE STUDENT
40
Augsburg Now
an
augsburg legacy
Mr. Augsburg still supporting students
Jeroy and Ainy Carlson
Kirsten Bar ’10
In 1958, when Minnesota celebrated its centennial, Jeroy
Carlson ’48 was one of 1,958 state champions honored by the
state. “Jack Dempsey was at the ceremony,” Carlson said,
“and he told us, ‘The greatest asset America has is its youth.’
That’s still true.”
Carlson and his wife Lorraine “Ainy” support Augsburg students through planned gifts because they believe what
Dempsey said. Carlson, known to many as “Mr. Augsburg,”
spent 44 years as a student-athlete, teacher, coach, and staff
member with the College. “I tried to be of help to anyone I
could,” he said.
With a charitable gift annuity, the Carlsons fund a scholarship that supports students who are studying music or physical
education and who demonstrate a commitment of service
to others.
This year’s recipient of Jeroy and Ainy Carlson’s scholarship is
Kirsten Bar ’10, a music therapy major who has worked
throughout her education with people with Hungtington’s disease, dementia, and Alzheimer’s.
“The students and faculty in the music department have a
special place in our hearts for those who have contributed to
scholarships,” said Bar. “For some students, these scholarships make a huge difference from year to year. We appreciate
the financial support and very much enjoy seeing the donors at
our performances.”
After completing her studies, Bar hopes to return to her
hometown of Billings, Mont., to start the city’s first music therapy practice.
“Investing” with an Augsburg charitable gift annuity rather than with a bank gives the Carlsons a locked rate of
return for their lifetimes, and they will be sure that the remainder will go to the scholarship after their death.
1-800-273-0617
www.augsburg.edu/giving
Non-Profit Org.
U.S. Postage
PAID
Minneapolis, MN
Permit No. 2031
2211 Riverside Avenue
Minneapolis, MN 55454
River Politics
Students in Professor Joe Underhill’s Environmental and
River Politics class travel through Lock 1 on the Mississippi
River. During the class, students study current debates
about the extent of environmental problems, and examine
how those problems are manifested on campus and in our
immediate surroundings. Exploring the issues from a canoe
gives them different perspectives.
Show less
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College's
graduate programs. Although information was current at th... Show more
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College's
graduate programs. Although information was current at the time of publication, it is
subject to change without notice. The written policies in the catalog are the College
policies in force at the time of printing. It is the responsibility of each student to know
the requirements and academic policies in this publication. If you have questions
about anything in this catalog, consult the Adult and Graduate Admissions Office, the
graduate program directors, or the registrar. Key offices are listed on page iv for
correspondence or telephone inquiries.
Published December 2008
www.augsburg.edu
:1
/
A Greeting from the President
I am pleased to know of your interest in Augsburg College's exciting and innovative graduate programs. You are
part of a select and discerning group of professionals who seek to find a graduate program that combines an
excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats
that meet the needs of busy and successful people. Augsburg College's several graduate-level programs-the
Master of Arts in Education (MAE), Master of Arts in Leadership (MAL), Master of Arts in Nursing (MAN),
Master of Business Administration (MBA), Master of Science in Physician Assistant Studies (PA), and Master of
Social Work (MSW, and MSW/MA or MDiv, together with Luther Seminary)-are distinguished by the
opportunities they provide students to expand decision-making and strategic skills. The programs do so in an
environment that encourages students to transform theory into action and classroom experience into personal
and professional achievement.
Augsburg College is characterized by a strong mission: To nurture future leaders in service to the world by
providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse
campus community.
For our graduate programs, this mission helps to shape an innovative educational experience that features
expansive perspective on social responsibility, economic realities, business initiative, and environmental
sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student,
find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality
educational experiences, personal attention, and opportunities to expand your personal and professional talents
and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society,
the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President, Augsburg College
Greetings from the Academic Affairs Office
Welcome to our graduate programs. We are committed to education that prepares people for leadership in
their communities and places of work. We believe that the liberal and professional arts and sciences form the
best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and
challenging field experiences for courses that include real-life learning through academic internships,
experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses
for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared
for the range of experiences and perspectives that characterize today's global environment.
When you join Augsburg you become part of a community that offers lifelong learning opportunities in
state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of
experienced people who quickly form your network of employer connections and career opportunities. We
encourage our alumni to become your mentors and build on our city connections through public events,
including our convocations and Advent Vespers.
All our programs share distinctive qualities, including our commitment and mission to be of service, with one
another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their
identity as global citizens, with a sense of responsibility to participate in socially- and economicallysustainable development. We hope that at some time during your degree, you'll explore the opportunities to
participate in an international learning experience-for example, travel seminars to our global campuses in
Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members
from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our
Lutheran founders to be inclusive to the early immigrants who came to Augsburg's doors, we welcome a
diversity of cultures and faiths .
Although each graduate program has its own "neighborhood" and unique features, we encourage
interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage
both "horizontal" initiatives-i.e., cross-program collaboration-as well as "vertical" initiatives-engaging
our undergraduate students to consider graduate work. This means that sometimes you may be encouraging
classmates who are just beginning to imagine a graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to
meet you.
Sincerely,
~C.~
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
ii
Rosemary]. Link
Associate Vice President of Academic
Affairs and Dean of Graduate Studies
Table of Contents
Directory of Offices and Programs . . . ... . ... . , .iv
Introducing Augsburg College ........ ... .. . . .
History ........................... .. ... .. l
Minneapolis and Rochester Locations .. ... ... . .2
Accreditation, Approvals, and Memberships . . . . .3
Facts and Figures .... . ................ . ... .4
Academic Programs and Policies
Academic Calendars ........... . . _. ..... . .. . .5
Academic Policies . ... ....... . .. .. . . . . ..... .5
Evaluation of Transfer Credit ..... . , ... .... . . .6
Student Rights ................. . . . . ... . .. . .6
Graduate Admissions
Admission to Augsburg College .... ... . .... . .. 9
Readmission to the College ....... . ........ . . .9
Admission of International Students .... . ..... .9
Financing Your Education . . .. . . . .. ... ...... .
Costs of Study .......... . . .... ..... ... . .. . 11
Payment Options . . .. . .. . .. ... .... ... .. .. . 11
Sources of Financial Aid .. , . . ... , .... . . . ... . 11
Applying for Financial Aid ... . . . ...... .... .. 11
Refund Schedule ... ..... .. . . . . . . . . . . . .. . . . 12
Graduate Programs
Master of Arts in Education ................. 14
Master of Arts in Leadership ...... ...... ..... 26
Post-Master's Certificate in Leadership Studies
] oint degree in Accounting and Leadership
Master of Arts in Nursing .................. .36
Master of Business Administration ........... .44
Master of Science in Physician Assistant Studies .52
Master of Social Work .. .... . ......... .. .... 60
Dual Degree with Luther Seminary
College Information
Maps (Minneapolis and Rochester campuses) . , .74
Augsburg Board of Regents ............ . . ... .75
iii
Directory of Offices and Programs
Academic Affairs: 612-330-1024
Adult and Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
Master of Arts in Education (MAE)
Vicki Olson, Director: 612-330-1131
Karen Howell, Coordinator: 612-330-1354
maeinfo@augsburg.edu
www.augsburg.edu/mae
Master of Arts in Leadership (MAL)
Norma Noonan, Director: 612-330-1198
Patty Park, Coordinator: 612-330-1150
malinfo@augsburg.edu
www.augburg.edu/mal
Master of Arts in Nursing (MAN)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Bool<store: 612-359-6491
Center for Counseling and Health Promotion:
612-330-1707 or www.augsburg.edu/cchp
Campus Ministry:
612-330-1732 or campmin@augsburg.edu
Enrollment Center:
612-330-1046, 1-800-458-1721, or
enroll@augsburg.edu
Questions about registration, financial aid, transcripts,
payments, accounts
Lindell Library: 612-330-1604 or
www.augsburg.edu/library
Public Safety: 612-330-1717 or
security@augsburg.edu
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Registrar's Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Director: 612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Worl< (MSW)
Lois Bosch, Director: 612-330-1633
Holley Locher, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu.msw
Master of Social Work, and Master of Arts
in Theology or Master of Divinity
Luther Seminary: 651-641-3521
iv
Welcome/Information Desk: 612-330-1000
Introducing Augsburg College
At Augsburg College, we believe that
graduate education should prepare
gifted people for positions of leadership in their communities and places of
work. Augsburg graduates will be able
to demonstrate not only the mastery of
a major field of study, but also the ability to think critically, solve problems,
act ethically and communicate effectively in a global world. The heart of an
Augsburg education is the Augsburg
mission, informed by the liberal and
professional arts and sciences, to serve
our neighbors in the heart of the city
with faith-based, ethical values. We
welcome students from a diversity of
backgrounds and experiences. Also,
our programs look to the world
through international courses and cultural exchanges.
MISSION STATEMENT
The mission of Augsburg College is to
nurture future leaders in service to the
world by providing high quality educational opportunities, which are based
in the liberal arts and shaped by the
faith and values of the Christian
Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.
HISTORY
A College of the Church
Augsburg was the first seminary
founded by Norwegian Lutherans in
America, named after the confession of
faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg
opened in September 1869 , in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians
were enrolled in 1874, and the first
graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg's first
president (1869-1876). Professor
Weenaas recruited two teachers from
Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly
articulated the direction of Augsburg:
to educate Norwegian Lutherans to
minister to immigrants and to provide
such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates;
second, prepare future theological students; and third, educate the farmer,
worker, and businessman. The statement stressed that a good education is
also practical.
and city life. This early interest in professional life as well education is a celebrated theme in our history and has led
to the fusion of the liberal and professional arts as a hallmark of the Augsburg College graduate.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg's theme for over 130 years.
After World War II, Augsburg leaders
made vigorous efforts to expand and
improve academic offerings. Now the
College was a larger part of the institution than the seminary and received
the most attention.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg's
second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student
involvement in the community gave
early expression to the concept of Augsburg's motto, "Education for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was
a group of independent congregations
committed to congregational autonomy
and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran
body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
This attitude began to change after
World War I. In 1911 , George Sverdrup
Jr, became president. He worked to
develop college departments with an
appeal to a broader range of students
than just those intending to be ministers. Augsburg admitted women in
1922 under the leadership of Gerda
Mortensen, dean of women. She spent
the next 42 years at the College as a
teacher and administrator.
The College's mission assumed a double character-ministerial preparation
together with a more general education
for life in society. In 1937, Augsburg
elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in
ecumenical and civic circles made
Augsburg a more visible part of church
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern college program based on general
education requirements and elective
majors. With curriculum change came a
concerted effort to become accredited.
Full accreditation was achieved in 1954.
A study in 1962 defined the College's
mission as serving the good of society
first and the interests of the Lutheran
Free Church second. The seminary
moved to Luther Theological Seminary
(now Luther Seminary) in St. Paul in
1963 when the Lutheran Free Church
merged with the American Lutheran
Church. Subsequently, the American
Lutheran Church merged with two
other Lutheran bodies in 1988 to form
the Evangelical Lutheran Church in
America. Students at Augsburg College
benefit from the Lutheran tradition of
service to your neighbor and faith in
the city.
A College in the City
Paul C. Pribbenow became the 10th
president of Augsburg College in July
2006. Under his leadership, the College
aims to educate students of all ages-in
the midst of a great city-to be faithful
citizens, in service to the world.
AUGSBURG TODAY
Augsburg continues to reflect the commitment and dedication of the
founders who believed:
• Education should have a solid liberal
arts core at the graduate level; this
focus centers on the ability to think
critically and broadly about the
world and the work we do in it;
1
• An Augsburg education should be
preparation for service in community
and centers of faith;
• The city-with all its excitement,
challenges, and diversity-is an
unequaled learning environment.
Augsburg is a college of the liberal and
professional arts and sciences, with its
main campus set in the heart of a great
metropolitan center. There are now
over 20,000 Augsburg alumni. In a
world that has changed much since
those first days of the College, Augsburg still sends out graduates who
make a difference where they live and
work. In addition to undergraduate liberal arts and sciences, Augsburg offers
master's degree programs in education,
leadership, nursing, business, physician assistant studies, and social work,
plus a dual degree MSW/MA or
MSW/MDiv with Luther Seminary
Augsburg is enhanced by its global
centers in Namibia, Mexico, and Central America. Students can perform
research, take courses, or consult with
faculty in those locations to gain new
perspectives on their discipline.
A Community of Learners
Essential to the goals of Augsburg's
graduate programs is participation in a
community of adult learners. This
community is enriched by the presence
of men and women with a variety of
work and life experiences. To facilitate
this kind of community interaction,
Augsburg encourages students to make
use of all College facilities such as Lindell Library, the Kennedy Center, and
the Christensen Center, and to participate in College activities such as music
and dramatic presentations and
athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg College
is particularly proud of the excellence
and commitment of its professors.
Most faculty hold the doctorate or
other terminal degree, and all consider
teaching and service to be the focus of
their activity at the College. Faculty are
involved in social, professional, and a
variety of research activities, but these
support and are secondary to their
2
teaching. Faculty are actively involved
in a dynamic faculty development program that introduces them to best
practices in teaching and learning techniques and theories.
www.augsburg.edu/rochester or by calling the Adult and Graduate Admissions
Office at 612-330-1101, or the
Rochester program office at
507-288-2886.
Augsburg's small classes encourage its
tradition of close involvement between
professors and students. Faculty act as
academic advisers and participate regularly in campus activities.
Augsburg's Rochester campus is located
in the facilities of Bethel Lutheran
Church (ELCA) just a few blocks south
of the heart of a city of approximately
100,000 residents. Situated in the heart
of the Midwest, the community has a
rich ethnic diversity and superior technological resources. Students at the
Rochester campus are students of
Augsburg College. As such, our purpose is to "educate for service," by
preparing and equipping women and
men to make a difference in the world.
MINNEAPOLIS AND ROCHESTER
LOCATIONS
Augsburg's Minneapolis campus surrounds Murphy Square, the first of 170
parks in Minneapolis, the "City of
Lakes." The University of Minnesota
West Bank campus and one of the city's
largest medical complexes-the University of Minnesota Medical Center,
Fairview-are adjacent to Augsburg,
with the Mississippi River and the
Seven Corners theatre district just a
few blocks away Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and
recreational opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of
the campus.
Convenient bus routes run by the campus and connect with the suburbs.
Augsburg is located just blocks away
from two Hiawatha Line light rail
stations.
Augsburg established its branch campus in Rochester, Minnesota, in 1998.
Classes in Rochester meet on an
evening schedule with occasional Saturdays, making them accessible to
working adults. There are three
trimesters in each academic year, and
students can enter degree programs in
the fall, winter, or spring. Several complete degree programs are available
through the Rochester campus. In
addition, students may work on a variety of other majors through a combination of Rochester-based courses and
courses taken in the day or Weekend
College program on the Minneapolis
campus. Students who enroll in
Rochester courses are required to use
technology in the learning and communication process through the online
course management system. Further
information may be obtained at
ON THE MINNEAPOLIS CAMPUS
Admissions Offices
The Adult and Graduate Admissions
Office (for Weekend College,
Rochester, and Graduate Studies) is
located at 624 21st Avenue South. The
Physician Assistant Studies Program
admissions office is located in Anderson Hall.
Augsburg for Adults Office
Augsburg for Adults focuses on adultcentered educational programs and
assists adult learners in all programs. It
evaluates how the program fulfills their
needs and identifies the educational
services to help them succeed. The
Augsburg for Adults office is located in
Oren Gateway Center 110.
Augsburg Abroad
The Augsburg Abroad office, located in
Murphy Place, provides advising and
administrative services for students
interested in an international experience. Resources for study, work, internship, and volunteer opportunities
abroad are available.
Bookstore
The Augsburg College Bookstore, operated by Barnes and Noble, is located in
the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the
bookstore.
Counseling and Health Promotion
The Center for Counseling and Health
Promotion (CCHP) offers programs
and services that enhance student
learning by promoting personal development and well-being. The center is
located at 628 21st Avenue South.
Christensen Center
Christensen Center is the hub of college life. The new first-floor student
lounge area offers games, TV, and a
place to gather. Also in Christensen
Center are Cooper's Coffee Shop, the
Commons dining areas , Christensen
Center Art Gallery, and offices for student government and student publications . The Office of Undergraduate
Admissions for Day College is located
on the first floor.
Murphy Place
Murphy Place is home to three of the
four components of the Office of International Programs-Augsburg Abroad,
Center for Global Education, and International Student Advising. It is also
home to the four support programs for
students of color - American Indian
Student Services, Pan-Afrikan Center,
Pan-Asian Student Services, and Hispanic/Latino Student Services.
Foss, Lobeck, Miles Center for
Worship, Drama, and Communication
The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium
are housed in this complex, which provides space for campus ministry, the
theatre and communication studies
offices, as well as the film program.
Foss Center's lower level is home to the
Center for Learning and Adaptive Student Services (CLASS).
James G. Lindell Family Library
This library and information technology center houses all library functions
and brings together the computer technology resources of the College. The
library is located on the block of campus bordered by 22nd and 21st
Avenues, and by Riverside Avenue and
Seventh Street.
Old Main
Home for the Languages and CrossCultural Studies, and Art Departments,
Old Main was extensively remodeled in
1980, combining energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Oren Gateway Center
Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue
to serve as the "gateway" to campus. It
houses Alumni Relations, Parent and
Family Relations, Institutional
Advancement, Augsburg for Adults, the
Master of Business Administration program, the Master of Arts in Leadership
program, and the Step UP program. The
center also includes student residence
apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo
Cafe, classrooms , and thejohnson
Conference Center.
Science Hall
Kennedy Center
This three-story addition to Melby
Hall features a wrestling training facility, classroom space, locker-room and
fitness facilities, as well as hospitality
and meeting rooms, classrooms, and
office space.
Melby Hall
This complex provides facilities for the
health and physical education program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness
Center, and serves as the College's general auditorium.
Augsburg is accredited by:
• The Higher Learning Commission of
the North Central Association of
Colleges and Schools
Music Hall
Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom
facilities, two rehearsal halls, music
libraries, practice studios, and offices
for the music faculty.
Food Services
A variety of food options are available
both in the Christensen Center and in
Oren Gateway Center.
ACCREDITATION, APPROVALS,
AND MEMBERSHIPS
• National Council for the Accreditation of Teacher Education
• Accreditation Review Commission
on Education for the Physician
Assistant (ARC-PA)
• Commission on Collegiate Nursing
Education (CCNE)
• Council on Social Work Education
( CSWE) (bachelor's and master's
degrees)
Augsburg's programs are approved by:
• American Chemical Society
• Minnesota Board of Teaching
• National Accrediting Agency for
Clinical Laboratory Sciences (NAACLS)
• National Association of Schools of
Music
Augsburg College is an institutional
member of:
• American Association of Colleges
and Universities (AACU)
• American Association of Colleges of
Teacher Education (AACTE)
Classrooms, science laboratories, a
medium-sized auditorium, faculty
offices, and Finance and Administration offices are found in Science Hall.
• American Association of Higher
Education (AAHE)
Sverdrup Hall
• Campus Compact
The Enrollment Center, classrooms,
and faculty offices are located in Sverdrup Hall.
• Council of Independent Colleges
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the president's office,
Human Resources, and other administrative and faculty offices.
• Physician Assistant Education Association (PAEA)
(CIC)
• Lutheran Education Council in
North America (LECNA)
• National American Music Therapy
Association, Inc.
• National Association of Schools of
Music (NASM)
3
• National Society for Experiential
Education (NSEE)
• Associated Colleges of the Twin
Cities (ACTC),
• Higher Education Consortium for
Urban Affairs (HECUA)
• Minnesota Private College Council
(MPCC)
• Twin Cities Adult Education Alliance
(TCAEA)
See individual graduate program sections for additional accreditation and
affiliation citations.
Augsburg College is registered as a private institution with the Minnesota
Office of Higher Education pursuant to
sections 136A.61to136A.71. Credits
earned at the institution may not transfer to all other institutions.
• Calendar year-Weekend/evening
trimesters and weekday semesters,
varying by the graduate program
• Majors-More than 50 majors in 35
departments and programs with two
five-year degrees (BA in accounting
with MAL, and BS/MSW in social
work). Six master's degree programs.
• Off-campus programs-The Office
of International Programs offers programs through Augsburg's Center for
Global Education and International
Partners programs for short- and
longer-term study abroad, for both
undergraduate and graduate students.
• Athletic affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate
Athletic Association (NCAA), Division Ill.
CLERY ACT INFORMATION
AUGSBURG COLLEGE FACTS AND
FIGURES
• Location-Augsburg College was
founded in 1869 in Marshall, Wis.
The College moved to Minneapolis
in 1872.
• Religious affiliation-The Evangelical Lutheran Church in America
(ELCA). Although a strong plurality
of students are Lutheran, 15 percent
are Roman Catholic, and 1 7 percent
represent other denominations and
religions.
• Enrollment (fall 2008)-3,948 students from 40 countries. Graduate
student enrollment is 842.
• Alumni-Appox. 25,000 alumni
from 1870 through August 2008,
including over 1,200 graduate program alumni.
• Student/Faculty ratio-14 to 1
• Campus-17 major buildings. Major
renovations to classrooms in 2007.
• Accessibility-Augsburg is one of
the most accessible campuses in the
region. A skyway/tunnel/elevator
system provides inside access to 12
major buildings.
• Degrees granted-BA, BS, BM, MA,
MBA, MS, MSW
• Library-Over 180,000 items, direct
access to over 2.5 million through
CUC, the Twin Cities private college
library consortium.
4
The Clery Act Annual Report for Augsburg College contains statistics on
reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus
security and crime. The report is available online at www.augsburg.edu/dps/
security/report.html. For a printed
copy, contact Augsburg's Department of
Public Safety at 612-330-1717.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its
mission, does not discriminate on the
basis of race, color, creed, religion,
national or ethnic origin, age, gender,
sexual orientation, marital status, status with regard to public assistance, or
disability in its education policies,
admissions policies, scholarship and
loan programs, athletic and/or school
administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its
employees and students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the
Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside
Avenue, Minneapolis, MN 55454, or
612-330-1058.
Academic Programs and Policies
ACADEMIC CALENDARS
Most of our graduate programs meet
on a trimester calendar. Physician
Assistant Studies classes meet on a
semester day schedule.
The academic calendars for individual
programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change.
ACADEMIC POLICIES
The College and its faculty subscribe to
the Statement of Principles on Academic Freedom as promulgated by the
American Association of University
Professors and the Association of
American Colleges.
Academic Honesty
A college is a community of learners
whose relationship relies on trust.
Honesty is necessary to preserve the
integrity and credibility of scholarship
by the Augsburg College community.
Academic dishonesty, therefore, is not
tolerated. As a College requirement,
student course projects, papers, and
examinations may include a statement
by the student pledging to abide by the
College's academic honesty policies
and to uphold the highest standards of
academic integrity. (See Augsburg's
Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/)
Academic Evaluation
Evaluation of academic performance in
each program will be based on number
grades using a 4.0 point scale, where
4.0 achieves highest standards of excellence. See each program for details of
field study and special projects. Students must achieve a 3.0 GPA in order
to graduate; Physician Assistant students must consult the PA Program
Progression Standards Policy.
Withdrawn Status
W-Grade given when a student withdraws from a course after the deadline
without notation on the record
Incomplete (I) Grades
An incomplete grade (I) may be
awarded when the instructor gran ts
permission after determining that a
student emergency may delay completion of coursework. Students who
receive an incomplete grade should be
capable of passing the course if they
satisfactorily complete outstanding
course requirements. To receive an
incomplete grade, a student must file
an Application for incomplete Grade
form with the Office of the Registrar
that states the reasons for the request,
outlines the work required to complete
the course, and includes the course
instructor's signature. The instructor
may stipulate the terms and conditions
that apply to course completion; however, students may not attend the same
course (or a portion of the same
course) in a following term with an
incomplete grade. The student must
complete the outstanding work in
enough time to allow evaluation of the
work by the instructor and the filing of
a grade before the final day of the following academic term in the student's
program. If the work is not completed
by the specified date of the following
academic term, the grade for the course
becomes 0.0.
Academic Probation
Graduate students must maintain a 3.0
cumulative grade point average. If a
student falls below a 3.0 average, the
student will be placed on academic
probation for the following term. A 3.0
cumulative grade point average must
be restored in order for a student to be
removed from probation. Graduate students in the Physician Assistan must
consult the PA Program Progression
Standards Policy.
Attendance Policy
Class attendance is expected and
should be considered a responsibility,
not only to one's self, but to one's classmates and course instructor. Students
must notify the professor in advance
of any expected absence. In the case
of emergency, when prior notification
is not possible, students must notify
the professor of an absence as soon
as possible.
Continuation Policy for Thesis or
Final Project
Students enrolled in a thesis or final
project are subject to a continuation fee
schedule after the term in which tuition
was paid for the project. These continuation fees maintain a student's library,
AugNet, and parking privileges while
work on the final project is ongoing.
During this time of research and writing, students pay either a $10 campus
access fee or a $200 continuation fee
each term until the project is completed,
or until the time limit for project completion is reached. The schedule for
when each fee is applied varies among
programs.
Course credit and contact hours
A full credit course (1.0) is equal to
four semester credits or six quarter
credits. Each full course on the
trimester schedule meets for approximately 28 contact hours (MSW
trimesters meet for 32 hours, and the
PA weekday semester schedule is
approximately 45 hours) with the
expectation of substantial independent
and group study offered through the
web-based electronic course management system.
Degree Requirements
To be conferred the graduate degree, all
graduate students must achieve the following:
• Successful completion of all required
courses
• A cumulative GPA of 3.0; Physician
Assistant students must consult the
PA Program Progression Standards
Policy.
• Successful completion of all degree
requirements within the stipulated
period of matriculation or a signed
continuation agreement with Augsburg College.
Dismissal for Academic Performance
A student whose GPA falls below the
required GPA for his/her graduate program (3 .0 in most programs) in two or
more terms may be subject to probation
or dismissal. A plan for the student to
continue in the program may be worked
out with the program director.
5
Dismissal for Non-Professional
Behavior
Students may be dismissed for violation of standards of behavior defined
by their profession, their program, or
the College.
Dropping Courses or Withdrawing
Students who enroll in courses but
later decide not to attend must formally
drop their courses through the registrar's office prior to the start of classes
to avoid being charged for those
courses. Students who do not properly
drop courses will be responsible for the
tuition, regardless of non-attendance.
Courses may be dropped or withdrawn
online through AugNet Records and
Registration or in person at the Enrollment Center during hours of operation.
If you need assistance with this, contact your program faculty at least two
days in advance of the start of classes.
Independent Study
Students may request to complete an
independent study course as an addition to the required coursework. A faculty sponsor is required for an
independent study project, and project
proposals must be approved by the program director in order to receive credit.
Independent study may not be used as
a replacement for a standard course
offered in the curriculum, with the
exception of the general elective (if
approved). A special independent study
registration form is required and is
available at the Enrollment Center.
Terms of Non-attendance
Students who interrupt their program
enrollment for longer than one semester or three trimesters must readmit to
the College and program to resume
their degree program. For an absence
of any length, students should coordinate with their program director prior
to leaving. Due to a variety of program
schedules and cohorts for some
degrees, it is required that students
meet with their adviser and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program
director for transfer credit to apply to
program requirements. The transfer of
credit will be evaluated on an individual
basis. Students will be asked to provide
6
appropriate documentation regarding
previous coursework, including but not
limited to an official transcript, course
description, and syllabus. In order to be
considered for transfer, a course must
be from a regionally-accredited college
or university and graded 3.0/B or better.
Courses must have been taken at the
graduate level and course content must
be comparable to program requirements
at Augsburg.
The maximum number of course credits that can be transferred to these program is as follows:
Master of Arts in Education (2.0)
Master of Arts in Leadership (2.0)
the college community in regard to
their personal and professional concerns. However, times do occur in
which students think they have been
mistreated. This procedure is provided
in order to ensure that students are
aware of the way in which their problems with faculty members can be
resolved informally and to provide a
more formal conciliation process when
needed. Each student must be given
adequate opportunity to bring problems to the attention of the faculty with
the assurance that each will be given
fair treatment. The faculty member
must be fully informed of the allegations and given an opportunity to
respond to them in a fair and reasonable manner.
Master of Arts in Nursing (3.0)
Master of Business Administration ( 6.0)
Master of Science, Physician Assistant
Studies (Contact program coordinator)
Master of Social Work (8.0)
Augsburg course credits are equivalent
to four semester hours or six quarter
hours. Therefore, transfer credits that
are reported to Augsburg as semester or
quarter hours are converted to Augsburg course credits by dividing by four
or six respectively
Courses and credits that are accepted
in transfer are recorded on the student's
transcript. Grades and gradepoints
from other institutions are not transferred to Augsburg and are not
included in the student's cumulative
grade point average.
STUDENT RIGHTS
The College has adopted a statement of
student rights and responsibilities and
has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in
the Augsburg Student Guide, at
www.augsburg.edu/studentguide. Students have a right to experience education without discrimination.
Grievance Procedures Involving
Augsburg College Faculty Members
and Students
Part I-Introduction/Preface
Augsburg College is committed to a
policy of treating fairly all members of
Definition of Grievance
A grievance is defined as dissatisfaction
occurring when a student believes that
any conduct or condition affecting
her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a
violation, misinterpretation, or
inequitable application of an academic
rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation.
College policies and procedures that do
not come within the scope of the
Grievance Procedures are the sexual
harassment policy, the sexual violence
policy, the Committee on Financial
Petitions, Discipline Process, and Academic Standing.
Time Limits
Time limits will include only business
days (M-F) for the program in which
the student was enrolled. (Weekends,
and vacation days are not included;
summer may not be included depending on the student's program.)
Part II-Informal Process
It is always the student's responsibility
to know these procedures and timelines and to follow them.
A. Any time a student feels that she/he
has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem
and attempt to resolve it.
B. If no mutually satisfactory solution
can be reached with the faculty member or if, in unusual circumstances, the
student prefers not to confer with the
faculty member, the student should
discuss the problem with the department chairperson of the faculty
member and attempt resolution of
the problem.
C. If the problem cannot be resolved in
discussions with the faculty member or
department chairperson, or if the faculty member and the department
chairperson are the same individual,
the student may contact the vice president of academic affairs and dean of
the College.
D. The student must begin the Informal
Grievance process within 15 days of the
conduct giving rise to the grievance, by
submitting an Informal Grievance
Form to the vice president of academic
affairs and dean of the College.
• The time limit to begin the Informal
Grievance process for a grade appeal
will be 30 days from the last published finals date for the relevant
term. It is the responsibility of the
student to maintain a correct and current address on file with the registrar.
request for such extension before the
end of the time limit. If the vice president of academic affairs and dean of
the College thinks the extension is
warranted, the Dean will notify all
concerned persons in writing.
E. If the grievance has been resolved,
either by agreement or by expiration of
the time limits, a copy of the informal
grievance and statements of the resolution will be kept by the vice president
of academic affairs and dean of the
College for one year. Neither a copy of
nor any reference to the grievance will
be placed in the personnel file of the
respondent.
If these informal discussions do not
resolve the problem to the satisfaction
of the student, a more formal conciliation procedure is available in Part Ill of
this document. Note: A student must
file a written grievance, per below,
within five days after completion of the
informal process
Part III- Formal Process Preface
If a student has a grievance with a faculty member that has not been
resolved through the Informal Grievance Process described in Part II of this
document, the student may then seek
resolution through formal procedures.
• The vice president of academic
affairs and dean of the College and
the student must ensure the informal
process is completed in 20 days . (See
Part I for definition of time limits.)
• In unusual circumstances, the time
limit may be extended by the vice
president of academic affairs and
dean of the College . A grievant or
respondent must submit a written
In accordance with FERPA, you are
notified of the following:
Right to inspect and review education
records
You have the right to review and
inspect substantially all of your education records maintained by or at Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review
your records.
Right to request amendment of
education records
You have the right to seek to have corrected any parts of an education record
that you believe to be inaccurate, misleading, or otherwise in violation of
your right to privacy This includes the
right to a hearing to present evidence
that the record should be changed if
Augsburg decides not to alter your
education records as you requested.
For a complete copy of the procedures,
contact the dean's office, Academic
Affairs.
Right to give permission for disclosure
of personally identifiable information
You have the right to be asked and to
give Augsburg your permission to disclose personally identifiable information contained in your education
records, except to the extent that
FERPA and the regulations regarding
FERPA authorize disclosure without
your permission.
FER PA
The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended,
provides certain rights to students
regarding their education records. Augsburg College understands that no information other than "directory
information" can be released without
the written permission of the student.
Students must give permission in writing for educational information to be
released to anyone outside of the official
personnel (faculty and administration)
at Augsburg. For example, this means
that faculty or others cannot write letters of support/recommendation or
nominate students for awards unless
explicit written permission is given by
the student to release non-"directory
information." It is not sufficient to ask
for letters of recommendation. (See
One exception which permits disclosure
without consent is disclosure to school
officials with legitimate education interests. A school official is a person
employed by the College in an administrative, supervisory, academic or
research, or support staff position
(including law enforcement unit personnel and health stafD; person or company with whom the College has
contracted (such as an attorney, auditor,
or collection agent); a person serving on
the Board of Trustees, or a student serving on an official committee, such as a
disciplinary or grievance committee, or
assisting another school official performing his or her tasks. A school official has a legitimate educational interest
if the official needs to review an education record in order to fulfill his or her
professional responsibility
• If the student could not reasonably
be expected to be aware of the conduct when it occurred, the student
will have 15 days to file the grievance from the date on which the student could reasonably be expected to
be aware of the conduct or condition
that is the basis for the grievance . It
is the responsibility of the student to
establish the reasonableness of such
non-awareness. The vice president
of academic affairs and dean of the
College will determine if this paragraph applies to a grievant.
Physician Assistant Studies for details of
its program policy)
7
Right to withhold disclosure of
"directory information"
FERPA uses the term "Directory Information" to refer to those categories of
personally identifiable information that
may be released for any purpose at the
discretion of Augsburg College without
notification of the request or disclosure
to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider very carefully the consequences
of any decision by you to withhold
directory information. Should you
decide to inform Augsburg College not
to release Directory Information, any
future request for such information
from persons or organizations outside
of Augsburg College will be refused.
"Directory information" includes the
following:
• The student's name;
• The student's address;
• The student's telephone number;
• The student's e-mail address;
• The student's date and place of birth;
• The student's major and minor field
of study;
• The student's academic class level;
• The student's enrollment status
(FT/HT/LHT);
• The student's participation in officially recognized activities and
sports;
• The student's degrees and awards
received;
• The weight and height of members of
athletic teams;
• The student's dates of attendance;
• The most recent previous educational
agency or institution attended by the
student; and
• The student's photograph.
Augsburg College will honor your
request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent
permission to release it. Augsburg
assumes no liability for honoring your
instructions that such information be
withheld. The Office of the Registrar
8
must be notified in writing of your
intent to withhold your Directory
Information. If the notice is not
received by the registrar prior to Sept.
15 (or within 10 school days of the
start of a subsequent term for a new
student), it will be assumed that all
Directory Information may be disclosed for the remainder of the current
academic year. A new notice for withholding disclosure must be completed
each academic year.
Right to complain to FERPA Office
You have the right to file a complaint
with the Family Educational Rights
and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave.
S.W, Washington, D.C., 20202-4605,
concerning Augsburg's failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested
in writing and explicitly indicate
what information may be reported in
the letter.
GRADUATE ADMISSIONS
Admission to Augsburg College
All graduate programs require
students to have a bachelor's degree
from a regionally-accredited four-year
institution.
All graduate students must submit
completed application forms that can
be downloaded from each individual
program's web page, as listed below.
Each graduate program also has additional program requirements, which
may include coursework, professional
experience, testing, etc. See the program sections for these additional
requirements.
MA, Education-p. 24
www.augsburg.edu/mae
MA, Leadership-p. 33
www.augsburg.edu/mal
MA, Nursing,-p. 42
www.augsburg.edu/ma_nursing
MBA-p. 49
www.augsburg.edu/mba
MS , PA Studies-p. 57
www.augsburg.edu/pa
MSW-p. 69
www.augsburg.edu/msw
READMISSION TO THE COLLEGE
tion in the United States that has been
designated by the Department of Homeland Security (DHS) to offer courses of
study to such students, and has been
enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using
form 1-20, issued by a DBS-approved
school through SEVIS. Status is
acquired in one of two ways: 1) if the
student is abroad, by entering the
United States with the I-20 and an F-1
visa obtained at a U.S . consulate
(although citizens of some countries
are exempt from the visa requirement);
or 2) if the student is already in the
United States and not currently in F-1
status, by sending the 1-20 to USCIS
(United States Citizenship and Immigration Services) with an application
for change of nonimmigrant status.
A student who is maintaining valid F-1
status may transfer from another DHSapproved school to Augsburg by following the transfer procedures set forth in
the F-1 regulations. Simply transferring
academically from another school to
Augsburg does not transfer a student's
F-1 status unless the student and a Designated School Official (DSO) from
Augsburg follow these procedures.
The last day to receive approval for
readmission to the College and register
for classes is one business day prior to
the start of the term. Pending approval
by the graduate program, students who
left on probation or who were dismissed from the College must have
their readmission application and file
reviewed by the program director.
(Please consult with individual programs for information regarding readmission process).
In addition to fulfilling all general
admission requirements for a particular
graduate program, prospective F-1
students must also comply with the
following:
ADMISSION OF INTERNATIONAL
STUDENTS
To fulfill this requirement Augsburg
graduate programs require international applicants to submit an official
score report from the Test of English as
a Foreign Language (TOEFL) with a
minimum score of 100 (iBT), 250
(CBT) or 600 (PBT).
Augsburg College graduate programs
encourage qualified applicants from
other countries to apply.
An F-1 student is a nonimmigrant who
is pursuing a "full course of study" to
achieve a specific educational or professional objective at an academic institu-
U.S. institution with a minimum of two
years of successful academic work
completed in the U.S. (seven or more
courses) .
B. Foreign Credential Evaluation
Augsburg requires foreign credential
evaluation for any transcript(s) from
an institution outside of the United
States. This evaluation should include
the following:
• Analysis of credentials-to determine if your degree is equivalent to
an accredited U.S. bachelor's degree.
Course-by-course evaluation-to
show your complete course listing
with credit values and grades
received for each course.
• Calculation of grade point averageto demonstrate your cumulative
grade point average using the standard U.S. grading system, i.e., A=4.0,
B=3.0, C=2.0, D=l.0, F=O.O.
• Translation to English (if applicable)
The evaluation report must be sent
directly to Augsburg's Adult and Graduate Admissions Office.
Augsburg accepts foreign credential
evaluations only from the following
organization:
World Education Services, Inc.
www.wes.org
A. Proof of English Competency
C. Proof of Financial Support
In order to receive an F-1 visa, the U.S.
Department of State (DOS) regulations
require international applicants to be
sufficiently proficient in English to pursue a full course of study.
International applicants must provide
reliable documentation that they have
financial resources adequate to meet
expenses for the duration of their academic program, which include tuition
and fees, books and supplies, room and
board, health insurance, personal
expenses , and living expenses for
dependents (if applicable).
The TOEFL is waived for applicants
who have a four-year degree from a
Funds may come from any dependable
source, including scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student's family. Documentation of scholarships and
fellowships may be in the form of an
9
Applicants for graduate study must
submit the Free Application for Federal
Student Aid (FAFSA). To complete and
submit the FAFSA electronically, go to
www.augsburg.edu/enroll.
For further information, contact the
Enrollment Center, 612-330-1046,
1-800-458-1721, enroll@augsburg.edu,
or www.augsburg.edu/enroll.
If a student is selected for verification,
additional documents will be needed.
Students in this situation will be contacted by the Enrollment Center.
FINANCIAL POLICIES
Refund Schedule
Students who withdraw from Augsburg
College may be eligible for a refund of
a portion of their charges based on the
appropriate refund schedule (except
for the minimum charge of $100 to
cover administrative costs). Financial
aid may also be adjusted for those students who withdraw from the College
or drop one or more courses and
receive financial assistance.
[NOTE: Tuition refunds and financial
aid adjustments are not necessarily
made on a one-to-one basis. For example, you could receive a 60% tuition
refund but have 80% of your financial
aid returned. Be sure you understand
the financial consequences of making
adjustments to your registration.]
Students are responsible for canceling
courses through the Enrollment Center
in order to be eligible for any refund.
Students who unofficially withdraw
(stop attending) but do not complete
the drop/add form are responsible for
all charges. Financial aid may be
adjusted based on the student's last
recorded date of attendance. Refund
calculations are based on the date that
the drop/add form is processed.
The refund schedule is effective
whether or not a student has attended
classes. All refunds of charges will be
applied to the student account and all
adjustments for aid, loans, fines,
deposits, etc. will be made before eligibility for a cash refund of any resulting
credit balance is determined . Allow
two weeks for a refund.
The refund is a percentage of the full
tuition charged, not a percentage of
any deposit paid toward tuition, e.g.
deposits made under the employer
reimbursement payment plan.
12
CONTAICTTMiE
ENROLLMENT C:ENTE'R
For info·rm:atlon on
eost~
pa~tne11\ts1 flnamli'al
aid, tuition
disc·ounts, and rr-e~f.uad:s :
13
Master of Arts in Education
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long
history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We
know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and
here's why.
OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional: from
classroom decision-maker to educational leader-suggests the expectations we have that our students will leave
our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department
mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and
well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building
relationships, embracing diversity, reflecting critically, and collaborating effectively."
Our urban setting provides yet another dimension to our programs through course content, field experiences,
and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable,
collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion.
OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct
instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in
K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and
field experience supervision, volunteer work, and/or in-service education. We understand the importance of
what we do and what you hope to do . We value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY. We realize that although teaching is your dream, your reality most likely includes
work, family, and personal responsibilities. Because we understand the demands adult students face, we offer
flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends
to allow you to manage these responsibilities while pursuing your goals.
As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself
among interesting students and dedicated professors who believe that all children deserve a good, highly
qualified teacher-the teacher you can become.
Vicki Olson, PhD
Director, Master of Arts in Education
PROGRAMS
ELEMENTARY EDUCATION
The Education Department offers initial licenses as well as
endorsements for already-licensed teachers that also lead to
a master's degree. The range of licenses available is
described below.
The K-6 elementary with a middle school specialty license
allows you to teach in grades K-6 and in your specialty area
of math, science, social studies, or language arts in middle
school. As an alternative to the middle school specialty,
MAE elementary licensure students can pursue a prekindergarten specialty. Licensure requirements are offered at
both the undergraduate and graduate level. That means
classes will include both undergraduate and graduate students, with graduate students having additional course
responsibilities. Graduate courses are taken at the 500 level.
Elementary education specialty areas in math, communication arts, and social studies are available through weekend
and weekday evening courses. The science specialty area is
available through a combination of weekday, weekday
evening, and weekend courses.
Secondary education licensure is available through weekend
and weekday evening courses in social studies, communication arts/literature, and K-12 visual arts. Licenses in other
majors, including biology, chemistry, health education,
mathematics, music education, physical education, and
physics can be completed through a combination of weekend, weekday evening, and weekday courses.
All of the following courses must be taken for licensure, and
four to six of them may be taken at the graduate (500) level
and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
Teachers who are already licensed can work towards the
MAE degree through the following four licensure options:
EDC 410/544 Learners with Special Needs (1.0)*
Pre-K specialty area endorsement
EED 320/520 K-6 Methods: Reading (1.0)*
EDC 490/580 School and Society (1.0)
K-12 special education: emotional and behavioral disabilities
K-12 special education: learning disabilities
K-12 reading endorsement
Education Department Mission
To complete the license, you will also need to complete the
following requirements at the undergraduate level:
HPE 115 Chemical Dependency (.5)
EDC 220 Educational Technology (.5)
The Augsburg College Education Department commits itself
to developing future educational leaders who foster student
learning and well-being by becoming knowledgeable in content, competent in pedagogy, and ethical in practice, and by
building relationships, embracing diversity, reflecting critically, and collaborating effectively.
EED 311 K-6 Methods: Health (.25)
Master of Arts in Education Conceptual Framework
EED 350 K-6 Methods: Math (1.0) *
Teacher leadership is the theme that threads through our
graduate licensure and degree completion programs. The
Augsburg Education Department believes that teachers are
leaders in their classrooms and should be leaders in their
institutions and communities.
EED 360 K-6 Methods: Science (l.O)*
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing
graduate students the chance to exercise leadership as well as
extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are
required to include at least two graduate-level courses from
our Master of Arts in Leadership (MAL) program. This provides students the chance to study aspects of leadership as
part of their degree program. Third, the final project-be it an
action research or a leadership application project-gives students the opportunity to define an issue of concern and, supported by research, take on a leadership role in addressing it.
EED 312 K-6 Methods: Physical Education (.25)
EED 330 K-6 Methods: Children's Lit/Language Arts (1.0)
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 370 K-6 Methods: Social Studies (.5)
EED 380 Kindergarten Methods (.5)*
EED 481,483 Student Teaching (2.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in the classroom and educationrelated settings is required prior to student teaching. Students spend approximately 20 hours per term in field
experiences. These experiences occur in K-8 classrooms
during the weekday.
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for
licensure depends upon the courses completed as part of the
bachelor's degree and/or other coursework Requirements are
determined by Minnesota licensure standards for specific
college-level coursework in math, biology, physics, and earth
science for all students seeking elementary licensure. Specific
requirements are on file in the Education Department.
Minnesota licensure standards in a specialty area for middle
school: subject area specialties are offered in communication arts/literature, social studies, math, and science. The
pre-K specialty is also available. Specific requirements are
on file in the Education Department.
Previous coursework can be accepted into the licensure program if i.t meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the
content area departments determine the courses that are
accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are
older than seven years are judged on a case-by-case basis.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree.
EOC 490/580 School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional
development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department)
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EEO 312 K~6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for
physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
Elementary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be
done for the abuser. Includes information about school
health education and services.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that
comprise Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
EOC 310/533 Learning and Development in an
Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EED 320/520 K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admissions to department)
EEO 330 K-6 Methods: Language Arts/Children's
Literature
Examination and preparation of materials and resources for
children's literature and language arts at the kindergarten
and elementary levels. (Prereq.: PPST and admission to
department)
EED 331 Middle School Methods: Communication
Arts/Literature - Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: PPST and admission to department)
EED 341 K-6 Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 34 2 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EED 350 K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
EED 370 K-6 Methods: Social Studies/Thematic Studies
(.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.:
PPST and admission to department)
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom
experience. Required for licensure. Occurs upon satisfactory
completion of licensure and/or degree program and program
portfolio.
Preprimary Specialty for Elementary Licensure
ECE 345/545 Foundations of Preprimary Education
Students gain an understanding of philosophical, theoretical,
historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the
efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children
and to work in partnership with parents and social service
agencies. Field experience (20 hours) is a critical part of this
course. (Prereq.: PSY 105, 250,or their equivalents)
SECONDARY EDUCATION
K-12 and 5-12 licensures in several content areas are offered
weekends and weekday evenings through a combination of
graduate and undergraduate coursework. Additional content
areas are available through the weekday program. K-12
licenses allow you to teach your content area across elementary, middle school, and high school. Licenses for grades 512 allow you to teach at the middle and high school levels.
Graduate-level licensure coursework (500 and above) is
available to people who already hold a bachelor's degree and
meet MAE admissions criteria.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four to six also may be taken at the graduate level
and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity I Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
ECE 346/546 Learning Environments for Preprimary
Aged Children
Students gain an understanding of how to recognize and
construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course
readings and experience and students experience working
with current teachers in site based field experience. Field
experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545)
ECE 347154 7 Immersion and Teaching Competence
Students gain an understanding of how to deliver developmentally appropriate instruction and assess learning appropriately for preprimary children. Students gain experience
taking the perspective of families and communicating with
them. A reflective practitioner's skills are developed through
self-evaluation of curriculum planning. Field experience
(20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents;
ECE 345, 346)
ECE 488 Student Teaching in a Pre-Kindergarten
Classroom
PSY 250 Child Development (Prereq.: PSY 105 or
equivalent)
SOC 231 Family Systems
OR
SPE 490/540 Parent and Professional Planning
(Graduate students using the Preprimary endorsement must
take SPE 540.)
ESE 300/500 Reading and Writing in Content Area (1.0)
To complete the license, students also will need to complete
the following requirements at the undergraduate level:
HPE 115 Chemical Dependency (.5)
EDC 220 Educational Technology (.5)
ESE 325 Creating Learning Environments (1.0)*
ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)*
ESE 481, 483, 485 Student Teaching (2.0-3.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings is required prior to student teaching. Students
spend approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in a content area is required for K12 and 5-12 licensure. Students who have majored in a field
in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional content area coursework tied to licensure standards is
generally required, even with a completed academic major.
The following majors are offered almost entirely on weekends
and weekday evenings: communication arts/literature, history
or economics or psychology or sociology (all for social studies), art. Students seeking 5-12 licensure in social studies
must complete a broad-based core of courses in the social
studies in addition to a social science major.
The following majors are offered primarily or entirely through
the weekday program: biology, chemistry; physics, health,
physical education, music, and mathematics. Students seek-
ing licensure in any of these areas will likely need to take
additional content courses in the weekday schedule. Students
can obtain a 9-12 license in physics, chemistry, or biology
and have the option of adding the 5-8 general science to the
9-12 license. Students also can obtain the 5-8 general science
license without the 9-12 license.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards
and if a grade of C or better was achieved. Coursework older
than seven years is judged on a case-by-case basis. Education
Department policy requires that a minimum of two content
area courses be taken at Augsburg. Specific course requirements for each content area are on file in the Education
Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE
degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is Minnesota
Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language,
and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EDC 480/580 School and Society
Emphasis on points of view about the role of school in
modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 300/500 Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. (Prereq.: PPST and admission to
department. Note: Students seeking 5-12 Communication
Arts/Literature licensure do not take this course).
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis on creating
environments conducive to learning. Fieldwork experience.
(Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not take
this course).
ESE 310 K-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required for
elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5
course). Fieldwork experience. (Prereq.: PPST and admission
to department)
ESE 330 K-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for
elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5
course). Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 340 K-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion
required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science
(.5 course). Fieldwork experience. (Prereq.: PPST and
admission to department)
ESE 350 K-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the
middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary
concentration in communication arts/literature and for
communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department.)
ESE 351 K-12 Methods: Speaking and Listening
(.5 course)
Introduction to the teaching of speaking and listening in
middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to
department)
Licensure Requirements
Emotional/Behavioral Disabilities Core
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure, and up to six also may be taken at the graduate
level and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (LO)*
ESE 352 K-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle
school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to
department)
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EED 320/520 K-6 Methods: Reading (1.0)*
SPE 315 Special Education Critical Issues Seminar (.5)
ESE 360 K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools.
Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 370 K-12 Methods: Music
Introduction to the teaching of music in the schools.
Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two
courses. K-12 licenses require two to three courses. Student
teaching occurs upon satisfactory completion of licensure
program and program portfolio.
SPECIAL EDUCATION
The MAE program with licensure in special education is
based on an innovative internship model that allows coursework and experience to occur simultaneously. In addition to
student teaching, students must complete two 40-hour field
placements where they will gain experience working with
students from age groups different from their internship site.
There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities (EBD), and
learning disabilities (LD). Both programs qualify you to
teach in special education programs and positions; many
students get licensure in both.
SPE 400/500 Teaching Students with Emotional/Behavioral
Disabilities (LO)**
SPE 410/510 Implementing Assessment Strategies (1.0)**
SPE 420/520 Planning, Design, and Delivery (1.0) **
SPE 430/530 Instructional and Behavioral Practices (1.0)**
SPE 490/540 Parent and Professional Planning (l.O) **
Learning Disabilities Core
Students wishing to earn learning disabilities licensure in
addition to emotional/behavioral licensure will take the
above courses in the emotional/behavioral core and two
additional specialty courses:
SPE 424/524 Etiology and Origins of Learning Disabilities
(1.0)**
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a learning disabilities license
would take all of the above courses with the exception of
SPE 430/530 Instructional and Behavioral Practices.
To complete either license students will also need to complete certain requirements at the undergraduate level:
EDC 220 Education Technology (.5)
HPE 115 Chemical Dependency (.5)
EED 330 Children's Lit./Language Arts
and
Also available is the Naadamaadiwin Tribal Special Education Cohort-This graduate hcensure program in Special
Education: EBD/LD is designed and taught from an American Indian perspective. It is being offered in collaboration
with the University of Minnesota-Duluth as a hybrid (partly
face-to-face; partly online) cohort program. The licensure
courses can be applied towards the MAE degree . See the
Education Department and www.augsburg!edu/
mae/academics/ais_focus.html for more information.
EED 350 K-6 Methods: Math*
EED 360 K-6 Methods: Science* (see course descriptions
under Elementary Education).
*Ten to 20 hours of field experience required as part of this
course. Students currently working in schools can often use
their school employment for their field experience.
**These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD
is required. The ideal situation for the internship year is to
be working in a K-12 setting with these students. Students
not currently employed in schools must be available for
extensive volunteer field placements during the internship
year. (Minimum 10 hours/week).
EED 320/520 K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admission to department)
Eligibility: To be eligible to apply to the special education
program at the graduate level, students must have a degree
and be currently employed in a K-12 setting as a paraprofessional or licensed teacher, and/or have experience working
with students who are labeled with emotional, behavioral,
or learning disabilities, as well as considerable time available for volunteer field placements.
EED 330 K-6 Methods: Language Arts/Children's
Literature
See course description on page 17.
This program is built on an inclusive education model. Under
this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special
education students into the regular education classroom.
Special Education Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
Minnesota Standard of Effective Practice 3.G: Understand
the cultural content, worldview, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
See course description on page 17.
EDC 310/533 Learning and Development in an
Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EED 350 K-6 Methods: Mathematics
See course description on page 17.
EED 360 K-6 Methods: Science
See course description on page 17.
SPE 315 Critical Issues: Special Education Seminar
(.5 course)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are
the focus of the course. The department portfolio is completed as a part of this course.
SPE 400/500 Teaching Students with Emotional/
Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It
addresses the historical and philosophical aspects of the
EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives
and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department)
SPE 410/510 Implementing Assessment Strategies
This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence
student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq:
PPST and admission to the epartment)
SPE 420/520 Planning, Desigu, and Delivery
This course provides students with skills to write and
implement individual program plans and to create effective
learning environments for students labeled EBD. Particular
attention is paid to inclusion models, diversity of student
need, and forming partnerships with key school personnel.
(Prereq: PPST and admission to the department)
SPE 424/524 Etiology and Origins of Learning
Disabilities
This course will focus on the history and context of learning
disabilities, which includes the medical and sociological
aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: PPST and admission to the department).
SPE 4 30/530 Instructional and Behavioral Practices
This course examines behavioral support options used with
students who are labeled EBD. It emphasizes the use of
reflective, proactive, and non-aversive approaches drawn
from current best practices and including positive behavioral
supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department)
ESE 300/500 Reading/Writing in the Content Areas*
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Should be taken at the graduate
level for the reading endorsement. Field experience required
for K-12 reading endorsement. (Prereq.: PPST and admission to the department)
SPE 4 34/534 Teaching Content Areas to Students with
Learning Disabilities
This course will teach students how to identify, adapt, and
implement developmentally appropriate instruction and
strategies that support the learning of students identified as
having learning disabilities. The specific focus will be on the
areas of reading, writing, and listening comprehension; and
math, reasoning, and problem solving skills. (Prereq: PPST
and admission to the department).
EDC 505 Literature in the Classroom (.5 course)
The study and use of literature in the K-12 classroom.
SPE 490/540 Parent and Professional Planning
This course examines the role of families of students with
special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and
applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and
admission to department).
EDC 510 Clinical and Reading Program Leadership
The study of effective leadership and professional development strategies for individual schools and school districts,
reading standards, state and federal reading legislation, and
fiscal and budgetary operations. The focused implementation
of knowledge and skills gained in reading licensure coursework. Field experience required. (Taken concurrently with
EDC 508)
EDC 508 K-12 Reading Assessment and Evaluation
The study of student reading development, the knowledge
and use of gathering and analyzing data of students' reading,
and designing and applying appropriate reading curriculum
based on this information. Field experience required.
(Taken concurrently with EDC 510)
SPE 481, 483, 485, 487 Student Teaching (1.0-2.0)
READING ENDORSEMENT PROGRAM
Augsburg College offers a K-12 Reading Endorsement program. This endorsement has been established to provide
teachers with existing teaching licenses an opportunity to
expand their knowledge and practices in the area of reading
instruction.
Candidates for this license will complete 4.5 credits of
coursework that have been designed to meet the requirements established for this license by the Minnesota Board of
Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree.
These courses include:
EED 520 K-6 Methods: Reading (1.0)*
ESE 500 Reading/Writing in the Content Areas (1.0)*
*The courses EED 320/520 and ESE 300/500 are offered to
both undergraduate and graduate students: EED 320/520 is
part of the elementary and special education initial licensure
programs; ESE 300/500 is part of the secondary initial licensure program. The rigor of the courses is increased at the
graduate level.
Reading license candidates who have already received their
initial teaching license and who are graduates of Augsburg
College within the past seven years will not be required to
retake the entire version of EED 320/520 or ESE 300/500.
However, they will be expected to complete the requirements for the graduate portion of the course they have
already taken within the context of a half-credit independent study. If the graduate course was taken as a part of initial
licensure (EED 520 or ESE 500) students do not need to
repeat the course; however, if ESE 500 was taken without a
field experience, 20 hours in a high school or middle school
reading setting must be completed.
EDC 505 K-12 Literature in the Classroom (.5)
EDC 508 K-12 Reading Assessment and Evaluation (1.0)*
EDC 510 Clinical and Reading Program Leadership (1.0)*
Reading license candidates who already have received their
initial K-8 teaching licensure and who are graduates of Augsburg College, but not within the past seven years, will be
required to take EED 520 or ESE 500 at the graduate level.
*Field experience required
Reading Endorsement Course Descriptions
EED 320/520 K-6 Methods: Reading*
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Should be taken at the graduate level
for the reading endorsement. (Prereq.: PPST and admission
to the department)
Reading license candidates who have already received their
initial teaching licensure and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500.
STUDENT TEACHING
Education students are required to complete student teaching in their content area. In the MAE program, student
teaching is generally completed before finishing the degree.
Students can apply for licensure at this point.
Student teaching for elementary and secondary initial
licenses lasts 12-14 weeks, depending on licensure scope.
During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching
and meet at Augsburg College for a student teaching seminar several times during the term. Most student teaching
placements are in the Minneapolis/St. Paul metropolitan
area and Rochester. However, students do have the opportunity to student teach abroad, where students do half of the
student teaching experience in the metro area and the
remaining portion in another country. Opportunities to
teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. Additional information is available through the
Education Department.
Student teaching for special education is completed as part
of the internship year if students are working in a licensure
appropriate setting. If not, student teaching is carried out
after completing the special education coursework.
A supervised practicum for the reading endorsement is
completed as part of EDC 510 Clinical and Reading Program Leadership. No further student teaching is required
for this endorsement.
GRADUATE DEGREE COMPLETION
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education core, with between four to six Augsburg graduatelevel licensure courses fulfilling master's requirements.
To earn a master's degree beyond the core of education
classes, students will need to successfully complete a minimum of three additional graduate-level courses:
• a research methods course, typically ML 514
• an elective course chosen from leadership-focused courses
in the Master of Arts in Leadership (MAL) program
The goal for the graduate degree completion component is
to foster the development of teachers as leaders within the
institution and community as in line with our program
theme and department mission statement.
Graduate Degree Completion Course Descriptions
Research Methods Course
All students seeking the Master of Arts in Education degree
must complete a graduate-level research requirement.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
MAE Final Project Options
Students have two options for fulfilling their Master of Arts
in Education final project: a leadership application project
(LAP) or action research. This project serves as the capstone
of the master's program.
EDC 585 Leadership Application Project
The leadership application project (LAP) is a research-based
study that links issues of leadership and education with the
degree candidate's personal interests. The character of the
project will vary with the nature of the investigation and the
materials involved, but will always be application oriented.
The central component of the LAP is the demonstration of
leadership ability through a concrete project appropriate to
the candidate's workplace or place of service.
EDC 586 Action Research in Education (.5 course)
This course will introduce students to action research, a
form of research that simultaneously contributes to the
practical concerns of people while furthering the goals of
social science. It requires active self-reflective inquiry and
collaboration. Action research is used in real situations, and
is aimed at solving real problems. The goal of action
research is to gain better knowledge of one's practice while
improving the situation in which the practice is conducted.
This is the first of a two-trimester course.
• a research- or leadership-based final project
Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional
leadership or education graduate courses to reach the total
of nine required courses. A minimum of four graduate-level
licensure courses are required for the MAE degree.
The research methods course will help prepare students to
evaluate and document research for use in their final project
or paper. This course examines both qualitative and quantitative research methods. The leadership elective courses
allow students to examine issues of leadership at a personal
or ins ti tu tional level.
Students have two options for fulfilling their Master of Arts
in Education final project, which serves as the capstone of
the master's program: a leadership application project (LAP)
or action research course sequence and project.
EDC 587 Action Research (.5 course)
The second term of this course involves intensive data
analysis, writing, and sharing of the degree candidate's
research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in
which student work will be presented in a public forum.
MAL Elective Courses
At least one elective must be taken from the Master of Arts
in Leadership courses. The following are recommended, but
others may also be used.
ML 510 Visions of Leadership: A Historical and Literary
Journey
ML 511 Creativity and the Problem-Solving Process
ML 520 Self-Identity, Values, and Personal Growth
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 545 Decision Making and Leadership
Credit Evaluation: An official transfer credit evaluation of
your previous academic work will be completed as part of
the admissions process.
ML 550 Communication, Decision Making, and Technology
ML 560 Developing a Multicultural Perspective
Advising and Registration: You are able to participate in
ML 565 Women and Leadership
academic advising and the registration process after you
have been accepted.
ML 599 Special Topics (as appropriate)
ADMISSION REQUIREMENTS
Students admitted into the MAE program must have
completed:
• a bachelor's degree from a regionally-accredited four-year
institution, and can obtain licensure at the graduate level
• cumulative grade point average of 3.0 or higher (required
for full admission for the graduate licensure option and
degree program). Students with a cumulative grade point
average of 2.5-3.0 may be admitted conditionally into the
graduate licensure program. They can apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Minimum Grade Policy and Academic Probation
Students who fail to maintain a cumulative 3.0 GPA in a
given term in graduate course work are notified that they
are on academic probation and have one term to raise their
GPA to the required level. Failure to do so could mean dismissal from the program. Students who receive below a 2.0
in any course required for licensure-undergraduate or
graduate-are notified that they are on academic probation
and must repeat that course as soon as possible and raise it
to the appropriate level. Failure to do so could mean dismissal from the program. Students who receive a 2.0 in a
graduate course may use that course for licensure purposes,
but it will not be counted towards degree completion.
Application Checklist
The following items must be sent to the Augsburg Adult and
Graduate Admissions Office:
• Completed application form-www.augsburg.edu/mae
• $35 non-refundable application fee
• Personal summary outlining your tentative educational
objectives and reasons for wanting to attend Augsburg
• Official academic transcripts from all previously attended
post-secondary institutions (including colleges, universities, and vocational/technical schools) sent directly to the
admissions office.
Applying to the Education Department: Once accepted to
the College, students may take designated courses in education and content areas. Students initially admitted at the
graduate level may register for courses at the graduate level.
Prior to taking EDC 310/533 and above, students must be
admitted to the Education Department. This admissions
process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available
through the Education Department.
MAE IN ROCHESTER
In step with Augsburg College's excellent reputation in the
field of education, the licensure portion of the Master of
Arts in Education program is now offered in Rochester*.
Licenses are available in elementary education and special
education: EBD and LD. Classes primarily meet weekday
evenings at Bethel Lutheran Church in Rochester.
*Some licensure and content classes will be held in Minneapolis for students taking the Elementary Education
licensure.
Elementary education: The K-8 elementary with a middle
school specialty license allows you to teach in grades K-8
and in your specialty area of math, science, social studies, or
language arts in middle school. Augsburg College offers this
license to people who already hold a bachelor's degree and
meet admissions requirements.
Special education: Emotional Behavioral Disorder/Learning Disability: This program is designed for those currently
working with or planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in
special education with a specialty in emotional/behavioral
disabilities and/or learning disabilities. All courses for these
licenses are available in Rochester.
MAE degree completion courses are currently held in
Minneapolis.
ACCREDITATIONS AND APPROVALS
Augsburg is accredited by:
Admission as an international student
• The Higher Learning Commission of the North Central
Association of Colleges and Schools
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 9.
• National Council for the Accreditation of Teacher Education
Augsburg is approved by: Minnesota Board of Teaching
Acceptance: You will be notified of the Admission Committee's decision usually within one to two weeks after your
application file is complete and has been evaluated by the
committee.
For additional accreditations, approvals, and membership,
seep. 3
MAE FACULTY
Elizabeth M. Ankeny , Associate Professor of Education.
BA, Augustana College; MAT, Morningside College; PhD,
Colorado State University.
Jeannie Uhlenkamp , Instructor of Education, BA, University of Minnesota; MSE, University of Wisconsin-River Falls.
Diane C. Vodicka, Assistant Professor of Education. BEd,
North Park College; MEd, Georgia Southwestern College.
Jacquylynn Brickman , Instructor of Education. BA, Augsburg College; MEd, St. Mary's University.
Christopher R. Brown, Field Experience Coordinator/
Charter School Liaison, Instructor of Education. BS, Bemidji
State University; MEd , University of Sydney, Australia.
Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Jeanine Gregoire , Associate Professor of Education. BS,
MA, PhD, University of Minnesota.
Cheryl Gresczyk, Instructor of Education. BA, University of
Minnesota; MA, College of St. Thomas.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD,
National-Louis University.
Anne Kaufman , Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Mary Beth Kelley , Instructor of Education. BS, University
of Wisconsin-Eau Claire; MEd , Bethel College.
Gregory Krueger, Instructor of Education. BA, Southwest
Minnesota State University; MA, Hamline University.
Lynn Lindow, Associate Professor of Education. BS,
Mankato State University; MS, North Dakota State University; PhD, University of Minnesota.
Susan O'Connor, Associate Professor of Education. BS,
University of Minnesota; MS, PhD , Syracuse University.
Vicki L. Olson, Professor of Education and Director of the
MAE Program. BS, MA, PhD, University of Minnesota.
Donna Patterson , Assistant Professor of Education. BA,
MEd, University of Minnesota.
Christina Peper, Instructor of Education. BA, University of
Minnesota; MEd, Southeastern Louisiana University.
Ronald Petrich , Assistant Professor of Education. BA,
Augsburg College; MS, University of Minnesota.
Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas.
Dana L. Wagner, Assistant Professor of Education. BA, St.
Olaf College; MEd, PhD, University of Minnesota.
Barbara West , Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University
Master of Arts in Leadership
Master of-Arts in 'Leadership
Welcome to the Master of Arts in Leadership (MAL), a program that has been a vital part of Augsburg College
since being founded in 1987.
The MAL program offers students an excellent opportunity to explore leadership within the context of the
liberal arts. The program design broadens the skills and mindset you need to improve your leadership
capabilities in your current and future positions, as well as in your life.
The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed
to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations
including business, health care, and the nonprofit sector. This diverse learning community provides a rich
environment for you to explore leadership beyond your own realm of expertise.
Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am
frequently told by students that the program has changed their lives, has sharpened their understanding of
themselves and others, and has opened doors that would otherwise have remained closed. To learn more about
the program, go to www.augsburg.edu/mal.
I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit
you. Contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing
you on campus soon!
Norma C. Noonan, PhD
Director, Master of Arts in Leadership
Mission Statement
The primary purpose of the Master of Arts in Leadership program is to develop leaders for organizations, the community,
and society Most organizations seek leaders who possess the
following qualities: an ethically and morally responsible
vision, an understanding of how change occurs and how it
can be managed, sensitivity to the complex problems of
organizations, and an ability to find solutions consistent with
their mission, cultural competence and sensitivity to the
needs of a diverse population, and the ability to inspire and
motivate people to work toward a common goal.
Introduction
The Master of Arts in Leadership is based on a liberal arts
approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical
approaches to situations, issues, and problems relevant to
organizational leaders. Augsburg's program recognizes that
today's leaders need a broad spectrum of abilities to provide
them with a more comprehensive understanding of their
world. Designed for working adults, the program offers
courses primarily on alternate Saturdays.
The Master of Arts in Leadership (MAL) is the core program
of Augsburg's Center for Leadership Studies (CLS). The
MAL program, launched in 1987, responds to the leadership
development needs of both for-profit and not-for-profit
organizations. While different in structure and purpose,
most organizations seek leaders with the following qualities:
a vision that is ethically and morally responsible, extending
beyond immediate concerns; an understanding of how
change occurs and affects the immediate environment; a
sensitivity to the complex problems organizations face and
an ability to achieve solutions consistent with an organization's mission; the ability to motivate and inspire individuals
and groups to work toward a common goal; and the ability
to effectively represent the organization both internally and
externally. The MAL program provides a means by which
individuals may discover and refine these and other abilities
fundamental to effective leadership.
Leadership studies is a growing field in American higher
education, and the MAL program has significantly developed and modified its curriculum in response to new trends
in the field. The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical
approaches to leadership that can be applied in the workplace and society.
incorporate some online work into their agenda. MAL students may take up to seven courses during the calendar
year. It is possible to complete the degree within two years if
a student takes two courses each trimester.
Community of Learners
Essential to the goals of the MAL program is participation in
a community of learners gathered on the Augsburg campus.
This community is enriched by the students, who have a
variety of work and life experiences. To facilitate community
interaction, students are encouraged to make use of the
Augsburg library, computer labs, and Christensen Center.
The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement
the coursework of the master's program.
A sample class schedule in the MAL program
Period I
Period II
Saturday
Saturday
8 a.m. to noon
1 to 5 p.m.
Note: Each class taken commits a student to either Period I
or Period II, an average of two meetings a month. An occasional course is taught on an immersion model which features fewer but longer sessions. A few courses are held on
Sunday afternoons, from 1 to 5 p.m.
Augsburg College has a summer session. The MAL program
usually offers at least two classes during the summer. The
courses are five weeks in duration, meeting normally two
nights a week, except for special immersion courses.
LEADERSHIP DEVELOPMENT MODEL
Leadership Development Model-Augsburg College
The MAL program promotes leadership as a process that
inspires cooperation among people who must compete for
limited resources, promotes productivity within and beyond
the organization, and works toward progress for the individual and the organization. To accomplish this, individuals
aspiring to positions of leadership must possess three key
attributes: a sense of vision, the ability to persuade, and the
ability to direct action. Underlying these attributes are abilities and awareness, outlined in the leadership development
model, that serve as specific outcomes for the MAL program. Augsburg's model of leadership development is
designed to assess, promote, enhance, and refine these capabilities within the individual.
CURRICULUM DESIGN
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working
adults, the MAL program is based on the assumption that
the students who enroll are career-oriented, self-disciplined,
and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study
Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year,
classes meet on alternate Saturdays for four hours. A few
courses are taught by the immersion model, which has
fewer sessions but longer meeting times. Most courses
Each MAL course normally includes two or more liberal arts
disciplines, encourages pursuit of the designated outcomes,
and uses a variety of learning techniques appropriate to adult
learners. Instructional techniques include case studies, discussion, written and oral presentations, and group activity.
These techniques develop targeted leadership abilities and
understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content
areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with
it successfully requires well-developed integrative abilities.
LEADERSHIP DEVELOPMENT MODEL
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
• Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Final project options
There are three ways to complete the MAL degree. In the
Thesis/Leadership Application Project (Thesis/LAP) Option
(Plan A), students complete a thesis or a major leadership
application project and 11 credits. In the Non-Thesis
Option (Plan B), students must complete 11 credits, two
papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 credits,
including the comprehensive exam seminar.
Plan A: Thesis/LAP Option
Students who select the Thesis/LAP Option are required to
develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This researchbased study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying orientation.
A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both
require similar rigor and preparation. For either alternative,
the student must register for ML 592 and 593.
For more information regarding the Thesis/LAP Option,
refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students who do not complete their thesis or leadership application project within two years are required to
pay a continuation fee each trimester.*
Effective listener
Effective speaker
rnective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of Individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage connict
Plan 8: Non-Thesis Option
One alternative to the thesis is the successful completion of
two major papers. The first of these papers will be written in
conjunction with ML 580. The second paper will be written
while enrolled in ML 597 Non-Thesis Independent Project.
The independent research projects approved each year will
be presented in an annual colloquium.
For more information regarding the Non-Thesis Option,
refer to the Thesis/LAP Project and Non-Thesis Project
Guidelines booklet. Students who do not complete their
independent project within a year of registering for ML 597
are required to pay a continuation fee each trimester.*
*Both Plans A and Bare governed by Augsburg College's
policy on continuation. A student taking Plan A has a maximum of seven trimesters (including the one in which registration initially occurred) to complete a thesis or LAP. After
that the student may continue with permission but will pay
a fee each trimester. A student taking Plan B has a maximum of four trimesters (including the one in which registration initially occurred to complete the Plan B final
project. After that the student may continue with permission but will pay a fee each trimester. The fee is a continuation fee and is separate from any parking permits or other
incidental fees.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in
conjunction with ML 580 (as in Plan B) and a Comprehen-
ML 574 Strategic Leadership
The course develops students' ability to think strategically
and lead organizations through planning and implementation; application of models and concepts to examples and
cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations.
ML 577 Universal Responsibility and Leadership:
A Nicaraguan Experience
The exploration of universal responsibility, conceptually and
experientially. Course consists of a seminar in Minneapolis
and approximately two weeks in Nicaragua. The Nicaraguan
portion includes a home stay, meetings with leaders in various venues, and visits to multiple sites and organizations.
Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy; the arts, business, foreign
investment, and relations with the U.S. government and
nonprofit organizations are explored.
ML 580 Colloquium on Contemporary Theories of
Leadership
Selected contemporary theories of leadership presented by
instructors who participate in the seminar. Emphasis on
critical thinking, discussion, written analysis. Prereq.: oneyear coursework in MAL program and ML 510)
ML 589 Comprehensive Exam Seminar (PIN}
This course is a completion option for the Master of Arts in
Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings,
and critical analysis in the seminar. It must be the final
course taken in the program. No other course may be taken
at the same time.
ML 592 Thesis/LAP Consultation I (PIN)
Independent final research project supervised by an academic adviser.
*A student may count only ML 597 or ML 598 for credit
toward the MAL degree, except with permission of the MAL
program director.
Post-Master's Certificate in Leadership Studies
Graduate students who already possess a master's degree in
any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of
five Augsburg MAL courses in leadership (which were not
previously applied to any other degree). The student may
choose any five MAL courses or may wish to focus on a specific area such as ethics and leadership, global leadership,
organizational leadership, communications, or leadership
development. This option is attractive for people who want
to continue their professional studies but not necessarily
undertake a full degree program. The normal application
process is used for students who wish to pursue the postmaster's certificate.
Joint BA in Accounting and Master of Arts in
Leadership
A BA in accounting and an MA in Leadership (MAL) can be
earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a master's
degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in
accounting and an MA in Leadership and will have fulfilled
the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on
a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings and the accounting program coordinator for a detailed academic plan.
It is recommended that students meet with an accounting
adviser to create an effective plan for successful completion
of the five-year program.
General requirements for the accounting/MAL program
ML 593 Thesis/LAP Consultation II (PIN)
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597 Non-Thesis Independent Project*
Major written project in an area of the student's choice; to
be completed in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option.
Accounting students planning to pursue the five-year degree
must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
• completed application form
• three letters of recommendation (two from professors and
one from an employer)
• personal statement
• example of their writing in an academic paper
ML 598 Independent Study*
Provides directed independent study in an area of the student's choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must
complete a Proposal for Independent Study and have it
signed by the supervising professor. Proposals must be
approved by the MAL program director prior to registration
for the course.
ML 599 Special Topics
Study of selected topics in leadership that are not treated
extensively through current course offerings. Specific topics
will be published prior to registration.
• GPA of at least 3.30
• interview with a three-person panel from the MAL program
Students must also have faculty endorsement from the
accounting program. Students must complete at least one
year of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program coordinator: Stu Stoller
ADMISSION REQUIREMENTS
Admission as an International Student
Applicants to the program must have:
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on
page 9.
• Bachelor's degree from a regionally-accredited four-year
college or university
• Minimum cumulative undergraduate grade point average
(GPA) of 3.0 (on a scale of A=4.0) and a minimum cumulative GPA of 3.0 for graduate courses completed at an
accredited college or university:
• Three years of experience (or equivalent) with one or
more organizations in a position of leadership or position
demonstrating leadership potential.
Applicants holding a master's or other advanced degrees
from accredited colleges or universities are admissible.
Should an applicant not meet the minimum admission
requirements, a conditional admission may be possible as
decided on a case-by-case basis.
Decisions about admission to the program will be made on
an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to
the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the
beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of the
following items for each applicant:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
Application Checklist
The following items must be submitted to the Adult and
Graduate Admissions Office:
ACADEMIC POLICIES
Academic Evaluation
Courses not offered on the numbered grading system are
noted in the course descriptions in this catalog as being
graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the
degree. No more than two courses with a grade of or below
2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average. In order
to graduate a student must have a GPA of 3.0 or above. All
required courses and the final projects must be successfully
completed. A student registered for final projects (ML 589,
ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a diploma until
all courses and projects are successfully completed.
MAL Program Enrollment Policy
Students may take either one or two courses per trimester.
Enrolling in two courses per trimester enables a student to
complete the coursework in the program within two years.
All students are required to complete all components of the
program within five years. Extensions beyond five years will
be considered on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more than
one trimester must request a leave of absence in writing
from the MAL program. A leave of absence may be granted
for one calendar year. Students who return to the program
after a leave of one year or more must fill out an Application
for Readmission form and submit to the Office of the Registrar. Time spent on an official MAL-approved leave of
absence will not count toward the five-year deadline for
degree completion.
ACCREDITATION AND AFFILIATIONS
• Completed application form-www.augsburg.edu/mal
• $35 nonrefundable application fee
• A 1-3 page statement relating the applicant's career and
life goals to leadership aspirations
• Recommendation letter and checklist from an immediate
supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work
style and leadership potential
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MAL FACULTY
Andrew Aoki , Professor of Political Science. BA, University
of Oregon; MA, PhD, University of Wisconsin.
John Benson , Professor Emeritus of Religion. BA, Augsburg
• Official transcripts from all undergraduate institutions
attended, listing all courses taken and any degree(s) conferred.
College; BD, Luther Theological Seminary; MA, PhD,
Columbia University.
• Official transcripts from all graduate institutions attended,
listing courses taken and degree(s) conferred, if any
Thomas Berl<as, Instructor of Leadership Studies. BCE,
PhD, University of Minnesota. Graduate Faculty in Organizational Management, Concordia University, St. Paul.
Applicants may be asked to participate in an interview with
graduate program faculty and/or staff members.
Larry Crockett, Professor of Computer Science. BA, MA,
Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota.
Cass Dalglish , Associate Professor of English. BA, College
of St. Catherine; MFA, Vermont College; PhD, The Union
Institute.
Curtis Paulsen , Associate Professor of Social Work. BA, St.
Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Diane Pike , Professor of Sociology and Director of the Center for Teaching and Learning. BA, Connecticut College;
PhD, Yale University.
John Schmit, Associate Professor of English. BS, St. John's
Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther Northwestern Theological
Seminary; PhD, University of Minnesota.
John Furia, Assistant Professor of Business Administration.
University; MA, University of New Orleans; PhD, The University of Texas-Austin.
Kathryn Swanson , Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
BA, Rhode Island College; MPA, University of Rhode Island.
Joseph Volker, Instructor of Leadership Studies. BA, UniverDaniel S. Hanson , Assistant Professor of Communication
sity of California-Irvine; MA, PhD, University of Minnesota.
Studies. BA, Augsburg College; MA, University of Minnesota.
Garry Hesser, Professor of Sociology, Director of MetroUrban Studies, and Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
David Lapakko, Associate Professor of Communication
Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Velma Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University;
EdD, West Virginia University:
Rosemary J. Link, Professor of Social Work and Associate
Vice President for Academic Affairs and Dean of Graduate
Studies. BA, University of Southampton; Postgraduate
diploma and CQSW, University of London; PhD, University
of Minnesota.
Steven Manderscheid , Instructor of Leadership Studies.
BS, St. Cloud State University; MS, University of Minnesota;
EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Thomas Morgan , Professor of Business Administration and
Executive Director, Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan , Professor of Political Science, and
Director of the Center for Leadership Studies and the MAL
Program. BA, University of Pennsylvania; MA, PhD, Indiana
University.
Magdalena Paleczny-Zapp , Associate Professor of Business
Administration. BA, MS, PhD, Academy of Economics,
Krakow, Poland.
Catherine Paulsen , Instructor. BA, St. Olaf College; MA,
Lone Mountain College.
STAFF
Patty Park, Program Coordinator
Master of Arts in Nursing
Master of Arts in Nursing
We are excited about the educational opportunities, engaging practicum experiences and wealth of transcultural
nursing knowledge offered in the Master of Arts in Nursing program at Augsburg College. We are also proud of
our students who come from a wide range of diverse cultural, educational, and experiential backgrounds. Some
master's degree candidates enter directly from college, others are making mid-life career changes, and some are
returning to college after raising a family. The career options in nursing are more variable and more rewarding
than ever before.
As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and
competence. The master's program prepares nurses for leadership across care systems, population groups,
cultures, and settings, with particular emphasis on addressing global and local health inequities. Graduates of
our master's program are practicing in acute care, community and public health, education, nursing
administration, and emerging care settings that are responsive to the needs of culturally diverse and underserved
populations. Many of our graduates are creating innovative practice models that demonstrate interdisciplinary
leadership and economically feasible solutions to health inequities within communities.
Students can choose between two tracks of study in the master's curriculum: Transcultural Nursing in
Community or Transformational Nursing Leadership and Management. Classes are offered at the Augsburg
campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minnesota. Video conferencing
is used for most classes and allows for "real time" connections between students in the two sites. Program
faculty and staff are available at both sites and eager to assist students in expanding their nursing practice and
advancing their career options while exploring together how we transform our unique gifts and interests into
personal and professional service in the world.
Sincerely,
Cheryl Leuning, PhD
Chair, Department of Nursing
Director, Master of Arts in Nursing
Master of Arts in Nursing Mission
Within the framework of a Christian liberal arts education,
the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis
on addressing health inequities.
TRANSCULTURAL NURSING IN COMMUNITY
The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare
nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in
nursing science, public health principles, theory-guided
practice, and transcultural care. The program of study
focuses on reaching populations that are underserved by
traditional care systems and who exist outside of the social
mainstream. As such, the program provides rich alternative
teaching and learning opportunities for graduate students
locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for
certification in Advanced Transcultural Nursing through the
International Transcultural Nursing Society. Also, graduates
completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification
in Advanced Community Health Nursing.
A total of 10 courses plus a thesis or graduate project are
required. Three courses in the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, five
courses from the Transcultural Nursing in Community
Track, and two electives make up the coursework for the
program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nursing
Practice
NUR 520
Research Methods in Nursing
NUR 523
Theory, Research, and Practice Seminar
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care
NUR 503
Transcultural Health, Families, and the Life
Cycle, and
NUR 515
Managing Nursing Effectiveness within Care
Systems
OR
The Politics of Health Care
NUR 541
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I
NUR 511
Advanced Community Health Nursing II
NUR 530
The Power of Ritual and Ceremony for
Transformation
NUR 532
Transcultural Healing Practices
ELECTIVES-two graduate elective courses, which may
include the following:
ECO 520
Economics of Health Care in a Global
Community
Visions of Leadership
ML510
ML511
ML530
ML531
ML560
NUR 530
NUR532
NUR562
Creativity and the Problem-Solving Process
Ethics in Communication
The Dynamics of Change
Developing a Multicultural Perspective
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
Note: Academic advisers can inform students about other
possible electives.
*Students seeking certification in Advanced Community
Health Nursing from the American Nurses Credentialing
Center (ANCC) must complete 500 hours of clinical
practicum work and select NUR 510 and NUR 511; students
seeking certification from the International Transcultural
Nursing Society may select NUR 530 and NUR 532. Clinical
practicum hours are integrated into several courses in the
curriculum.
Thesis or Graduate Project-students are required to
complete either a thesis or a graduate project, which is
equivalent to one course.
NUR 525
Graduate Field Project
NUR 535
Integrative Master's Thesis
TRANSFORMATIONAL LEADERSHIP AND
MANAGEMENT
The Transformational Leadership and Management track
unites the liberal arts with nursing science and practice.
This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be
able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across
care settings. Participation in nursing leadership practica
and classroom dialogue provides opportunities for students
to apply knowledge and gain experience partnering with
diverse care providers, populations, and communities to
address health inequities in creative and relevant ways. Specialty electives build on students' competencies and goals.
Courses are offered by the Department of Nursing faculty as
well as faculty teaching in the Master of Arts in Leadership
and Master of Business Administration programs.
Students take a total of 10 courses, plus a thesis or graduate
project. Three courses in the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, five
courses in the Transformational Leadership and Management Track, and two elective courses make up the course
work for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nurs
ing Practice
Research Methods in Nursing
NUR 520
NUR 523
Theory, Research, and Practice Seminar
Transformational Nursing Leadership Track (five courses)*
NUR 500
Transcultural Health Care
NUR 521
Transformational Nursing Leadership
BUS 520
Management of the Healthcare Organization
Two of the following courses:
ML 511
Creativity and the Problem-Solving Process
ML 527
Spirituality and Leadership in the Workplace
ML 535
Organizational Theory and Leadership
ML 565
Women and Leadership
Electives-two graduate elective courses, which may
include:
ECO 520
Economics of Health Care in a Global
Community
ML510
Visions of Leadership
Creativity and the Problem-Solving Process
ML511
Ethics in Communication
ML530
ML531
The Dynamics of Change
ML560
Developing a Multicultural Perspective
NUR530
The Power of Ritual and Ceremony for
Transformation
NUR532
Transcultural Healing Practices
NUR562
Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
Note: Academic advisers can inform students about other
possible electives.
*Upon graduation from the program and completion of the
Transformational Leadership and Management track, students are eligible to apply for certification in Advanced
Nursing Administration from the American Nurses Credentialing Center (ANCC).
Thesis or Graduate Project
Students have two options for fulfilling their Master of Arts
in Nursing final project, which serves as the capstone of the
master's program: a graduate field project, or an integrative
master's thesis.
The graduate field project, NUR 525, is based on a selfselected issue relevant to transcultural nursing in community or transformational nursing leadership. The student
will focus primarily on the application and integration of
knowledge. Working with an adviser, the student will
design and/or implement and evaluate a model of advanced
practice nursing applied to health inequities in a selected
community, or a nursing leadership issue.
The integrative thesis option, NUR 535, expands upon
and/or extends theoretical foundations or concepts identified in transcultural nursing, community health nursing,
and/or nursing leadership literature. The thesis project
demonstrates the student's ability to do independent
research involving the exposition of primary and secondary
literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for
advanced practice nursing.
Students register for their final project, with their adviser's
permission, near the end of the program. Students must
complete all coursework and defend the project within two
years after registration. After two years, students must pay a
continuation fee of $200 per term in order to retain student
status in the graduate program, including library privileges,
AugNet access, and parking privileges.
Please refer to the "Graduate Field Project or Integrative
Thesis Procedures and Policies" booklet available in the
Nursing Department for additional information.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the
Transcultural Nursing in Community track will have
enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing
through the American Nurses Credentialing Center. Nursing
practice with diverse populations will also provide students
with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica all students practice primarily in nontraditional settings with
persons underserved or excluded from mainstream health
care. Emphasis is on cultural diversity and health inequities
across health care settings. Students in the Transformational
Leadership and Management track have practice experience
in several courses with preceptors in leadership positions in
a variety of care settings.
A unique opportunity offered for practica at Augsburg is
provided by the Augsburg Central Nursing Center. The
Nursing Center provides services for persons struggling
with poverty and homelessness in the city of Minneapolis.
People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide
many opportunities for students to explore advanced nursing roles and new models and forms of practice.
Study Abroad and Off-campus Opportunities
The Nursing Department works closely with cultural
guides, nurse mentors, and Augsburg's Center for Global
Education in developing study abroad opportunities. The
following study abroad and away opportunities are four
examples of existing practicum experiences.
Students may travel to Namibia in southwest Africa to
spend two weeks exploring health and healthcare challenges
within a rapidly developing country. Practical experience
with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum.
Week-long immersion courses and practica are taught on
the Pine Ridge Indian Reservation in western South Dakota.
These courses and experiences offer students the opportunity to live on the reservation and participate with public
health nurses providing health services. They also interact
with tribal leaders and experience cultural events relevant to
the Lakota people of Pine Ridge.
Ten-day courses and practica are available in Mexico and
Guatemala as well. Students explore the relationships of
indigenous and Western health care, the connection
between social justice and health, and interact with local
indigenous healers.
Students may apply all these study abroad options to
requirements in the Master of Arts in Nursing program.
COURSE DESCRIPTIONS
NUR 500 Transcultural Health Care
This course explores meanings and expressions of health,
illness, caring, and healing transculturally. Focus is on
understanding and developing professional competence in
caring for individuals, families, groups, and communities
with diverse cultural backgrounds. Culture is examined as a
pervasive, determining "blueprint" for thought and action
throughout the human health experience. Patterns of
human interaction that foster health and quality of life are
analyzed, and health destroying patterns of interaction, e.g.,
stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36
hours of practice experience)
NUR 501 Transcultural Care Systems
In this course, organizations are viewed as cultural systems
that are complex and adaptive, where continuous change
and unpredictability rule the development and course of
evolution. The importance of relationships, the role of selforganization, the processes of emergence and co-evolution
are explored via readings and discussions. Attendance at a
local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of
transcultural healthcare organizations are expected.
NUR 503 Transcultural Health, Families, and the Life
Cycle
The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the
function of individuals living in families and in communities
is explored. Content about systems, communication, small
group, and nursing theories is applied to family constellation.
The influence of the multigenerational family is examined in
terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture
are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience)
NUR 505 Theoretical Foundations for Advanced Nursing
Practice
This course focuses on nursing science and nursing theory
as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and
research traditions in nursing are compared and related to
the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing
knowledge. (36 hours of practice experience)
NUR 510 Advanced Community Health Nursing I
This course focuses on persons, families and groups living
in relationship. Emphasis is on applying the core functions
of community/public health - assessment, policy development and assurance. Principles of epidemiology, population
demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures
within dominant social systems are analyzed and critiqued
with regard to resource access and distribution among
underserved populations. (36 hours of practice experience)
NUR 511 Advanced Community Health Nursing II
Emphasis is on the application of public/community health
theory and research in providing health care to populations
and communities. Essential public health services are
assessed for adequacy in meeting community health needs
and addressing transcultural health goals. The impact of
diversity, privilege, resource limits, and globalization add
depth and reality to local and global community health concerns, patterns of health, suffering, and healthcare provisioning. Prerequisite: NUR 510. (72 hours of practice
experience)
NUR 515 Managing Nursing Effectiveness within Care
Systems
In planning and implementing nursing activities, healthcare
organizations are considered subcultures of society, which
entail particular issues of access and utilization for marginalized people. Strategies for negotiating structures of privilege
and professional control will be explored. Working with
marginalized populations, students will identify and support
the agency or persons who are seeking help from these systems. Nursing action will focus on mediating subcultures of
clients with the subculture of healthcare systems. Major
emphasis will be placed on mutuality with clients in planning actions and evaluating outcomes. (72 hours of practice
experience)
NUR 520 Research Methods in Nursing
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class
topics will include formulating study questions to explore
collective foundations of meaning and explanation in health
and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. Prerequisite: a college-level statistics course.
(36 hours of practice experience)
NUR 521 Transformational Nursing Leadership
This course emphasizes transformational nursing leadership
and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care
systems. Opportunities for students to engage in designing
relevant models of care delivery are woven into clinical
practica. (72 hours of practice experience)
NUR 523 Theory, Research, and Practice Seminar
The conceptualization, investigation, and application of
nursing knowledge will be critiqued with particular focus
on its contribution to developing practice in transcultural
community health care. Through reflection and dialogue,
which includes professional experience of practice contexts,
as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (36 hours
of practice experience)
NUR 525 Graduate Field Project
This course focuses on the application and integration of
knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. Working
with a nursing faculty adviser, students design and/or implement and evaluate a theory-based model of advanced practice nursing. Relevant coursework is integrated into the
project and the final written report. Plans for disseminating
the report for public and professional use are encouraged.
Students will defend the project to their graduate committee
(major faculty adviser and two readers) and invited guests
at the time of completion.
NUR 530 The Power of Ritual and Ceremony for
Transformation
In this course, the student will explore ritual and ceremony
from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions,
and in the modern American medical system that sustains
its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony
and healing. In modern American culture, the perceived
division between the mind, body, and spirit has led to ritual
and ceremony being considered adjunctive to the scientific
approach to healing. Students will have an opportunity to
interact with persons who integrate ritual and ceremony
into their lives and healthcare practices. Students will also
discuss the meaning of ritual and ceremony to their own
lives and professional practice.
NUR 532 Transcultural Healing Practices
This course will introduce students to complementary healing practices including the historical and cultural contexts
in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies:
music therapy, traditional Chinese medicine, mind-body
healing, spiritual and faith practices, energy healing practices , movement therapies, homeopathy, manual therapies,
and nutrition and nutritional supplements.
NUR 535 Integrative Master's Thesis
The integrative thesis expands upon or extends the theoretical foundations in the literature of Transcultural Nursing in
Community or Transformational Leadership and Management. It demonstrates the student's ability to do independent research that integrates past and current literature
appropriate to the topic, the collection and analysis of
empirical data, and the articulation of implications for
advanced nursing practice or leadership in nursing organizations. Students will defend the project to their selected
graduate committee (comprised of the student's faculty
adviser and two readers) and invited guests. Plans for disseminating the report for public and professional use are
encouraged.
NUR 541 The Politics of Health Care
This course will explore how health and illness are related
to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the
course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social
inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of
healing resources in the population, and what strategies the
poor and powerless employ to gain access to healthcare
resources. This course will include an optional study abroad
experience in Guatemala. (72 hours of practice experience)
NUR 562 Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
This broad-based interdisciplinary course explores the influence of culture and gender on the HIV/AIDS pandemic in
sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological, and political responses to the disease are
examined. Women's collective and individual efforts to preserve the health of their families and communities are highlighted as hopeful and positive responses to the HIV/AIDS
crisis in sub-Saharan Africa.
NUR 599 Topics
Study of selected topics that are not treated extensively
through current course offerings. Specific topics will be
published prior to registration.
BUS 520 Management of the Healthcare Organization
This course provides an overview of the key organizational
and behavioral concepts which underlie effective management practices in healthcare organizations. It addresses both
the theory and practice of effective management. The course
will emphasize the importance of addressing the expectations, needs, and performances of people in organizations,
and recognizes the role of the internal, external, and global
cultures that impact organizational structure, behavior, and
change.
ECO 520 Economics of Health Care in a Global
Community
At the end of the class, students will be better able to apply
economic concepts to the health systems of both the United
States and other parts of the world. The focus will be on the
public policy aspects of the healthcare system, e.g. , issues of
access and cost.
ML 510 Visions of Leadership: A Historical and Literary
journey
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program.
This course views the nature and purpose of leadership
from a variety of disciplines and perspectives.
ML 511 Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
ML 52 7 Spirituality and Leadership in the Workplace
The wide-ranging spirituality movement in the workplace is
a notable feature of contemporary life. This course explores
the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
ADMISSIONS REQUIREMENTS
Applicants into the Master of Arts in Nursing program
must have:
• Bachelor's degree in nursing from a regionally-accredited
four-year college or university, or must have an Associate
of Science degree in nursing in addition to a non-nursing
bachelor's degree.
• Cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework
• Experience as a registered nurse
• Professional liability insurance
ML 530 Ethics in Communication
Interdisciplinary study of ethics and communication
through the investigation of a variety of ethical perspectives
within human communication. This course places particular
attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
ML 531 The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs.
Ways of achieving well-being may be viewed differently by
leaders in public and private domains and across cultures.
The course explores these various perspectives, including
areas of conflict and opportunities for leadership in social
and organizational change. Sociological, human development, and economic theories are applied to contemporary
public and private sector issues for social change.
• Current nursing license
• All required immunizations
A college-level statistics course is required for progression in
the program, but is not necessary for admission.
Decisions about admission to the program will be made on
an individual basis by the Graduate Admissions Committee.
Admissions are handled throughout the year, with students
being admitted at the beginning of the fall (September),
winter Uanuary), and spring (April) terms.
Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:
• Previous college record and GPA
• Letters of recommendation
• Professional experience
ML 535 Organizational Theory and Leadership
In-depth exploration of organizational theory plus related
concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in
order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
ML 560 Developing a Multicultural Perspective
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. It offers an
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past
and present. The course is intended to enhance the analytical and leadership skills of the participants.
• Written statement describing professional and
educational goals
Application Checklist
The following items must be sent to the Adult and Graduate
Admissions Office:
• Completed application formwww.augsburg.edu/ma_nursing
• $35 nonrefundable application fee
• A 2-3 page typed statement describing the applicant's professional and educational goals
• Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study.
(Two of these recommendations must be from professional colleagues.)
• Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations
• Official transcripts from all undergraduate and graduate
institutions attended, listing all courses taken and any
degree(s) conferred
An interview with graduate program faculty and/or staff
members may be requested.
Admission as an international student
International applicants must submit the required application materials listed above . Refer to the additional requirements outlined in Admission of International Students on
page 9.
ACCREDITATION AND AFFILIATIONS
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
DEPARTMENT OF NURSING FACULTY
Magdeline Aagard , Associate Professor of Nursing. BA,
Augustana College; MBA, PhD, University of St. Thomas.
Marty Alemc\n, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College.
Katherine Baumgartner, Assistant Professor of Nursing.
BSN, Minnesota State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC).
BA, St. Olaf College; MS, PhD, University of Minnesota.
I
Linda Holt, Instructor of Nursing, Co-Coordinator of the
Augsburg Central Nursing Center (ACNC) . BSN, University
of Minnesota; MSN, University of Washington-Seattle.
Cheryl Leuning , Professor of Nursing, Chair of the Department of Nursing, and Director of the MAN program. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miiier, Assistant Professor of Nursing. ADN,
Rochester State junior College; BSN , Augsburg College; MA,
Augsburg College.
Susan Nash , Associate Professor of Nursing. BSN, MSN,
EdD, University of Minnesota.
Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St.
Mary's College Graduate Center; MS, University of Minnesota; PhD, University of Colorado.
Pauline Utesch , Assistant Professor of Nursing. BSN,
Winona State University; MA, Augsburg College.
Master of Business Administration
Master of Business Administration
We are certain that you will make an excellent decision by choosing Augsburg to develop your skills,
knowledge, and capabilities. We believe our program will give you an opportunity to challenge yourself by
engaging in classes, projects, and studies that will help form and refine your ability to think critically, analyze
problems, and align your decisions with ethical values and beliefs-while gaining valuable, relevant, and
contemporary business acumen and skills.
Today's business world offers great opportunities to not only realize traditional business goals of increasing
shareholder or owner value but also offers individuals a unique opportunity to serve their communities,
stakeholders, and associates by exercising good decision-making in the areas of corporate social responsibility,
sustainability, and diversity. Our increasingly global and virtual economies call for new knowledge, new
perspectives, and new competencies. Graduates of our MBA program are qualified to take their place as
leaders in their organizations, their communities, and the global economy.
Our unique summative course, the Management Consulting Project, gives students the challenging
opportunity to work on real business issues with actual businesses and organizations in the Twin Cities and
Rochester. Guided and coached by expert faculty with significant business experience, students work in small
consulting teams and bring together the business disciplines they have studied in the program to perform an
accurate analysis and recommendation to the client organization.
Students in the Augsburg MBA program can choose among a growing number of alternatives that include
completion of a core curriculum general MBA, a healthcare management-focused MBA, or additional
concentrations in finance, marketing, human resources, international business, or project management. We
believe we have the structure and design to promote learning and retain rigor, integrity, and quality in an
accelerated degree program. The Augsburg MBA is organized into cohorts, taught by experienced and highly
qualified faculty, and aided by excellent facilities, multiple locations, and the latest in technology, From the
first day of orientation to the day you walk across the stage at Commencement, we promise to offer you an
exciting, challenging, reflective educational experience that will increase your confidence, reinforce your
concepts of vocation, and enable you to seek greater roles of responsibility and impact in your career.
Sincerely,
4-- ~~
Steven M. Zitnick
Director, MBA Program
The Master of Business Administration MissionTo prepare students for professional careers in business by
developing their decision-making skills and judgment, and
by transforming them into effective managers and leaders.
The program aspires to provide an outstanding student-centered education that produces graduates who are critically
astute, technically proficient, and who understand the moral
and ethical consequences of their decisions on their organization and on the world.
Master of Business Administration Program Overview
Todays business leader must be able to quickly analyze situations and information and then critically think through the
alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this fast-evolving business culture.
The curriculum of the MBA gives students the ability to think
critically and ethically as they face the increased challenges of
a global business environment. Quality, individual initiative,
ethics, and teamwork are hallmarks of the Augsburg MBA.
We have a commitment to continually improve the students'
experience and learning in the program. Our faculty is
uniquely qualified to bridge theory and real world application, giving the MBA student the opportunity to acquire skills
and knowledge in a variety of disciplines.
The Augsburg MBA can be completed in fewer than 24
months.
Cohorts
Augsburg's MBA program is organized around small groups,
or cohorts. Students in a cohort program model stay
together as a group through the sequence of classes for the
duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a
cohesive learning community where students not only learn
from one another, but mentor each other and peer coach.
You'll share diverse professional expertise and experience as
you work in teams on projects, case studies, presentations,
and simulations, both inside and outside of class.
Working individually and in small groups enables you to
enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together
as a community you will build personal, social, and academic abilities.
Adult learners bring a wealth of work and personal life
experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and
relationships you build with fellow students and faculty will
extend into an important and valuable network as you take
your career to new levels.
Locations and Schedules
Classes are offered at four locations: Augsburg's Minneapolis
campus, Thrivent Financial in downtown Minneapolis,
Augsbsurg's Rochester campus, and at St. Stephen Lutheran
Church in Bloomington. Cohorts begin three times per academic year: fall term (September), winter term Qanuary),
and spring term (April) . Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the
beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Adult and
Graduate Admissions Office at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is composed of both active and
retired senior business leaders from global, regional, and
entrepreneurial organizations. The board meets several
times yearly to review the program's progress, offer advice,
and provide insight into contemporary business issues that
influence curriculum development or modification. Additionally, the board is invited to participate in student and
alumni events throughout the year.
COURSE DESCRIPTIONS
MBA 592 Leadership: Ethics, Service, and Transformation
This course will provide learners with well-rounded, comprehensive leadership skills that will enhance personal and
organizational effectiveness. Leadership skills and abilities
have long been viewed as important contributors to success
in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of
management and leadership, relationship building, servant
leadership, leadership communication, and self-awareness
and discovery of leadership styles, traits, and abilities.
MBA 520 Accounting for Business Managers
Concepts of Generally Accepted Accounting Principles
(GAAP) for preparing financial statements. Students will
learn to analyze income statements, balance sheets, and
annual reports, and to budget using projected sales, fixed
and variable expenses, breakeven calculation, and capital
budgeting.
MBA 545 Organizational Development
Theory and application of organizational development (OD)
of human resources within organizations. Topics include
strategies and tactics for developing human resources to
support organizational cultural changes (such as total quality management), team building, collaboration with other
teams, training, the impact of diversity, and evaluation of
OD strategies.
MBA 570 Quantitative Decision-Making for Managers
Extracting actionable information from data, interpreting
data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large
databases, and using simulation and modeling in business
decisions.
MBA 575 Strategic Technology
Making strategic technology decisions most favorable to
organization and culture, interaction with customers and
suppliers, and future growth of the organization. Students
will come to understand the impact of the Internet and electronic commerce on the traditional business model, the
effect on employees, and the ethical and societal results of
given technology choices.
MBA 510 Managerial Economics
Application of economic tools in solving managerial problems . Topics include markets and organizations, demand
and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and
ethics and the organizational architecture. Students develop
critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to
help business students become architects of business strategy rather than simply middle managers plodding along the
beaten path of others.
MBA 550 Marketing Management
Applying marketing theory and practice to real-li.fe marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the
relationship between price and demand, brand management, and marketing plans and strategy. Students gain
hands-on experience with marketing in cross-functional
organization strategies.
MBA 580 Management Consulting Project
Working in teams with a local organization, students
develop expertise in an area related to their vocation, using
communication, leadership and collaboration skills, and
academic knowledge to research, analyze, and make recommendations. The management consulting project culminates
in a presentation to the client and the faculty adviser.
MBA 530 Managerial Finance
Understanding the foundations of financial management
including markets, institutions, interest rates, risk and
return, and the time value of money. Included are security
valuation, corporate valuation, strategic investment and
financing decisions, working capital management, mergers
and acquisitions, derivatives, bankruptcy; and multinational
implications.
MBA 540 Business and Professional Ethics
This course provides students with an understanding of the
ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems
helps the student determine how decisions will affect people
positively or negatively This course conveys a model of
analysis of ethical problems to allow students the ability to
make better judgments about what is right and fair. The
course also allows students to gain confidence in their
understanding and their proposed solutions for ethical
issues, thus being able to forcefully and reasonably defend
their point of view.
MBA 560 Communication Issues in Management
An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of
participants shape communication. Students will use case
studies and their own workplace experiences to examine
effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values.
MBA 565 Managing in a Global Environment
Explores the reasons, conditions, processes, and challenges
of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
MBA 595 Strategic Management
Organizations that survive over time generally meet customer needs more effectively than the customer's alternatives. These organizations adapt to a constantly changing
environment, usually coordinating change in a variety of
different functional areas. Strategy matches the organization's capabilities to its market position, facilitates resource
allocation, and provides guidance for decision-making. This
course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management.
THE AUGSBURG MBA WITH A HEALTHCARE MANAGEMENT CONCENTRATION
This program includes the following courses from the MBA
core program, followed by the Healthcare Management
Concentration.
MBA 592
MBA 520
MBA 510
MBA 570
MBA 530
MBA 560
MBA 545
MBA 575
MBA 550
MBA 595
Leadership: Ethics, Service, and Transformation
Accounting for Business Managers
Managerial Economics
Quantitative Decision-Making for Managers
Managerial Finance
Communication Issues in Management
Organizational Development in Healthcare
Management
Strategic Technology in Healthcare Management
Marketing in Healthcare Management
Strategic Management for Healthcare
Management
MBH 597 Integrated Health Delivery Systems (Required)
This course is focused on the health-related industries that
comprise the healthcare system in the United States. Critical
success factors for the medical care, hospital care, long-term
care, mental health care, medical equipment, pharmaceutical, health insurance, and managed care industries are
examined. The course also considers the influences of
demographics, consumer expectations, and government
policies on healthcare system performance.
MBH 542 Legal and Ethical Considerations in Health
Care (Required)
This course covers the laws affecting administration of hospitals and other healthcare organizations: administrative law,
corporate and business law, labor law, civil liability, and taxrelated issues. The course also considers the ethical issues
underlying financing, organization, and delivery of healthcare services as well as addresses the numerous ethical issues
raised by advances in technology, changing societal values,
decreased resources, and increasing professional liability.
MBH 53 7 Healthcare Financing (Required)
This course focuses on a variety of public and private third
party mechanisms for financing healthcare services. A
review is made of the various trends and constraints associated with each mechanism. Particular attention is paid to
the role of private health insurance and government reimbursement mechanisms for health services. Prerequisite:
MBA 530 Managerial Finance
MBH 546 Human Resource Issues in Health Care
(Elective or required, depending on location)
This course provides complete coverage of relevant human
resource issues in healthcare management, as well as a solid
foundation in both HR and healthcare administrative practices. It offers a comprehensive, focused approach to the
demands of the current human resources role. This practical, hands-on course introduces human resources to those
who are preparing to work in any area of health care or
health services. Written for practitioners and students in all
disciplines related to health, this course covers important
topics such as recruitment, training, termination, legal
issues, labor unions, design and analysis safety, employee
relations, healthcare compensation practices, and the challenges facing healthcare management today.
MBH 593 Healthcare Operations Management (Elective)
This course analyzes the operations of healthcare organizations to improve quality and productivity. Quality improvement models including Six Sigma are reviewed for
usefulness and effectiveness within healthcare delivery or
manufacturing environments related to health care. Management information systems (MIS) are evaluated as aids to the
quality process. A course project is a key element in applying strategic concepts and processes.
MBH 562 Global Healthcare Issues (Required)
Governments bear significant responsibilities for assuring
the health of their people. As our understanding of the
social determinants of health has improved, exercising this
responsibility calls for national policies that include planning for the personal healthcare system, addressing broader
issues of population health services and links to policies
that affect education, economic development, the environment, among other areas. All nations, especially developing
countries and those in transition, face challenges to their
national health strategies from the effects of globalization
and global decision-making on issues that affect health.
MBH 572 Information Technology in Health Care
(Elective)
The course focuses on managing information as a strategic
resource within healthcare organizations; designing information systems to capture, combine, and transform information
to measure processes and outcomes of care, support collaborative clinical decision-making, support management decisions, empower patients, and improve healthcare operations.
CONCENTRATIONS
Master of Business Administration students may choose a
concentration in one of several disciplines following com-
pletion of the core curriculum. A concentration allows students to become competitive in a specific career field or, in
some cases, assists the student in achieving a professional
certification or accreditation.
Graduate Certificates
The following concentrations are also available as graduate
certificate programs. Students who seek advanced skills and
knowledge in a specific business discipline, but either
already possess an MBA or are not interested in pursuing a
degree at this time, may enroll in any concentration as a certificate student. These courses are transcribed and "for
credit." In most cases, (depending on employer policies)
they will be accepted for tuition reimbursement. Contact
the MBA Office at 612-330-1778 or the Adult and Graduate
Admissions Office at 612-330-1390 for more information.
Finance Concentration
Students prepare for careers in international banking,
finance, and investments by learning finance and investment theory and applications , and the operations of financial markets.
• Financial theory and applications
• Investment theory and portfolio management
• Financial markets
• Options and derivatives
• International finance
• Financial statement analysis
Marketing Concentration
Students receive solid exposure to major topic areas beyond
the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing.
• Marketing research
• Marketing communications
• Sales management
• Consumer behavior
• Technology and e-commerce
• International marketing
Human Resource Management Concentration
Students can prepare for careers in the field of human
resource management. Major topics cover a wide range of
HR functions including training and selection, compensation and benefits, and global issues in human resources. Students completing the certificate will be preparing for
certification as a human resource professional (PHR).
• Training, selection, and performance
• Industrial/Labor relations
• Compensation and benefits management
• Organizational effectiveness
• Global human resources
• Strategic human resources
Healthcare Management Concentration
The Master of Business Administration with a concentration
in healthcare management (MBA/HCM) is designed to provide students with leadership as well as the management
knowledge and skills needed to be successful in today's
healthcare organizations. The MBA/HCM emphasizes the
identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and
decision models that will support the variety of management
roles that can be seen in today's healthcare environment.
• Legal and ethical considerations in healthcare
management
• Official GMAT score report (school code 6014)-not
required for certificate applicants
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission oflnternational Students on
page 9.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
• Integrated health delivery systems
• Healthcare financing
• Cross-cultural issues in health care
• Global healthcare issues
• Healthcare operations management (elective)
Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 6.) Students
must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg
College.
GMAT Waiver Policy
International Business Concentration
Students develop a specialized toolkit to deal with the global
economy with its massive increases in international trade,
foreign direct investment, multinational companies, and
international financial transactions.
• Business English
• International marketing
• International managerial finance
• International business negotiations
• International logistics
As a general policy, the Augsburg MBA program requires the
GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The
GMAT is used both to evaluate the candidate's opportunity
for success as well as indicate areas where remedial work
may be necessary. However, the Admissions Committee will
consider, on a case-by-case basis, GMAT waiver requests for
the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should
grant a GMAT waiver. Current occupation or undergraduate
disciplines are not specific grounds for a GMAT waiver.
• Legal aspects of international business
ELIGIBILITY
Project Management Concentration-coming in 2009
ADMISSION REQUIREMENTS
Applicants to the MBA program must have:
• bachelor's degree from a regionally accredited four-year
institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checl<list
The following materials must be submitted to the Adult and
Graduate Admissions Office:
• completed application-Apply online at
www.augsburg.edu/mba/admissions/application.html
• $35 application fee
• Two personal statements
• Official undergraduate/graduate transcripts sent directly
to the Augsburg Adult and Graduate Admissions Office
• Current resume of work history
• Two confidential letters of recommendation
GMAT waivers may be offered to:
Those candidates who have been enrolled in a graduate
degree program in a technical or quantitatively rigorous
discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing
with an overall grade point average of 3.0 or better (or the
equivalent of a B average under the system used by that
institution). Students should have completed at least four
academic courses within this curriculum to qualify. It is
important to note that employment history and current
assignment will be reviewed in addition to the degree
requirement.
• Those who hold the following graduate degrees from an
accredited college or university with an overall grade
point average of 3.0 or better (or the equivalent of a B
average under the system used by that institution.)
• Medical or dental degree (MD,DDS)
• Law degree QD)-depending on undergraduate major
• Master's or doctoral degree in an academic discipline
that included a significant quantitative, engineering,
mathematics, or statistics component or involved
research requiring significant quantitative skills.
• Any other quantitatively based graduate degree from
an accredited college or university that the Admissions
Committee believes has highly prepared the candidate
for rigorous graduate-level work
• Master's, PhD, EdD, or advanced degrees in disciplines
other than those identified, including those granted by
academic institutions outside the U.S. will be evaluated
by the Admissions Committee. (See grade requirement
above)
• Those who have completed a graduate program at
Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Current and active CPA designation. If the CPA designation has been inactive and not current for a period greater
than five years, the waiver will not be granted.
GMAT WAIVER CHECKLIST
Please submit the following documentation to the associate
director of the MBA program:
• One-page written request outlining reasons why the
Admissions Committee should grant a GMAT waiver
• Copies of transcripts for all work completed at any college
or university, whether or not a degree was granted (unless
previously submitted to the graduate admissions office)
• Current resume (unless previously submitted to the graduate admissions office)
• Any other information that you wish to submit to support
your request
Typically, GMAT waiver decisions are made within one week
of receipt of materials. For questions about this checklist or
the waiver policy, please contact either the Adult and Graduate Admissions Office or the MBA program office.
ACADEMIC POLICIES
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort
and complete their MBA program as scheduled. All students
are required to complete all components of the program
within five years of matriculation. Extensions beyond five
years will be considered on the basis of petition to the MBA
director. Students who leave the program for more than one
trimester must request a leave of absence in writing from the
MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave
of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an
official MBA-approved leave of absence will not count toward
the five-year deadline for degree completion.
Last Day to Withdraw from Class
For information regarding the last date on which students
may withdraw from a class and receive a "W" on their
records, please contact the MBA office.
Academic Evaluation
Evaluation of academic performance in the MBA program
will be based on number grades using a 4.0-scale as defined
below:
4.0
Achieves highest standards of excellence
3.5
3.0
Meets acceptable standards
2.5
2.0
Meets minimum standards
Unacceptable performance (no credit - course must
be repeated)
1.5-0.0 Unacceptable performance (no credit - course must
be repeated)
W
Grade assigned when a student withdraws from a
course after the deadline, "Without notation on the
record." Students can only withdraw from the same
class two times. If a student withdraws from the
same course a third time, he or she must meet with
the director of the MBA program to discuss continued participation in the MBA program.
An incomplete grade (I) may be awarded when the
instructor grants permission after determining that
a student emergency may delay completion of
coursework. Students who receive an incomplete
grade should be capable of passing the course if
they satisfactorily complete outstanding course
requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade
form with the Office of the Registrar that states the
reasons for the request, outlines the work required
to complete the course, and includes the course
instructor's signature. The instructor may stipulate
the terms and conditions that apply to course completion; however, students may not attend the same
course (or a portion of the same course) in a following term with an incomplete grade. The student
must complete the outstanding work in enough
time to allow evaluation of the work by the instructor and the filing of a grade before the final day of
the following academic term in the student's program. If the work is not completed by the specified
date of the following academic term, the grade for
the course becomes 0.0.
Degree Requirements
To be conferred the MBA degree, students must achieve the
following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below,
and with a cumulative GPA of 3.0 or higher
• Successful completion and submission of the management
consulting project
Students who successfully complete Augsburg's MBA program will receive a Master of Business Administration degree.
ACCREDITATION AND AFFILIATIONS
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MBA FACULTY
William Arden , Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University;
MBA, Boston University.
David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego.
Lori Peterson, Assistant Professor of Business Administration. BSB, Carlson School, University of Minnesota; PhD, University of Minnesota.
Larry Sallee , Instructor, Business Administration. BS, University of Wisconsin-Superior; MBA, University of WisconsinLaCrosse; DBA, U.S. International University; Certified Public
Accountant (CPA), Certified Management Accountant.
Nora Braun , Associate Professor of Business Administration.
BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota.
John Schmit, Associate Professor of English. BS, St. john's
Thomas Burns, Instructor, Business Administration. BA, Iona
David Schwain , Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University.
College; MBA, University of St. Thomas.
C. Lee Clarke , Assistant Professor of Business Administration.
BA, Capital University; MDiv, Trinity Lutheran Seminary;
MBA, University of St. Thomas.
University; MA, University of New Orleans; PhD, University
of Texas.
Joanne Smith , Instructor, Business Administration. BA, Smith
College; MA, University of Minnesota.
David Conrad , Assistant Professor of Business Administration.
Peter Stark, Assistant Professor of Business Administration.
BS, Northwestern University; MBA, EdD, Pepperdine University:
BA, Winona State University; MA, EdD, St. Mary's University
of Minnesota.
John Stein, Instructor, of Economics. BS, University of
Detroit; MA, University of Illinois.
Stella Hofrenning , Assistant Professor of Economics. BS,
University of Maryland; PhD, University of Illinois.
Stuart Stoller, Professor of Business Administration. BS, MS,
Long Island University; Certified Public Accountant (CPA).
Mark Isaacson , Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Steven Zitnick, Assistant Professor of Business Administra-
Ashok Kapoor , Associate Professor of Business Administra-
tion and Director of the MBA program. BA, Shimer College;
MS, University of Utah.
tion. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Laura Lazar, Assistant Professor of Business Administration.
BA, MLS, Valparaiso University; MBA, PhD, Indiana University:
Edward Lotterman , Assistant Professor of Economics. BA,
MS, University of Minnesota.
Steven Lukas, Instructor, Business Administration. BS, MA,
University of Nebraska; EdD, University of St. Thomas.
Roseanne Malevich , Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison.
Marc Mcintosh , Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University:
Michael Mcllhon, Instructor, Business Administration. BBA,
MA, University of Iowa.
John Molloy, Assistant Professor ofBusiness Administration.
BBA, MS, University of Wisconsin, Madison.
Magdalena Paleczny-Zapp, Associate Professor of Business
Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Master of Science in Physician .Assistant ·studies
Master of Science in Physician Assistant Studies
Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the
information included in this catalog helpful as you make the decision to pursue your graduate degree in
physician assistant studies.
Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent
with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and
backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed
in current medical theory and practice, and graduates are encouraged to work in primary care settings. The
program promotes dedication to excellence in performance, with the highest standards of ethics and integrity;
and commitment to lifelong personal and professional development.
Your education here will be guided by a group of faculty who are committed to the physician assistant
profession and to seeing you achieve success as a graduate of the program. With a PA degree from Augsburg
College, you will stand out as a person who cares about changing the world one person at a time, and who is
willing to risk becoming different by building on your strengths.
Since its founding in 1995, our program graduates have achieved many successes, some of which include:
• The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the
National Board Exam.
• 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try.
• ALL graduates seeking employment in the PA field have been employed within six months of graduation.
We believe that this success is due in part to the quality of the education and preparation that the student
receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working,
committed individuals dedicated to their goal of becoming a physician assistant.
Choosing the PA Program at Augsburg College will require you to move beyond current comforts and
assumptions. You will likely encounter people of different backgrounds, and learn from their experiences to
transform yourself into a competent and caring healthcare provider. Here you will begin your lifelong
commitment to the care and well being of people.
Dawn B. Ludwig, PhD, PA-C
Director, Physician Assistant Studies Program
student has been in for the required rotations, or may be
elsewhere in the state.
The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare
providers. Each student is evaluated by the physician preceptor for the designated rotation. Nine times during the
clinical phase students will return to Augsburg for testing as
well as didactic and clinical skill workshops.
CLINICAL PHASE DESCRIPTIONS
PA 600 Family Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of family medicine. Inclusion of proper data collection
through history and physical examination, formulation of
accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine
as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 601 Internal Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of internal medicine. Inclusion of proper data collection
through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine
as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 602 General Surgery Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation
of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current
medical literature. Prerequisite: Clinical phase PA student
PA 603 Pediatric Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of pediatrics. Inclusion of proper data collection
through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine
as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 604 Women's Health Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of women's health. Inclusion of proper data callee-
tion through history and physical examination, formulation
of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current
medical literature. Prerequisite: Clinical phase PA student
PA 605 Emergency Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of emergency medicine. Inclusion of proper data
collection through history and physical examination, formulation of accurate problem lists, thorough investigation,
and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA
student
PA 606 Psychiatry Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical
practice of psychiatric medicine. Inclusion of proper data
collection through history and physical examination, formulation of accurate problem lists, thorough investigation,
and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA
student
PA 607 Elective Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of
medicine. Students are allowed to choose, in consultation
with the clinical coordinator, the area of medicine in which
they would like to study as their elective. Prerequisite: Clinical phase PA student
PA 620 or 621 or 622 Preceptorship
A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of
medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate
problem lists, thorough investigation, and development of
treatment plans incorporating evidence-based medicine as
determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty.
Prerequisite: PA 600-607
PA 690 Capstone
This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for
graduation and clinical practice. The student will demonstrate an understanding of the program's and profession's
principles. Prerequisite: PA 600-607
• Demonstration of a commitment to, and involvement
with, underserved communities.
ADMISSION REQUIREMENTS
Complete and current-year admission guidelines can be
found on our website at www.augsburg.edu/pa.
Note: The Graduate Record Exam (GRE) is not required.
Admission to any physician assistant program is a highly
competitive process. Augsburg College's graduate program
in physician assistant studies receives approximately 250
applications for each entering class of 28 students.
The Augsburg Physician Assistant Studies program has a
two-step application process-applying through CASPA and
to Augsburg's PA Studies Program.
Qualified applicants will have:
• Bachelor's degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0
• Completed the prerequisite courses listed below
PA Studies Application Process
The Augsburg PA Program participates in the Centralized
Application Service for Physician Assistants (CASPA) which
is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the
entering class must be processed through CASPA, following
all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online
at www.caspaonline.org.
Prerequisite Courses
To be an eligible applicant for the physician assistant studies
program, you must have completed the prerequisite courses
listed below. These courses must have been completed
within 10 years of the year you are applying for admission.
If you have already completed your undergraduate degree,
prerequisites must be completed by the end of fall semester
(no later than December 30) of the year you are applying. If
you are completing your first undergraduate degree, you
may complete prerequisite course work in the spring semester of the year you are applying; however, that coursework
must be completed prior to the start date of the program.
All course prerequisites must have been passed with a grade
of C (2.0) or higher. Meeting minimum prerequisites does
not guarantee admission into the program.
You will be considered an eligible applicant if you have a
minimum cumulative GPA of 3.0 (as calculated by CASPA),
if you have completed or will complete your undergraduate
degree prior to the start date of the program, and if you have
completed or will complete your prerequisite courses within
the timeline specified for your situation.
Augsburg's PA Program Supplemental Application can be
downloaded from www.augsburg.edu/pa. It is important for
the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the $25 supplemental application fee is non-refundable. You will be
required to print and sign the supplemental application and
mail it to the program by the application deadline. Since all
incoming students begin the course of study in late May, the
application is thus made approximately a year before
matriculation.
• one full course of general psychology
• one full course of developmental psychology (birth to
death lifespan)
• one full course of physiology* (human/vertebrate/organ)
• one full course of microbiology*
• one full course of biochemistry*
• one full course of general statistics
• one course of medical terminology
*Labs are recommended but not required.
Refer to our "Guide to Prerequisites" on our website to help
you with your prerequisite course selections.
The following are strongly recommended but not required:
• Minimum science GPA of 3.0
• Additional science courses such as anatomy, genetics,
immunology, other biology courses, and organic chemistry
• Clinical healthcare experience. Direct patient contact is
the best type of experience to obtain in order to
strengthen an application. Healthcare experience may be
full time or part time, paid or volunteer.
Selection Process
All complete files ( CASPA and Supplemental Applications
that meet requirements) will be reviewed by the admissions
committee. The admissions committee procedures utilize a
blind review, so applicant demographic data is unknown
(e.g., race, age, gender). Each file is reviewed by members of
the committee.
The selection committee looks for a balanced application by
reviewing many criteria including cumulative GPA, science
GPA, overall academic record, service to underserved
(meaning disadvantaged, minority; or under-represented
populations), direct patient contact experience, knowledge
of the profession, fit with the program goals and mission,
and recommendation letters.
Once the committee has completed the file review, a group
of candidates is selected for a telephone interview. The telephone interviews are generally conducted in mid- to lateJanuary. In addition, those selected for a telephone
interview are invited to a Candidate Information Session in
the program to meet faculty, staff, current students, and to
view the facilities. After telephone interviews are conducted,
the class of 28 students, as well as a list of alternates will be
selected. All applicants are notified of their status by midFebruary.
PA PROGRAM POLICIES
Technical Standards
•
The Augsburg College Department of Physician Assistant
Studies is pledged to the admission and matriculation of all
qualified students and prohibits unlawful discrimination
against anyone on the basis of race, color, national origin,
religion, sex, age, marital status, sexual orientation, status
without regard to public assistance or disability.
•
Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not
discriminate against individuals who are qualified, but
will expect all applicants and students to meet certain
minimal technical standards, with or without reasonable
accommodations.
Physician assistants must have the knowledge and skills to
function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to
integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they
must have the intellectual ability to learn, integrate, analyze, and synthesize data.
Candidates for physician assistant certification offered by
this department must have, with or without reasonable
accommodation, multiple abilities and skills including
visual, oral-auditory, motor, cognitive, and behavioral/
social. Candidates for admission and progression must be
able to perform these abilities and skills in a reasonably
independent manner.
• Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to
make proper clinical decisions, candidates must be able
to observe a patient accurately. Candidates must be able
to acquire information from written documents, films,
slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog
representations of physiologic phenomena, such as EKGs
with or without the use of assistive devices . Thus, functional use of vision is necessary.
• Oral-Auditory: Candidates must be able to communicate
effectively and sensitively with patients. Candidates must
also be able to communicate effectively and efficiently
with other members of the healthcare team. In emergency
situations, candidates must be able to understand and
convey information essential for the safe and effective
care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate
information to and receive information from patients in a
caring and confidential manner.
• Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and
other diagnostic maneuvers. Candidates must be able to
execute motor movements reasonably required to provide
general and emergency medical care such as airway management, placement of intravenous catheters, cardiopul-
•
•
monary resuscitation, and application of pressure to control bleeding. These skills require coordination of both
gross and fine muscular movements, equilibrium, and
integrated use of the senses of touch and vision.
Cognitive: In order to effectively solve clinical problems,
candidates must be able to measure, evaluate, reason,
analyze, integrate, and synthesize in a timely fashion. In
addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures.
Social: Candidates must possess the emotional health
required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt
completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able
to tolerate physically taxing workloads and function
effectively under stress. They must be able to adapt to
changing environments, display flexibility, and learn to
function in the face of uncertainties inherent in the clinical problems of patients.
Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician
Assistant Program employs periodic examinations as an
essential component of the physician assistant curriculum. Successful completion of these examinations is
required of all candidates as a condition for continued
progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible.
Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and
curriculum progression of the candidates. Therefore, the
process of faculty evaluation of the clinical performance
of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be
made, participation in clinical experiences and the evaluation of that participation is required.
Experiential Learning Policy
The Augsburg Physician Assistant Program does not award
academic credit to an individual for experiential learning.
Applicants desiring admission to Augsburg's PA Program
must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during
admittance to the Augsburg PA Program will not substitute
for any part of the clinical year or preceptorship.
Employment while in the Program
Program faculty discourage outside employment while in
the Physician Assistant Program. Faculty recognize that
employment may be an issue that some students will face.
Given this recognition, realize that program obligations will
not be altered due to a student's work obligations. It is further expected that work obligations will not interfere with
the physician assistant students' learning progress or
responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program
may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter,
the student should ou tline the circumstances and reasons
for withdrawal. Students will be requested to conduct an
exit interview with the program director prior to leaving the
program. See page 5 for information on withdrawal.
Readmission
Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating
the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and
previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the
PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students
who submit letters will be reviewed by the program faculty.
Any student requesting readmission will be considered a
new applicant to the program and will be required to complete the program application process as a new applicant,
and may be required to repeat coursework.
Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student's
previous academic record and the request for readmission, a
decision will be made. Students may be required to repeat
selected coursework or meet new requirements of the Physician Assistant Program that became effective after the student's withdrawal. A decision will also be rendered as to
what program coursework will be considered for credit as
completed.
COSTS OF THE PA PROGRAM
For tuition information go to www.augsburg.edu/pa.
Payment Options
For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll.
FACULTY
Beth Alexander , Associate Professor of Physician Assistant
Studies. BS, PharmD, University of Minnesota.
Eric Barth , Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate,
Trevecca Nazarene University; MPAS, University of
Nebraska.
Heather Bidinger, Assistant Professor and Clinical Coordinator, Physician Assistant Studies. BA, University of St.
Thomas; MMS, PA Certification, St. Louis University.
Donna De Gracia, Assistant Professor of Physician Assistant
Studies. BA, Ohio State University; MPAS, University of
Nebraska; PA Certification, Bowman Gray School of Medicine.
Dawn Ludwig , Assistant Professor and Director, Physician
Assistant Studies. BA, MS, University of Colorado; PhD ,
Capella University; PA Certification, University of Colorado.
Patricia Marincic , Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University;
MS, Colorado State University; PhD, Utah State University.
Steven Nerheim , Instructor and Medical Director, Physician Assistant Studies. MD , University of Minnesota; MDiv,
Luther Seminary.
Brenda Talarico , Assistant Professor of Physician Assistant
Studies. BS, University of Minnesota; MPAS, University of
Nebraska; PA Certification, Augsburg College.
Master of Social Work
Master of Social Worl<
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect
of joining with others to respond to problems and develop opportunities that benefit individuals, families,
groups, and communities. The MSW degree prepares you for advanced professional practice in the field of
social work.
Augsburg's MSW program prepares you for agency-based practice with individuals, families, groups, and
communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of
our program share how they appreciated the opportunity to learn new ideas as well as learn more about
themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a
mentoring relationship with our faculty and staff. As a small program, we have high expectations for our
students but at the same time offer the flexibility to help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. If you are
interested in learning more about our program, I invite you to come to campus for an information session. In
that session, we will show you our tightly integrated curriculum, explain our cohort model, and introduce you
to some of our faculty and staff. We also invite you to meet individually with our faculty and staff, who are
available for appointments.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in
learning. The personal and professional growth necessary to become an advanced professional social worker is
challenging. We encourage you to take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
SWK 620 Research 2: Practice Evaluation
Building on the basic research skills developed in Research I,
this course offers a practice-oriented exploration of the range
of research methods used in social work practice evaluation.
There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers to "expand the knowledge
base" of social work The course emphasizes research as a
tool at all levels of social work and will be concerned with
strengthening the linkages between research, theory, and
practice evaluation. Students completing the thesis will have
additional assignments fitting the thesis.
SWK 625 Family Practice I
The family practice methods sequence builds upon the theoretical framework of systems theory, the problem-solving
model, and the strengths perspective from the foundation
year. This first course in the sequence introduces students
to the family level of need conceptual framework (Kilpatrick & Holland, 1999) as the foundation for choice of
models for assessment and intervention with diverse families in a variety of practice settings. Family level of need is
conceptualized as a hierarchy of needs ranging from basic
survival to issues of intimacy or self-actualization of family
members. Levels I (assessment and intervention models and
strategies directed at basic survival needs) and II (structure
and organization of families) will be taught. Presentation of
the models will be integrated with current research, family
policy; values, ethics, and global perspectives.
SWK 626 Family Practice 2
This second course in the family practice methods sequence
proceeds to Levels Ill and IV of the family level of need
framework (see above). These levels focus on boundaries,
conflict, and intimacy. Students will gain a working knowledge of strategies derived from these models. Presentation of
the models will be integrated with current research, family
policy, values, ethics, and global perspectives. Prerequisite:
SWK 625
SWK 627 Family Practice 3
This third course in the family practice methods sequence
offers students a selection of one course from two or more
special topics, such as Advanced Family Therapy or Mental
Health Practice. This will be an opportunity to tailor the
skills learned in Family Practice 1 and 2 to an area of specialization within practice with families. Prerequisite: SWK 626
SWK 630 Family Social Policy
This course explores the impact of social policies on diverse
families, including policies that relate to housing, income
maintenance, health, long-term care, education, and discrimination. This course has a dual purpose: to teach substantive
knowledge of child and family policy and to teach policy
practice skills. The diversity in families as well as ethnic ,
racial, cultural, and social class differences will be immersed
in all content areas. National and international political,
social, and economic systems will be a reference point.
SWK 634 Creative Problem Solving in Supervision
(.5 credit)
This course examines knowledge and skill building in the
administrative, educational, and supportive functions of
social work supervision. The interactional model, creative
problem solving, and strengths perspective are the frameworks for understanding and influencing the dynamics of
supervision in a variety of settings.
SWK 639 Topics in Family Practice: Ethics (.5 credit)
Social workers and other human service professionals are
often faced with ethical dilemmas and choices requiring ethical decision-making in all fields of practice. The purpose of
this course is to help students acquire the knowledge base
for ethical practice and to develop skills in identifying and
resolving ethical dilemmas. Also, the course will provide
students with tools required to make ethical decisions when
confronted with conflicting choices occurring within the
context of a profession with a specific values base and a
code of ethics addressing ethical principles and standards
related to clients, colleagues, employers, the profession of
social work, and society.
Program Development, Policy, and Administration
Concentration Courses
SWK 651 AND 652 Field Seminar 3 and 4: PDPA
(.5 credit each)
The goal of these two courses is to strengthen the connections between theory and practice with both taking on new
dimension and meaning for students. All students in field
placements must participate in the appropriate concurrent
Field Seminar. As part of this integrative function, the seminar also serves as a means for making connections among
course components and the expansion of classroom content-particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
SWK 65 7 AND 658 Diversity and Inequality I and 2:
PDPA (.5 credit each)
These courses explore diversity and social inequality related
to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and
perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy;
culturally competent supervision, administration, program
development, and advocacy.
SWK 660 Research 2: Program Evaluation
Building on the basic research skills developed in Research 1,
this course offers a program-oriented exploration of the range
of research methods used in social work There will be a particular focus on evaluative research, a critique of the role of
research in assessing efficiency and effectiveness in social
service delivery; and identification with the responsibility of
social workers "to expand the knowledge base" of social
work The course emphasizes research as a tool at all levels of
social work and will be concerned with strengthening the
linkages between research, theory, and program evaluation.
SWK 667 Organizations/Social Administrative Practice 1
This course examines organizational theory and strucLure,
processes of development, research, and evaluation, and
social work values and ethics in the workplace. The need to
work effectively within an organizational context means
that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an understanding of how organizations provide
practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to
become effective service providers or change agents in the
context of their work in social service organizations.
SWK 668 Organizations/Social Administrative Practice 2
This course builds on the theoretical knowledge base of
SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and
management. These skills are intended as a base for the
beginning administrator. This course expects the student to
develop specific skills in budgeting and personnel/human
resource functions (e.g., recruitment, selection, hiring,
training, and evaluation). Prerequisite: SWK 667
SWK 669 Organizations/Social Administrative Practice 3
This course explores strategies and methods for working
effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy
groups. Prerequisite: SWK 668
SWK 675 Planning and Policy Practice 1
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will
gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system
design, taking into account organizational, financial, and
technological dimensions within an analytical framework of
defined need and demand for service.
SWK 676 Planning and Policy Practice 2
This course examines theories, concepts, and analytical
frameworks for analyzing policy. lt addresses the role of economics, demographics, politics, values, and other relevant
factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed
policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax
policy including tax expenditures. Prerequisite: SWK 675
Both Concentrations
SWK 699 General Elective
Students in both concentrations complete at least one general elective credit for graduation. The following are examples of elective offerings that are rotated each year:
• Parent and Professional Planning
• Interdisciplinary Perspectives on Aging
• Child Welfare: History, Policy, and Practice
• Social Work with Involuntary Clients
• Spirituality in Social Work and Human Services
We also offer electives abroad:
Exploring Human Services in International Settings (Examples include England, Mexico , Norway, Portugal, Slovenia,
and Taiwan.)
SWK 698 Independent Study
Students may propose to complete an independent study
project. Such directed study projects provide the opportunity for a student to explore a particular area of social work
that is of interest to him or her. A faculty sponsor must be
secured and a proposal submitted to the Social Work
Department. On rare occasions, an independent study may
be used to satisfy the general elective requirement. Prior
approval is required. Courses that are part of the required
curriculum may not be taken as independent study.
FIELD WORK AND FIELD PLACEMENT
Social work education goes beyond the classroom. Through
the field experience, we expect that sLUdents will demonstrate skills to bridge theory and practice. Collaborative
efforts between the student, the field agency, and the MSW
program are essential to successful learning. The foundation
of the practice includes:
• ethical, competent professional practice
• problem solving within a systems framework and
strengths perspective
• use of advanced practice theories in Family Practice or Program Development, Policy, and Administration settings
• evaluation of the effecLiveness of program or practice
activities
• an understanding of, and respecL for, diverse peoples and
cultures
• responsibility and service to the local and global community in the interest of social justice
• a commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionallytrained, MSW-level, and program-approved field instructors,
students will spend a minimum of 920 hours in two field
practica. Each practicum is spread over at least two
trimesters (fall and winter) and is concurrent with enrollment in field work integrative seminars as well as other
MSW coursework.
The fieldwork education of the MSW program is divided
into two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts
emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours
and is completed by students admitted at the foundation
level. Students spend an average of 15 hours per week during the fall and winter terms in this practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced
practice skills and leadership qualities related to the chosen
concentration. It requires a minimum of 500 hours and is
completed by all students, including those admitted with
advanced standing. Students spend an average of 18 hours
per week during the fall and winter terms in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall. Selection begins the previous
spring in collaboration with two other Twin Cities MSW
programs. Students attend the student field orientation
before beginning their search. The opportunity is also provided to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work.
At this Field Fair, students are able to meet a large number
of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the
student, and a matching process conducted collaboratively
by the field coordinators at the three MSW programs in the
Twin Cities.
In some instances, students can petition to complete a field
practicum at an agency not on the approved list or at their
place of employment. Students work with the MSW field
coordinator for such proposals.
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victims of torture
faith-based social services
neighborhood services
legislation advocacy
housing services
employment services
community organizing
research centers
DUAL DEGREE IN SOCIAL WORK AND THEOLOGY
Augsburg College's Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology
(MSW/MA) or Master of Divinity (MSW/MDiv). The dual
degree has been approved by both institutions and by the
Council on Social Work Education. If you are interested in
combining a Master of Social Work with a Master of Arts in
Theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual
degree. For application information visit the Luther Seminary website at www.luthersem.edu/catalog/05_07/
dual_msw.asp.
Purpose
The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social
needs of families, individuals, and communities in both
rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the
pastoral and human service settings. This joint program is
ecumenical in its admission policies as well as its academic
outlook.
Objectives
Field Practicum Settings
Three primary objectives have been established:
The Augsburg field faculty are committed to the success of
each student in a stimulating and challenging field
practicum. Our current list of approved field sites includes
agencies in the following areas of practice:
• To educate practitioners in social work and ministry who
can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways.
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family and children
child welfare
mental health
crisis intervention
senior resources
family social policy
health and human services
corrections and probation
public and independent schools
youth services
hospitals
developmental disabilities
American Indian family services
chronic and persistent mental illness
chemical dependency
court services
immigrant, migrant, refugee services
• To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government
support for those in poverty.
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
Dual degree students enroll in Luther Seminary courses
first. Upon completion of this first year of courses, students
then enroll in Augsburg courses for a second and third year
(full-time). In the dual degree, Luther Seminary offers nine
courses which can be completed in one year if pursued fulltime. The remaining Luther Seminary course requirements
are waived and replaced by the Augsburg MSW curriculum.
At Augsburg, dual degree students complete the entire
MSW curriculum with the exception of the general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule
and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the
dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work
teams. The Luther Seminary program and the Augsburg
College program are both full-time; it is not feasible for students to do both programs simultaneously.
Summary of Dual Degree Requirements
Luther Seminary full courses: 9
Augsburg College full credits: 12-advanced standing,
17-foundation (elective is met at Luther)
MSW field practicum course credit hours: see guidelines
under field practicum
MSW Summative Evaluation Project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of
application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to
one institution does not guarantee admission to the other.
To request the catalog and application materials, you must
contact each program separately. Financial aid is also a separate process.
ADMISSION TO THE MSW PROGRAM
The Augsburg College MSW program promotes the widest
possible diversity within its student populatiop.. Therefore,
the admission policies ensure that educational opportunities
are provided to persons with a range of abilities, backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application
process. Refer to the MSW application documents for details
regarding specific application requirements.
Admission Requirements
• Bachelor's degree from a regionally-accredited college or
university
• Cumulative undergraduate GPA of 3.0 or higher
• Liberal arts coursework in the social sciences, humanities,
biology, and statistics
Application Checklist
The following materials must be submitted to Augsburg's
Adult and Graduate Admissions Office:
• Completed and signed application form-www.augsburg.edu/msw or call 612-330-1520.
The application completion deadline is January 15 each
year for entry in the following academic year. All applica-
tions and materials noted below are due by 5 p.m. on the
application completion deadline.
• $35 application fee
• One official transcript from each previously attended
postsecondary institution. This includes colleges, universities, and vocational/technical institutions.
• Liberal arts prerequisite coursework including four social
sciences, three humanities, one biology, and one statistics
course. These courses must be completed prior to
enrolhnent.
• Completed BSW course equivalency checklist (for
advanced standing applicants)
• Three completed and signed recommendation checklist
forms , with letters attached
• Typed, double-spaced personal statement responding to
the questions noted on the application form
• Results of the TOEFL language tests (for non-native
English speakers)
• Official international credit evaluation course-by-course
review (for degrees completed outside of the United
States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on
page 9.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to eight (8.0) transfer
credits. (See evaluation of Transfer Credit on p. 6.) Eligible
courses must be from a CSWE-accredited program and must
receive a grade of B (3.0) or higher. Students must complete
no fewer than 10 (10.0) courses at Augsburg in order to
receive their MSW degree from Augsburg College.
Admission with Advanced Standing
Advanced standing is an application category open to those
with a bachelor's degree in social work accredited by the
Council on Social Work Education (CSWE) . Advanced
standing applicants may seek waivers for up to eight of the
following MSW courses: Human Behavior and the Social
Environment, History of Social Welfare Policy, Practice
Methods 1 and 2, and Integrative Fieldwork Seminars 1 and
2, which include 420 field practicum hours. Advanced
standing applicants must offer an equivalent BSW course for
each with a grade of B (3 .0) or higher in order to receive a
waiver.
Admissions Q&A
What do I do if my cumulative GPA is below 3.0?
Our faculty are willing to review the application files of
applicants with a cumulative GPA below 3.0; however, the
comparative standard remains 3.0 or higher. A small percentage of applicants not meeting the GPA prerequisite may
be admitted, if otherwise qualified. If your GPA is below 3.0,
you must include a brief "Explanation of GPA" with your
application documents. You should address the following
questions:
• Were there limitations that affected your GPA? If so, what
is your plan to address these limitations?
• Were there extenuating circumstances contributing to the
GPA? If so , have those circumstances been resolved?
Is human service experience required?
Although it is not a requirement, strong preference is given
to those applicants with paid or volunteer experience in
human services, particularly experience that demonstrates
responsibility and leadership. Applicants are advised that
MSW field placement options may be limited for those who
lack prior human service experience.
What if my prerequisite coursework is not done?
We require nine prerequisite courses for admission to our
MSW program. These include four social science courses,
three humanities courses, one biology course, and one statistics course. We are willing to review an application if at
least seven of the nine prerequisites are finished at the time
of application. This means a maximum of two prerequisites
can be pending or unfinished at the time of application and
the file will still be reviewed. In the event an offer of admission is extended, it will be conditioned on completion of
any outstanding prerequisite courses before enrollment in
MSW courses.
What if my bachelor's degree is not yet finished when I
apply?
We are willing to review the application file of an applicant
who is lacking one semester or two trimesters of coursework (including practicum) at the time of application. This
means that when you apply to our program in January; if
you have just finished your final fall semester but still have
a final spring term to complete, you must ensure that your
fall grades have been posted to the official transcript before
having it sent to our office for your application. In the event
an offer of admission is extended, it will be conditional on
the completion of the bachelor's degree before enrollment in
MSW courses.
Is academic credit granted for life or work experience?
Although experience will make for a strong application file,
we are unable to waive any degree requirements for work or
life experience. This is the policy in all CSWE-accredited
programs.
May I seek course waivers for the MSW courses listed on
the BSSW Equivalency Checklist if I have taken these
equivalent courses at the undergraduate level, but did
not major in social work?
Unfortunately; no. We offer course waivers for certain MSW
courses only when the entire BSSW major (CSWE-accred-
ited) has been completed by an applicant and we can therefore assume the applicant has been adequately prepared as a
generalist social worker. For the particular MSW courses
open for waiver to these advanced standing applicants, we
expect a grade of B or higher in the BSSW equivalent course.
But it also is expected that the remaining BSSW courses
from the social work major were completed satisfactorily
and the applicant graduated with an accredited bachelor's
degree. If an equivalent course has been taken from another
MSW program, please ask us about our transfer of credit
procedure.
Who makes the admission decision on my
application file?
Each application file is reviewed by three full-time social
work faculty who each make a recommendation on the file.
These recommendations are taken to the Social Work
Admissions Committee which then renders a final admission decision.
How long should my personal statement be?
On average, MSW applicants submit a personal statement
between three and five pages (double spaced). Approximately one page per question is considered adequate. Fewer
than three pages is probably too brief, but more than eight is
probably too much.
May I visit to speak with someone for advice on putting
together the strongest possible MSW application?
Absolutely! You may contact our graduate admissions counselor at 612-330-1520 or e-mail to mswinfo@augsburg.edu
to schedule an advising appointment.
ACADEMIC POLICIES
Academic Achievement
Students must maintain at least a 3.0 cumulative grade
point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following
term. A 3.0 cumulative grade point average must be restored
in order for a student to be removed from probation. If the
cumulative grade point average again falls below 3.0, the
student may be dismissed from the program. Students are
retained in the program who can:
• maintain expected grade point average (3.0 or higher);
• complete course requirements of the program and field
placement in a timely manner;
• complete the program within four years;
• abide by the department's Standards for Social Work Education and the NASW Code of Ethics.
• No more than two courses with a grade of 2.0 or 2.5 will
count toward the degree. Courses with a grade below 2.0
must be repeated. No more than two courses can be
repeated. Only the credits and grades earned the second
time are counted in the grade point average. If a student
receives a grade of N in a field course the MSW director
will initiate a Level III review, as outlined in section 3.2 of
the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in
the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking
the field placement.
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Four-Year Limit
All students are required to finish the degree within four
years of matriculation. See page 5 for policy on Continutation of coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must
request a leave of absence through the MSW program in
order to maintain their admitted status. The request must be
made in writing. A leave of absence typically requires a full
year away from the program in order to return to classes in
sequence.
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from
ethnic groups of color. Applications due in May (go to
www.cswe.org).
Gosnell Scholarship Funds
Ten awards ($1 ,000-$4 ,000) offered to social work students
interested in working with American Indian/Alaska Native
and Hispanic/Latino populations or in public and voluntary
nonprofit agency settings. Applications due in August (see
www.naswfoundation.org) .
Prerequisite Courses
All foundation courses are prerequisite to the concentration
courses. Students may not enroll in the concentration
courses until successfully completing all foundation
courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students and can be found at
www.augsburg.edu/socialwork/msw/policies.html.
Graduate Scholarship Search Tips
Searching for grants and scholarships for graduate study can
be an arduous task. As you may know, graduate students do
not have access to many of the financial aid opportunities
open to undergraduates. Because of this, we strongly
encourage you to spend some time doing your own independent research into graduate funding available locally,
nationally; and globally.
The simplest way to begin a search for graduate funding is
to look online. There are many "free" scholarship search
engines on the Web. We suggest you start with these before
moving on to the fee-based ser vices. As with most free services, there is a draw-back-your e-mail address may be
shared with other organizations that may send you solicitations. You should always use caution when providing your
personal information via the Internet. Make sure the webpage you are using to enter a "profile" about yourself is protected by a security system. This is usually indicated by
your browser with a closed padlock icon in the lower right
corner. You should also check the fine print and know if
anything besides your e-mail address will be sold to other
organizations. Having said that, the following websites may
provide a good starting point for your search :
www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnsocialserviceassoc.org
www.fastweb.com
Vern Lyons Scholarship
One award ($2,000) offered to students interested in
health/mental health practice and a commitment to the
African American community. Applications due in August
(see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who
demonstrate excellence in preparation for clinical social
work practice. Applications due in March (see
www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American,
American Indian, Asian, GLBT, Hispanic and Immigrant
Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc .org).
Marjorie J. Carpenter Scholarship
One $1,500 award offered to students seeking education in
the human service field so they may enhance their professional and/or technical skill development. Applications due
injune (see www.mnsocialserviceassoc.org).
Resources in Academic Libraries
Most academic libraries have several directories to peruse if
you prefer using hard print. Examples in Augsburg's library
reference section:
Grants Register
Directory of Financial Aids for Women
Scholarships and Other Financial Aid for Minnesota Students
Financial Aid for Native Americans 1999-2000
(part of a series consisting of additional volumes for African
Americans, Hispanic Americans and Asian Americans .)
Augsburg Scholarships
Augsburg's Social Work Department offers several scholarships each year. These are available to second-year students
only. They range in amount from $300 to $3,000.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work
Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemning Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
AmeriCorps Tuition Discount
Augsburg offers a tuition discount to students who are or
have been AmeriCorps volunteers-25% off the tuition cost
of one course per trimester. This would apply to all
trimesters of your MSW program.
Military Discount (see page 11.)
Other Resources
There is a general guide on Augsburg's webpage that gives
advice to "seniors" about finding funding for graduate
school-go to www.augsburg.edu/gradstudy.
ACCREDITATIONS AND AFFILIATIONS
Augsburg College is accredited by the Higher Learning
Commission of the North Central Association of Colleges
and Schools.
The Augsburg Master of Social Work program is accredited
by the Council on Social Work Education ( CSWE).
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MSW FORUM
All MSW students are invited to participate in the studentrun organization, MSW Forum. The purpose of the forum is
to facilitate communication between social work students
and the social work department, as well as to provide the
opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social
Work department meetings via representatives.
The forum historically has been volunteer based. Any student may serve on the forum, provided he or she can make
a commitment to attend the meetings and share in the
efforts. The MSW director and MSW program coordinator
also serve on the forum. Other faculty may be invited as permanent members or as guests.
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects
FACULTY
Anthony Bibus, III, Professor of Social Work, Department
Chair. BA., College of St. Thomas; MA, University of Virginia; PhD , University of Minnesota.
Laura Boisen, Associate Professor of Social Work, MSW
Field Coordinator. BS, Wartburg College; MSSW, University
of Wisconsin; MPA, Iowa State University; PhD, University
of Minnesota.
Lois A. Bosch, Associate Professor of Social Work, MSW
Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign.
Francine Chakolis, Assistant Professor of Social Work. BS ,
Augsburg College; MSW, University of Minnesota.
Ankita Deka, Assistant Professor of Social Work. BA, Delhi
University; MSW, Tata Institute of Social Sciences.
Christina Erickson , Assistant Professor of Social Work. BS,
University of Minnesota; MSW, University of MinnesotaDuluth; PhD, University of Illinois-Chicago.
Annette Gerten, Assistant Professor of Social Work BA,
College of St. Catherine; MSW, University of Michigan;
PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work. BA ,
Knox College; MSW, Tulane University; PhD, Case Western
Reserve Universit.
Rosemary J. Link, Professor of Social Work and Associate
Vice President of Academic Affairs and Dean of Graduate
Studies. BA, Southampton University; CQSW, London University; PhD , University of Minnesota.
Curt Paulsen, Associate Professor of Social Work. BA, St.
Olaf College; MSW, University of Minnesota; PhD, The
Field Institute.
Past forum members established these guidelines:
Nancy Rodenborg , Associate Professor of Social Work. BA,
Indiana University; MSW, University of Minnesota; MIA,
School oflnternational Training; PhD, University of Arizona.
• provide an avenue for students to share and discuss ideas
and/or concerns related to the MSW educational experience with the Social Work Department
Glenda Dewberry Rooney , Professor of Social Work. BS,
University of North Texas; MSW, University of Illinois; PhD ,
University of Minnesota .
• encourage constructive dialogue among students, faculty,
and department and College administrators
• make recommendations to the department regarding program improvements
Michael Schock, Assistant Professor of Social Work. BA,
University of Washington; MSW, University of Minnesota;
PhD, University of Washington.
Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Ngoh-Tiong Tan, Professor of Social Work. BA, University
of Singapore; MSW, University of Pennsylvania; PhD, University of Minnesota.
STAFF
Emily Cronk, Administrative Assistant
Doran Edwards, BSSW Assistant Director
Holley Locher, MSW Program Coordinator
Stacy Myhre, Field Assistant
Augsburg College Map
Forest Lake
1. Center for Counseling and
Health Promotion
2. Weekend and Graduate Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic Field
and Seasonal Air Structure
5. Christensen Center and
Day Admissions
6. MBA Program
7. Foss, Lo beck, Miles, Center for
Worship, Drama and
Communication
8. Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Marketing and Communications
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Park
17. Music Hall
18. New Residence Hall
19. Old Main
20. Anderson Hall
21. Quad
22. Science Hall
23. Public Safety
Communications Center
24. Shipping and Receiving
25. Si Melby Hall
26. Sverdrup-Oftedal Memorial Hall
27. Urness Hall
28. Kennedy Center
29. Oren Gateway Center
74
Rochester
~
0
lJ
-I
:i:
6th Street S.
I\)
"'
:f
~Interstate 94 West
Interstate 94 East
===?-
Augsburg College Board of Regents 2008-2009
Andra Adolfson
Dan W. Anderson '65
Jackie Cherryhomes '76
Mark A. Eustis
Anthony Genia, MD '85
Alexander J. Gonzalez '90
Michael R.Good '71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
Rolf Jacobson
Rev. Craig E. Johnson, ex officio
Ruth E.Johnson, MD '74
Eric J. Jolly
Dean Kennedy
Dean C. Kopperud
Andre J. Lewis '73
Gloria Lewis
Jennifer H. Martin
Marie 0. McNeff
Paul S. Mueller, MD '84
Rev. Duane C. Pederson, ex officio
Stephen Sheppard
Marshall S. Stanton, MD
Philip Styrlund '79
Emily Anne Tuttle
Joan Volz '68
Rev. Norman W. Wahl '76
Bonnie Wallace
75
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AUGSBURG NOW
FALL 2008
VOL. 71, NO. 1
inside
auggies
1
Augsburg Now
The Magazine of Augsburg College
25Nursing
Years
of Life-Changing
at the grassroots level Travel that
transforms Clever student + wise professor +
Travel
expert alum = awesome discovery Ready, action,
page
film20
suc... Show more
AUGSBURG NOW
FALL 2008
VOL. 71, NO. 1
inside
auggies
1
Augsburg Now
The Magazine of Augsburg College
25Nursing
Years
of Life-Changing
at the grassroots level Travel that
transforms Clever student + wise professor +
Travel
expert alum = awesome discovery Ready, action,
page
film20
success! Street pastoring in Wales
get
political
Editor
notes
from President Pribbenow
Our neighbors
o
ne of the most compelling moments in the
Christian scriptures is the question asked
of Jesus by one of his disciples: “And who
is my neighbor?” His answer, of course, is
the parable of the Good Samaritan.
For me, the disciple’s question is at the
heart of the mission and vision of Augsburg College—a question that is at once theological, reflecting our understanding of what God intends
for us to be and do, and also educational and
practical, helping us to link our learning with
service.
So, let’s do some theology! Ask yourself—
who is my neighbor? Is it the Somali woman I
met this morning on Riverside Avenue struggling to carry her groceries home from the bus
stop? Or is it the family in the ravines of Cuernavaca, Mexico, who will offer me both refreshments and life lessons when I meet them on a
Center for Global Education trip? Or is it my
classmate, who is struggling with balancing
school with life at work and home, and who
needs my time and comfort? Once the question
is asked, we are compelled, as was Jesus himself,
to answer with stories and parables—stories of
how being educated at Augsburg prepares us to
serve our neighbors no matter when or where
we encounter them. In that way, the question
leads us to think about the links between learning and service.
A central aspect of an Augsburg education is
to nurture and sustain the work of civic engagement—the practices of citizenship, negotiating
our lives together, navigating what political
philosopher and Roman Catholic theologian John
Courtney Murray once called the “intersection of
conspiracies,” his definition of democracy.
Betsey Norgard
norgard@augsburg.edu
Creative Director
Kathy Rumpza
rumpza@augsburg.edu
Creative Associate-Editorial
Wendi Wheeler
wheelerw@augsburg.edu
Creative Associate-Design
Jen Nagorski
nagorski@augsburg.edu
Here at Augsburg, we believe we are called
to serve our neighbor. I am so proud of our
Augsburg community for its abiding commitment to civic engagement, to meeting the needs
of our neighbors—there are abundant examples
of ways in which students, staff, faculty, regents,
parents, and alumni are modeling for all of us
and the rest of the community what it means to
be reflective, productive, and responsible citizens of our campus, our neighborhood, and our
world.
At the same time, I want to challenge all of
us to think at an even deeper level about the
work of civic engagement, to see it not simply as
acts of service and compassion, but also as the
abiding and messy business—the lifelong business—of being educated, of building communities of trust and accountability, and of helping to
create a more just and humane world.
The stories in this issue of Augsburg Now
about the Center for Global Education (CGE)
offer fine examples of how the Augsburg community has answered the question of “Who is
my neighbor?” time and again in parts of the
world where our neighbors are partners in the
work of teaching and learning. We celebrate
CGE’s remarkable legacy and promise in Augsburg’s continuing and common work to serve
our neighbors.
Yours,
PAUL C. PRIBBENOW, PRESIDENT
Photographer
Stephen Geffre
geffre@augsburg.edu
Sports Information Director
Don Stoner
stoner@augsburg.edu
Assistant Vice President of
Marketing and Communication
David Warch
warch@augsburg.edu
Director of Alumni and
Constituent Relations
Kim Stone
stonek@augsburg.edu
www.augsburg.edu
Augsburg Now is published by
Augsburg College
2211 Riverside Ave.
Minneapolis, Minn., 55454
Opinions expressed in Augsburg Now
do not necessarily reflect official
College policy.
ISSN 1058-1545
Send address corrections to:
Advancement Services
CB 142
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
healyk@augsburg.edu
E-mail: now@augsburg.edu
Telephone: 612-330-1181
Fax: 612-330-1780
a
fall 2008
Features
14
Lights, camera, and action
by Bethany Bierman
A new film major has come of age and now attracts
students from around the world.
augsburg now
19
Get Political!
by Wendi Wheeler ’06
Augsburg students got up front and backstage as interns for The
Washington Center at the Republican National Convention.
24
Travel that transforms
by Betsey Norgard
contents
Augsburg’s Center for Global Education reached the quarter
decade mark last year and continues to transform the way
students and participants view global issues and challenges.
29
Annual report to donors, 2007-08
Departments
2
4
6
13
45
56
Around the Quad
It takes an Auggie
Auggies on the Field
Augsburg Voices
Alumni News and Class Notes
My Auggie Experience
On the cover
(L to R) Erik Franzen, Mai Lee, and Ben Krouse-Gagne—three of Augsburg’s interns for The Washington Center at the Republican National Convention—each found unexpected discoveries in the experience.
Editor’s note:
Welcome to Augsburg Now’s new look! If you visited us at the State Fair last
summer or at our Web site lately, you’ve noticed more vibrancy and energy—
with just a touch of edginess. We’re in the city and we’re all about learning
by doing—whether it’s in the classroom, on the playing field, around the
world, or on the floor of the Republican National Convention. Please let us
know what you think, or what you’d like to see in the Now. Auggies are everywhere, and we want to connect with you. E-mail us at now@augsburg.edu or
call 612-330-1181. — Betsey Norgard, editor
All photos by Stephen Geffre unless otherwise indicated.
around the
quad
Regents elected and honored
Five new members were elected to four-year terms on the
Augsburg Board of Regents at the annual meeting of the Augsburg Corporation Governing Board in September. In addition,
Anthony L. Genia Jr., MD ’85, was re-elected to a second fouryear term.
Mark A. Eustis, president and CEO of Fairview
Health Services.
At the board’s fall meeting, outgoing regents were honored for
their commitment, loyalty, and service. Those leaving the board
after serving several years are Michael Freeman and Beverly
(Halling) Oren ’55. Regents who retired after two six-year terms
are Rev. Gary Benson ’70, Ron Nelson ’68, and former board chair
Ted Grindal ’76. In addition, two ELCA bishops completed ex officio terms: Rev. Harold Usgaard, Southeastern Minnesota Synod,
and Rev. Peter Rogness, Saint Paul Area Synod.
Three retirees worked closely with students
Darrell Wiese ’59 has always had a knack
Alexander J. Gonzalez ’90, senior financial advisor
at Thrivent Financial for Lutherans
Eric J. Jolly, president of the Science
Museum of Minnesota
Gloria C. Lewis, president and CEO of Big Brothers
Big Sisters of the Greater Twin Cities
Marshall S. Stanton, MD, vice president
for clinical research and general manager
of the cardiac rhythm disease
management business of Medtronic, Inc.
Appointed to three-year terms on the
board, ex officio, are Bishop Craig E.
Johnson, Minneapolis Area Synod of the
ELCA, and Bishop Duane C. Pederson,
Northwest Synod of Wisconsin, ELCA.
To read more, go to
www.augsburg.edu/regents
for finding “diamonds in the rough,” baseball and football players who may not have
put up the big numbers in high school, but
had the potential to shine.
It’s estimated that Wiese, a 1959 Augsburg alumnus, helped to bring literally
hundreds of students to Augsburg over the last several decades
as a recruiter and assistant coach. For his lifetime of service to
Auggie athletics, Wiese was honored with the Distinguished
Athletic Service Award this fall.
“I always had a genuine concern for youth and athletics,
and something always kept drawing me back to Augsburg over
the years,” Wiese said. “I would talk about Augsburg and say it
was a great school with friendly people; they’ll give you a
chance to succeed and get your degree.”
After Wiese had been scouting for talent as a volunteer for
more than 20 years while still owning and operating his family
farm in rural Northfield, Minn., he spent more than a decade as
an assistant coach for both the football and baseball teams.
Several of his football recruits provided the backbone of
the Auggies’ 1997 Minnesota Intercollegiate Athletic Conference title team, the school’s first since 1928. Many of his players were key members of the 2005 MIAC baseball playoff team.
“One of the things that strikes me so much about Darrell is
his ability to identify potential talent,” said former football
coach Jack Osberg, now a football coach and A-Club advancement manager. … “When he recruits, he doesn’t just recruit the
athlete, he recruits the family and gets great connections with
the families and siblings of the athletes he recruits.”
Wiese officially retired from coaching after the 2008 baseball season. A baseball team trophy has been named in his
honor—the Darrell Wiese Most Respected Player Award.
DON STONER
2
Augsburg Now
Retiring faculty and staff, continued
Karen Sutherland, professor of computer science, came to Augsburg in
1999 and retired at the end of the
academic year in May. Often her students would find her in the small lab
in Sverdrup surrounded by computer robots roaming the floor—
AIBO dog robots used for their ease
in teaching basic programming, and
search and rescue robots designed to
stay in communication with each other during emergency situations. They were all part of National Science Foundation
grant research in which Sutherland collaborated.
These projects were at the core of Sutherland’s passion for
improving how computer science is taught to non-traditional
students, including weekend students, immigrants, women,
and first-generation college students. “These students didn’t
relate well to computer science and how we were teaching it,”
Sutherland said. With the grant funding she could do a better
job of both attracting and retaining non-traditional students.
The National Science Foundation CSEMS (Computer Science, Engineering, and Mathematics Scholarship) program
enabled her to offer scholarships to non-traditional students.
She had upper-class students serve as peer mentors to CSEMS
students, encouraging them toward career possibilities in
computer science.
“A number of our young people want to do something to
make this world better,” Sutherland says. “They don’t see how
computer science is going to help that. You have to show
them ways it can, and they have to see how they could make a
difference, a mark.”
Via e-mail, she keeps in touch with many former students, some who have accepted jobs in industry directly after
graduation and others going on to graduate programs.
There is no shortage of plans for her retirement, which
center around gardening and travel. Even her gardening will
keep her near a computer, as she serves as the webmaster for
the Garden Club of Ramsey County. At her lake home, she
serves as a board member of the lake association, working to
promote shoreline conservation and sustainability.
Kenneth N. Erickson ’62, in his
nearly 40-year tenure teaching
physics, allowed students to see just
how vast the world is and just what
is possible.
After one year at Augsburg in
the 1960s, Erickson returned in
1970 and never left. For much of
that time, he held a shared professorship between Augsburg and the
University of Minnesota, cooperating with the University’s
physics and astronomy faculty in grant-funded research.
“As part of the shared appointment at the “U,” I was able
to do a lot of research,” he said. In 1970, Erickson started an
active undergrad research program at Augsburg. In 1991, he
started the Minnesota Space Grant Consortium, part of a
NASA-funded program that provides research and program
development grants to students and faculty.
“His satellite studies and rocket experiments in Alaska,
often involving other scientists from around the globe, gave
his students a window to a much wider and very exciting
world,” said Mark Engebretsen, an Augsburg colleague. “He
helped many of his students catch the excitement of trying to
find out new things about our world.”
The soft-spoken Erickson is reluctant to discuss his
achievements, but colleagues and many former students appreciated Erickson’s teaching and mentoring. Stu Anderson
’78, a current member of Augsburg’s physics faculty and a former student, said, “He displayed the art of an excellent
teacher—to invite students into the voyage of discovery, to
develop an appetite and tolerance for mathematical complexity, and to give students like me the courage to be persistent.”
Matt Broughton ’06, a physics and English major who
was awarded a Fullbright grant called Erickson—who has a
scholarship established in his name—“the best instructor he
had in college.”
Now Erickson is staying busy by growing corn and soybeans and raising cattle on his farm near Cambridge, Minn.
“I haven’t done much physics lately,” he joked.
WENDI WHEELER
BETSEY NORGARD
Fall 2008
3
it takes an
Auggie
New President’s Circle recognizes annual giving
During Homecoming Week, President Pribbenow announced
the creation of the President’s Circle, a new giving society that
recognizes annual gifts of $1,000 or more, at several levels of
support. By recognizing all current gifts, the President’s Circle
shares the Augsburg story among greater numbers of alumni
and donors and builds stronger connections with the College
today.
Within the President’s Circle, one of the top funding priorities of the College is the Augsburg Fund, which provides
support across a range of critical needs of the College. Most
important is the financial support made possible through the
Augsburg Fund that helps the College fulfill its promise to a
richly diverse student body. Financial support makes an Augsburg education possible for more than 85% of its students.
The Augsburg Fund also provides needed support for
current technology to improve teaching and learning, faculty
recruitment and retention, facilities maintenance and renovation, and opportunities for community events and services.
“There’s no other way to give to so many priorities—to
touch the lives of so many students in so many different
ways—than through the Augsburg Fund,” says Jeremy Wells,
vice president for institutional advancement. “It’s giving that
moves Augsburg forward just as it also honors its past.”
The President’s Circle Challenge, through the generosity
of an anonymous donor, will match all increases in gifts to the
Augsburg Fund up to $1,000 for those who become charter
members of the President’s Circle.
President’s Circle members will receive a special pin and a
new, members’ e-newsletter plus invitations to special events
and other benefits offered for support at higher levels.
Sven Oftedal Society honors Augsburg’s legacy
Augsburg’s Heritage Society, which
recognizes donors who have made
a future gift commitment to the
College, has a new name and identity—the Sven Oftedal Society,
named for the second person appointed to Augsburg’s faculty, who
became the College’s third president and chaired the Board of Regents for over three decades.
During the 1870s, vast numThe recognition of donors who
make future gifts to the College
bers of immigrants flocked to
has been named the Sven Oftedal
western and northwestern MinSociety, in honor of Augsburg’s
third president, who saved the Col- nesota. Augsburg’s move to Minlege from bankruptcy, ensuring an neapolis in 1872 placed it closer to
Augsburg education for
the center of Norwegian-American
future generations.
settlement, but by 1877, the College faced a financial crisis that threatened its very existence.
Augsburg was heavily in debt; the region was in an economic
depression.
Sven Oftedal stepped forward to lead a heroic fundraising
effort that saved Augsburg. Oftedal rallied and inspired farmers, merchants, businesses, and churches throughout the
4
Augsburg Now
region to support Augsburg’s mission, an effort securing gifts
from over 30,000 individuals. Augsburg was no longer a
school of a select few—Augsburg truly became a school of the
people.
Exemplifying Augsburg’s commitment to civic involvement, Oftedal established a community newspaper, was
elected to the Minneapolis Board of Education, appointed to
the Minneapolis Library Board, and served as the president of
Augsburg’s board for 36 years. His legacy of service is honored
by Augsburg through the founding of the Oftedal Society to
recognize the loyalty and vision of those who make a commitment of future support to the College.
“By renaming the planned giving recognition society in
honor of Sven Oftedal, we have a wonderful opportunity to
reflect upon the nature of Augsburg’s foundation—its roots,”
noted Jeremy Wells, vice president for institutional advancement, “and to reaffirm that those ideals continue to be the
core of the College and its mission.
To learn more about the Sven Oftedal Society or making a
gift of future support, contact the Office of Planned Giving at
1-800-273-0617 or via e-mail to development@augsburg.edu.
Another million-dollar year!
• The Augsburg Fund, the College’s annual fund, reached its
goal of $1 million—for the third time and the first time
outside of a campaign year—ending the fiscal year at
$1,001,979.
• Important to achieving this goal was the President’s Challenge of $100,000, which resulted in additional giving of
nearly $69,000 in new or increased gifts, triggering a total
of $158,000 in challenge gifts. This was made possible by
Don ’53 and Bev (Halling) Oren ’55 and anonymous
donors.
• During this last fiscal year, a 100% participation rate was
reached with gifts to the annual fund from all members of
the Augsburg Board of Regents, the Alumni Board of
Directors, and the President’s Cabinet.
It’s Augsburg Calling … Mai Yer Vang ’11
Mai Yer Vang was born in Thailand and moved with her family to the U.S. in 1994. When she was in high school, Vang
was introduced to Augsburg on a tour with the Upward
Bound program. “We had a really good tour guide who
showed us everything on campus,” she said.
Vang liked Augsburg’s small campus atmosphere and was
intrigued by a presentation given by Richard Webb, a counselor for Augsburg’s TRiO program, a U.S. Department of Education program that helps first-generation college students
overcome class, social, and cultural barriers to completing
their education.
“My family is on welfare,” Vang said, “but Richard talked
about financial aid and told us that we could go to Augsburg
if we wanted to. He helped us understand that a college education was possible.” In fact, Vang became the first in her
family of eight children to attend college.
She came to Augsburg in the summer, before many of her
classmates, for TRiO’s Summer Bridge program, a five-week
residential program that introduces students to the college experience with classes, academic support seminars, workshops,
and social activities.
As a TRiO scholar, Vang must not only maintain a 3.0
GPA each term, she also meets regularly with her TRiO counselor to discuss her academic progress and financial issues.
TRiO students complete all of their financial aid application
paperwork on their own, an often-daunting procedure many
of her peers delegate to parents. Vang is grateful for this experience because she is now helping one of her older sisters
complete college and financial aid applications.
For two years, Vang has worked as a caller for the Augsburg Fund in Augsburg’s Office of Institutional Advancement.
Through her conversations with alumni, Vang has received
career advice and has learned more about Augsburg traditions
and history. “I learned that Homecoming used to be huge
here,” she said, “and there were a lot more dances and royalty
and parades during the year than we have now.”
To date, Vang and the student caller team have helped
raise more than $114,000 for the Augsburg Fund. To learn
more about the Augsburg Fund and other ways to support
students like Mai Yer Vang, go to www.augsburg.edu/giving.
WENDI WHEELER ‘06
Mai Yer Vang ’11 is one of the
student callers of Phonathon
and enjoys learning about
Augsburg in past years from
the alumni she calls.
Fall 2008
5
Auggies on the field
Jordan Berg: Football, physics, and far more
Division III athletics is more than simply the games. It’s just as much about academics, family friends, and hobbies. Augsburg senior quarterback Jordan Berg understands the importance of balancing.
On the field, the Gaylord, Minn., native is already the most accomplished passer in
Augsburg history, owning single-season and career records for passing touchdowns,
completions, and yardage. Despite starting his college career at Division II MinnesotaDuluth, Berg is on pace to break the Minnesota Intercollegiate Athletic
Conference career passing record of 7,290 yards.
But Berg is more than just a quarterback. He’s also a physics major
with a 3.8 GPA. In his time at Augsburg, Berg has taken classes ranging from chemistry to American Sign Language, and Christian Vocation and the Search for Meaning.
“One of the reasons that Jordan is so successful is his preparedness,” says offensive coordinator and quarterbacks coach Drew
Privette. “He is prepared on the field, in the classroom, and in his
social life. If we have a quarterback’s meeting and Jordan also has a
big test in one of his classes, he’ll find a way to reschedule the
meeting, so he can take care of his first priority, his academics.”
Berg, a self-described “motor head,” has a variety of other
interests. He restored his own Harley-Davidson motorcycle,
complete with a custom paint job. He designed t-shirts for the
football team. And Berg designed two tattoos for himself and a
few others for his teammates.
“Jordan is a unique blend of character, artist, and student-athlete. He is gifted in each of those areas and it is a joy to work with
such a colorful and outstanding individual,” said football head coach
Frank Haege.
KELLY ANDERSON DIERCKS
6
Augsburg Now
For the full story, go to
www.augsburg.edu/now
homecoming
’08
2008 Alumni Awards
DISTINGUISHED ALUMNI
LaRhae (Grindal) Knatterud
’70, specialist on aging,
Minnesota Department
of Human Resources
Dennis Kalpin ’61, retired
mathematics teacher and
coach, Alexandria, Minn.
FIRST DECADE AWARDS
Zach Curtis ’98, actor,
artistic director, and
theatre manager
Jeffery Cameron ’96,
intellectual property
attorney, E.J. Brooks
and Associates, PLLC
Save the date for Homecoming 2009—September 28-October 3
For more about Homecoming
and the alumni awards, go to
www.augsburg.edu/now
Fall 2008
7
Grassroots health care
the CENTER CLINIC
Augsburg nursing student Eileen Johnson
confronts poverty and patient needs at the
small, volunteer-run Center Clinic in
Dodge Center, Minnesota.
arty Alemán has a
passion for public
health. She is one
of Augsburg’s Rochester
Campus nursing faculty,
and she believes that
“greater community and social awareness make a better
citizen and a better nurse,
no matter where they
work.”
Thus, it seemed fitting
that she, along with the
Augsburg nursing program,
was chosen by the Center Clinic in Dodge Center, Minnesota, a
small, rural, volunteer-staffed clinic, to receive their Social
Awareness award at their annual appreciation event.
From her office at Olmsted County Public Health, Alemán
coordinates a number of the county’s public health nursing positions. As the Community Health II nursing instructor at the
Augsburg Rochester Campus, she integrates her knowledge of
public health and connections to community health agencies
with the course content to be a catalyst for transformation in the
lives of most of the Rochester Bachelor of Science in nursing
M
8
Augsburg Now
(BSN) students. She loves it. She loves introducing her students
to a side of health care that few of them have ever seen.
Community Health II is Augsburg’s only BSN course with
significant clinical hours outside of the classroom; all 48 hours
must be spent in community health settings. Alemán notes that
about 90% of Rochester BSN students are hospital nurses. “Some
students have only worked in surgery where they see a very limited view of patient care. Community health nursing is not such
a controlled environment,” she says. It stretches and challenges
the students.
Alemán helps students to navigate the challenges of a different healthcare culture and to connect the dots of relevance between their work in a large hospital to social justice in the
community. To that end, she raises questions within the context
of diversity about the uninsured, about poverty and patient
needs upon dismissal from the hospital, and about the community resources to meet those needs. She also encourages students
to consider health issues in public schools such as drug and alcohol abuse, sexual activity, bullying, and obesity.
Clinical hours bring the questions of the classroom into the
realm of experiential knowledge. Students integrate these experiences, comparing them to their currently held beliefs, and seeing things first hand rather than in text. They return to class and
talk about the experiences and how their current belief systems
are being challenged.
For their clinical hours, students may choose from a number
of cultural immersion options or community health settings in
Olmsted County or in the county where they reside. Alemán is
fluent in Spanish, having spent four years early in her nursing
career living and working in Ecuador, and has coordinated and
led immersion trips and home stays for students in Nicaragua
and Guatemala.
It’s obvious that Alemán has a special place in her heart for
arranging student placements in county community health settings. She encourages them to divide their time among a variety
of agencies and clinics. Her students can be found at the Good
Samaritan Medical Clinic, Migrant Health Clinic, Christ United
Methodist Church Health Fair, the county jail, and working with
church parish nurses.
The Center Clinic, directed by Jan Lueth, who is also a public health colleague of Alemán, is a favorite placement for
Alemán and her students. Lueth welcomes the students and describes the clinic as “a small non-profit agency staffed by volunteer nurses, nurse practitioners, and Mayo doctors and residents
that provides family planning and limited healthcare services to
the uninsured and underinsured, many of whom are Latino.”
Some of the BSN students have chosen to continue volunteering at the clinic. One student returned for six months as a
paid staff member. Since the clinic relies heavily on volunteer
hours to stretch their limited revenue, Lueth says their services
are invaluable.
“Social awareness is an important part of our mission at the
Center Clinic,” says Lueth. “We believe that awareness is the
first step toward social change.” Part of the clinic’s motivation
for giving Alemán and the nursing program the Social Awareness
award was that “always their questions and comments challenge
us to clarify what we believe and strengthen our determination
to continue our mission,” Lueth says.
When asked about Alemán’s passion for social awareness,
Lueth says, “only a professional like Marty, who truly empathizes and appreciates the complicated world in which our
clients reside, and the positive effect that nursing students could
experience by exposure to this, would have considered the Center Clinic as a possible clinical site for her students.”
She continues, saying the clinic is “a world where, like a
messy closet, you can make the conscious choice to close the
door, so you don’t have to look at it. But, you still know the mess
is there. … Marty puts her foot in the door, so you have to look,
have to experience the ‘mess’ at least for a moment.”
LIBBY HENSLIN ’06
OPERATIONS AND ADMISSIONS COORDINATOR, ROCHESTER CAMPUS
“Social awareness is an
important part of our
mission at the Center Clinic.
Pictured, right: In her community health
nursing course, Augsburg student Eileen
Johnson (left) is learning from Center
Clinic staff person Ramona González
(center) about difficulties faced by clinic
patients, many of whom are Latinos.
We believe that awareness
is the first step toward
social change.”
Fall 2008
9
awesome
DISCOVERY
clever student + wise professor+ experienced alum =
BY WENDI WHEELER AND BETSEY NORGARD
Brian Krohn (second from right) poses
with the scientists who named the
process (“Mcgyan”—from their own
names) that they hope will revolutionize
the biofuel industry: (L to R) Chemistry
professor Arlin Gyberg, SarTec vice
president Clayton McNeff ’91, Krohn, and
SarTec chief scientist Ben Yan.
A student’s passion for research
Brian Krohn originally came to Augsburg to study film, but
after only one semester without any science classes, this lifelong scientist felt “so deprived” that he officially changed his
major to chemistry.
Even so, he was unsure where the degree would lead
him. “I thought with a degree in chemistry, I
could only be a teacher or a pharmacist,” he said.
Then in the summer of 2006, Krohn received
a grant from Augsburg’s Undergraduate Research
and Graduate Opportunity (URGO) program. It
was support to conduct research, one of his passions. He and his adviser, chemistry professor
Arlin Gyberg, were both interested in biodiesel, so
Krohn set out to find a more efficient way to produce the fuel.
Krohn describes the research process as difficult but exciting. “You have to really dig into the
whole process and read all the literature to join
into the conversation about your topic before you
can figure out what you can contribute,” he said. Whereas
most undergraduate researchers “do what they are told, like
calibrate a machine all day,” according to Krohn, he had more
freedom to explore and experiment.
Eventually his work led to the discovery of a process that
converts animal feedstock to biodiesel. Gyberg advised Krohn
to contact alumnus Clayton McNeff ’91, a chemist and vice
president of SarTec, a company specializing in yucca-based
products and CEO of ZirChrom Separations, a chromatography company. McNeff, his chief scientist at
SarTec Ben Yan, and Gyberg took Krohn’s idea and
created the “Mcgyan” Process (from their three
names), an efficient and environmentally friendly
method that will allow McNeff’s new start-up company, Ever Cat Fuels, to produce more than three
million gallons of fuel per year at a first-of-its-kind
biodiesel plant in Isanti, Minn.
Krohn says it was his research and connections
through Augsburg, not the discovery itself, that
opened doors for him. In fact, he said this opportunity might never have been available if not for
McNeff’s ties to the College.
“It’s almost unheard of that the vice president of research
would sit down with an undergraduate student and his old professor,” he said.
clever student
10
Augsburg Now
wise professor
A professor’s connections to industry
It’s an event, says chemistry professor Arlin Gyberg, that
probably wouldn’t have happened anywhere else in the
world.
He’s referring to senior Brian Krohn’s research, his
relationship with Clayton McNeff ’91, and the partnership
that ultimately yielded the invention of the Mcgyan
Process. Gyberg, who is beginning his 42nd year teaching
at Augsburg, has supervised many student research projects over the years beginning with Richard Olmsted ’69,
the husband of current Augsburg chemistry professor Sandra Olmsted ’69, in the summer following their junior
year.
Krohn began his research by poring over hundreds of
abstracts of research on biodiesel. Eventually he found two
examples of projects that had been somewhat successful,
which had suggested that solid-state strong acids might be
effective catalysts for conversion of plant oils to biodiesel.
Gyberg knew that this material was used as a bonded solid
stationary phase in chromatography, so they attempted a
conversion using a batch process that had been used since
World War II. Gyberg summed up the results: “It didn’t
work.”
Then Gyberg recalled a seminar given four years earlier by McNeff on zirconia-based stationary phases used
for liquid chromatography and the ease with which it
could be bonded with various substances. Gyberg contacted McNeff, and Krohn and Gyberg went to present
their research to McNeff at SarTec Corporation. They
asked for some bonded strong acid zirconia and again
tried a batch process experiment with no success.
“Here is where the confluence of events occurred that
would not likely have happened anywhere else,” said Gyberg. McNeff’s ZirChrom Corporation is a world leader on
zirconia and its properties. McNeff and fellow scientist Ben Yan had
been working on oven-heated zirconia-based high temperature liquid
chromatography. It occurred to McNeff that pressurized, heated, continuous column catalysis using solid-state acidified zirconia might
work—and it did, the very first time. The Mcgyan Process was born.
“It would appear that this is only the beginning,” Gyberg said.
Research continues, with SarTec and Augsburg investigating algae
growth as a feedstock source for biodiesel as well as other reactions
that are possible for new types of biofuels that have not been possible
to synthesize before.
Gyberg is also working on a project with a University of St.
Thomas engineering professor who believes that in three years all
biodiesel will be made using the Mcgyan Process. They are developing a “pickup bed biodiesel plant” that the individual farmer could
use to make his own biodiesel fuel. This would also benefit Third
World countries where jatropha, a weedy bush that grows on noncropland and needs only about eight inches of rain or so a year, is
readily available. Jatropha can produce about five times more plant
oil a year for biodiesel than soybeans, and the Mcgyan reactor is the
only one that can completely convert the oil efficiently and cleanly to
biodiesel with virtually no waste and no pollutants.
Rather than spend his summers on the golf course or on the
lake, Gyberg supervises research because, he says, “It keeps things
interesting and exciting, keeps one up with current science, and
keeps the mind sharp.” He adds, “One of the great pleasures over the
years is using my background and experience to work with students,
some of whom are smarter than I am.” Gyberg says students are fortunate to be able to do research at Augsburg, since faculty there can
spend more time working with students than at large research
institutions.
Above, left: Senior Brian Krohn and chemistry professor Arlin Gyberg explain the Mcgyan
Process, a new, improved method of making biodiesel, at a press conference in March.
Fall 2008
11
awe
som
e
SarTec vice president Clayton McNeff ’91, whose team discovered
the Mcgyan Process, shares the discovery with alumni and friends
during Homecoming in September.
“It can be cost effective and
environmentally friendly—
experienced alum
and it’s portable.”
A chemist on the cutting edge
In March 2008 at a press conference at Augsburg College,
Clayton McNeff became somewhat of a media sensation in
the biodiesel world. He is vice president of SarTec Corporation, and together with his chief scientist Ben Yan, his former
professor Arlin Gyberg, and Augsburg student Brian Krohn,
McNeff announced a discovery they said would revolutionize
biodiesel production and lessen or eliminate the country’s dependence on fossil fuels.
This was the first public announcement of the Mcgyan
Process and the biodiesel fuel it can produce more efficiently,
less costly, and without harmful byproducts than existing
processes. He went on to announce that the group was already successfully producing 50,000 gallons per year at a
pilot plant, and even powering the plant with it. Through a
new company, Ever Cat Fuels, a new large-scale production
plant is scheduled to open in the first quarter of 2009 that
will yield three million gallons per year, using non-food
grade corn oil from ethanol plants and free fatty acid waste
products from the current conventional biodiesel industry.
In July the Star Tribune described the Mcgyan production
process as immensely appealing to countries and companies
around the world because “it can be cost effective and environmentally friendly—and it’s portable.” The goal is for farmers to be able to produce the biodiesel they need to run their
farms completely on site. More than 35 countries have contacted SarTec inquiring about the technology.
Algae is a large part of McNeff’s vision. He refers to it as
the “holy grail” of biodiesel production because it can be
grown utilizing the greenhouse gas carbon dioxide from
12
Augsburg Now
bioethanol and coal-burning power plants, and it can potentially yield enough oil for biodiesel to replace all U.S. petroleum
needs without competing for food crops or cropland. SarTec, in
partnership with Augsburg and Triangle Energy, is pursuing this
research with grants from Great River Energy and Xcel Energy.
McNeff is a 1991 Augsburg chemistry graduate, who pursued his PhD in analytical chemistry at the University of Minnesota. He joined SarTec, the company founded by his parents
where he first worked as a high school student, fostering his
love for science.
In 1995, as he became known for his expertise with zirconia, McNeff co-founded ZirChrom Separations, Inc., along with
Steven Rupp and University of Minnesota professor Peter W.
Carr. Carr has won numerous awards in the field of analytical
chemistry and has been announced as the recipient of the 2009
American Chemical Society Award in Analytical Chemistry.
In 2002 McNeff was awarded the Tibbetts Award from the
Small Business Adminstration’s Small Business Innovation Research (SBIR) program. This award was given in recognition of
McNeff’s achievement in innovation, research, and business
that contributed to the commercial success of ZirChrom Separations.
McNeff considers the success of the experimentation leading to the Mcgyan Process as “serendipity,” but it’s a success
that can extend far beyond their projected goal of three million
gallons per year and be licensed worldwide to companies seeking more efficient and sustainable fuels.
For more information, go to
www.augsburg.edu/chemistry
DIS
COV
ERY
V
Courtesy Glendine Soiseth
auggie voices
Street pastors bring care and
hope to the streets
Glendine Soiseth graduated from Augsburg and Luther Seminary in 2004 with a dual degree—Master of Social Work and
Master of Arts in Theology. She was ready for the challenge of
an international experience and is the supervisor of therapy
services for a fostering agency in Flintshire, Wales. She lives
in nearby Chester, England.
In 2006 Soiseth heard about the three-year-old Street Pastors program and trained as a street pastor leader in Wrexham, Wales. She led her team on patrol once or twice a
month, from around 10 p.m. to 4 a.m. Recently, with her
move to Chester, she also serves as a Chester lead street pastor and will alternate patrols and voluntary time between the
two locations.
In September she wrote about street pastor work for a
community ministry blog in Chester. With permission, we’ve
reprinted excerpts from it.
Call
Historically, I have consistently been involved in faith, community, and political organizations, either working with
people, programmes, or the community in developing a
voice and making a difference.
When the St. Margaret’s vicar in Wrexham started talking about Street Pastors during a service, I immediately experienced a ‘call.’ Not a lightning bolt, but it was made very
clear that this (street pastoring) was something I needed to
do. I realized I was being asked to take a leap of faith despite not knowing how the new initiative would take me.
After training and graduation, I was out on the streets
in my street pastor uniform talking and explaining to people, door staff, vendors, police, and emergency personnel
what a street pastor is and does.
Community
When I mentioned to people at the time that I lived in
Wrexham, the response was universal, ‘nothing good comes
out of Wrexham … .’ I knew it would take more than a marketer or one person to make a difference. It would take the
‘Urban Trinity’—police, civic partners, and church—coming
together in agreement on community initiatives and protocols, as a means for it to work.
Glendine Soiseth ’04 MSW/MA Theology dual degree graduate (left), is a social
worker in North Wales and volunteers as a street pastor in an interdenominational church/community initiative with Rev. Trevor Beckett (right).
Street pastors are now recognized, respected, and welcomed in the community by pub/club goers, police, emergency personnel, door staff, street vendors, CCTV, and
visitors. They have witnessed and experienced our commitment, tenacity, unconditional positive regard, and passion
for what we do.
We’ve been accepted as part of their community for not
only sticking it out when it is raining, cold, and miserable,
but, more importantly, for listening, being authentic, and
providing practical assistance—not preaching ‘heaven and
hell,’ but getting back to basics of what it means to be a ‘caring’ community and how diversity can bring together unity.
Hope
I can’t begin to tell you all the stories I have heard on the
street in my role as street pastor. … about the drug dealer,
or the rugby player, or the person we picked up off the road
just before a car came round the corner, or the person who
had been involved in a cult, or the alcoholic, or the soldier.
But they are just stories about people you don’t know. What
I do know is that Street Pastors makes a difference in our
community. I make a difference. We make a difference.
From a human perspective, getting back to basics with
the above is a step in not only providing a community with
hope, but also it can be a difference between life and death
for that person we talk to on the street. … A good deal of
our work is ‘working in the moment where that person
seems to be at that time.’ Street pastoring works. I truly feel
blessed and privileged every time I go out into the street.”
Street Pastors is an inter-denominational church response to urban problems, engaging with people on the
streets to care, listen, and dialogue. For information, go to
www.streetpastors.org.uk.
BETSEY NORGARD
Fall 2008
13
LIGHTS,
CAMERA,
AND
ACTION
BY BETHANY BIERMAN
Augsburg’s film program, based in liberal arts and
giving students knowledge in production, performance,
and theory, attracts students from around the world.
14
Augsburg Now
ugsburg film comes of age
The coffee shop in Christensen is nearly
full, so we grab two empty stools by the
computers in the back. Wes Ellenwood
sits poised on the stool, looking relaxed
in his blue jeans and vintage New York
baseball cap, balancing his coffee between his hands.
“What makes our department
unique is its three tracks,” he explains.
The former NYU professor specializes
in documentary and 16mm film and
was just last year given full-time status,
making him the only full-time film faculty member.
He breezes through the description
as if he’s told it many times before.
There’s the production track (creating
films and videos), the performance
track (acting for the camera), and the
theory and culture track (the analytical
track). “And our faculty are not just faculty—they are professionals and experts
in film.”
Picture, bottom left: For more than a decade, communication
studies professor Deb Redmond has worked with alumni to nurture
the film courses that have grown Augsburg’s film program.
Pictured, below: Auggie Mike Bodnarczuk ’85 built a career in music
video production and has helped other Auggies get a start in LA.
Just then communication professor
and director of the program Deb Redmond approaches with a young man.
“I’m sorry, but may I interrupt?” she
asks. “Matt, this is Wes Ellenwood, who
teaches our production courses. Wes,
Matt is looking at transferring to Augsburg to study film.”
The professors exchange knowing
glances. This is not the first time such
an introduction has been made. In fact,
the film department averages two visitors per week. For a program that officially finished its fourth year, numbers
are exploding. While Augsburg has a
strong history of graduating students
who have excelled in film, it was only
in 2004 that the major was added. It
jumped from one graduate in 2006 to
now nearly 40 students. Five new film
majors transferred in this past semester.
“We’re different from most of the
metro college campuses,” Ellenwood
tells Matt and me, “because there is actual film being shot on this campus.”
He goes on to explain that because
Augsburg students develop an understanding of film, video, television, and
digital media, in addition to being
grounded in the liberal arts, these graduates are better prepared than most to
truly succeed in the industry.
A seed is planted
It was the early ’80s, and every Friday
English professor John Mitchell showed
movies in his class. One student recalls
nearly leaping out of his seat with excitement.
“He really opened up the gateway
for me,” says Michael Bodnarczuk, the
son of Ukrainian immigrants and a St.
Paul Johnson High School graduate. He
Nick Vlchek
A
LIGHTS CAMERA ACTION
had come to Augsburg to study prelaw and to play
soccer. “I got very
involved with politics with my lifelong friend John
Evans … and
Franklin Tawha,
but then started
spending a lot of time with film.”
Bodnarczuk took a 16mm film
course taught by a friend of Mitchell’s
during January term. “After that, I was
completely hooked, and then it became
an addiction.” He took Julie Bolton’s television class and Stan Turner’s class in
newswriting at St. Thomas. Jeroy Carlson found him an internship at KARE11, which turned into a job editing
stories for the sunrise show.
But Bodnarczuk’s passion was
music videos, and how they told a story
in four minutes. Augsburg didn’t have
cable at the time, however, so with the
rise of the MTV boom, he persuaded the
College to invest in a satellite dish for
the top of Christensen Center. He’d
record videos and host a showing on
Sunday nights during dinner, until they
got too risqué and the administration
shut him down.
Beyond the classroom, he made
connections with several people, including Jimmy Jam, Steve Rifkin (editor of
the Pirates of the Caribbean trilogy) and
Darrell Brand (cameraman). During college, he directed videos for Twin Cities
music sensation The Jets and spent a
couple days as a production assistant on
Purple Rain.
Following graduation, he worked at
a law firm for a while but just wasn’t
satisfied. He drove to Hollywood in a
Fall 2008
15
Augsburg’s first “official” film grad, Trevor
Tweeten ’06 has won awards for his films
and is now living and working in New York.
yellow Dodge Charger, with about a
thousand dollars in his pocket, moved
in with a friend, and volunteered on an
American Film Institute film. Through
persistence and personal connections,
he eventually started to get work. His
first breakthroughs were as a production assistant on Lionel Ritchie’s “Say
You, Say Me” video and the film La
Bamba, which led to work on Stand and
Deliver.
“It snowballed from there.” Within
two years he was producing his own
videos and commercials such as
Michael Jordan’s Gatorade ads, and
within a decade was running the commercial/music video department of A
Band Apart with co-founders Quentin
Tarantino and Lawrence Bender. While
his Hollywood connections blossomed
and his résumé grew, his Augsburg connections never died.
16
Augsburg Now
Breaking new ground
“Michael [Bodnarczuk] wanted the film
major here desperately,” recalls Redmond. “He contacted us.” Redmond and
theatre professor Martha Johnson traveled to LA to spend time meeting with
him about the idea. This became the impetus for the program.
Courses in film continued to find
their way into the catalog, and when confirmation came from the dean’s office, a
film minor was established.
As more and more Augsburg graduates entered the world of film, momentum for the program continued to grow.
President William Frame visited Hollywood to raise money for the film program, and Bodnarczuk donated
equipment and money for it.
Students like Adam Schindler ’00
and Hanne Anderson ’99 came to Augsburg before the major was established,
but knowing that film was their passion.
Schindler took creative writing
classes, looking to hone his storytelling
ability, and ended up with a communication major and minors in English and
film. “As I continued churning out
scripts, taking broadcast production
courses, film-related J-term courses, I was
approached by a few students about the
possibility of forming a film group.” They
applied for a grant through Student Senate, and, with the help of Redmond, put
together the Augsburg Association of Student Filmmakers (AASF).
“We were pleasantly surprised when
we had 30 or so students show up for our
inaugural meeting,” Schindler remembers.
“It was a very collaborative effort
with all the members chipping in film
ideas, cameras, and loads of time,” says
Anderson.
While he was still a student,
Schindler had a chance to meet Bodnarczuk through a contact in Augsburg’s
Alumni Office. Bodnarczuk extended
Schindler an invitation to intern if he ever
decided to move to LA. Needless to say,
Bodnarczuk was the first person Schindler
called when he made the decision to go
west.
“I hired a lot of Auggies,” Bodnarczuk recalls. “I helped open doors for
them because I knew how hard it was for
me. I think every single one of them has
gone on to greatness. I am very happy for
and very proud of them.”
A distinctive major emerges
“It took years to put [the major] together
because we really wanted it to be interdisciplinary, and truly based in the liberal
arts,” says Redmond.
The application for approval of the
major was submitted during the 2002-03
school year and was approved for fall of
2004. In the past year, Ellenwood has
begun teaching full time, and additional
courses have been added.
Today, first-year film students are not
allowed to take production courses, but
instead start with still photography and
core academic courses. From there, they
take courses in the history of cinema, criticism, and issues in contemporary cinema, which lead into documentary and
acting courses. Students have the opportunity to take electives in areas such as
graphic design, journalism, and art, and
for their lab science requirement they may
take Physics for the Fine Arts.
Robert Cowgill, who spent years as a
dramaturg at the Guthrie and is past performer, owner, and manager of the Oak
Street Cinema, teaches courses in analysis.
Elise Marubbio, an award-winning author
on the representation of Native Americans
in film, teaches courses that cross-list between the American Indian studies and
film programs.
“Our focus is on training students to
recognize within a system like Hollywood
that there are very particular narratives
around groups of people,” Marubbio says.
“Our hope is that film students begin to
realize that when they create a film and an
image of someone, they need to be aware
of the cultural implications.”
Marubbio coordinates Augsburg’s Native American Film Festival. “The combination of things that we’re doing is unique
to Augsburg.”
The program’s first student to officially major in film was Trevor Tweeten
’06. “The whole theory side at Augsburg
was fantastic, between [John] Mitchell
and [Robert] Cowgill,” he says. “There’s a
practical side of it with Deb [Redmond]
and Wes [Ellenwood], but also the heavy
side of theory and history. I think there’s a
good balance … I feel really lucky to have
gone to a liberal arts school and have a
broader understanding of politics and life
and literature and all that stuff.”
Augsburg also brings in adjunct faculty who are experts in their field, such as
Christina Lazaridi, a New York-based
screenwriter whose first screenplay was
nominated for an Emmy. She teaches
screenwriting in the summer.
Beyond the classroom, the program
encourages study abroad and internships.
It is often past graduates who provide the
internships for current students.
“We are growing our own,” says Redmond. “When people come to Augsburg
to study film, they are not committing
themselves to four years, but for life …
We’re growing our own faculty, in
essence.”
“The thing that fits with the mission
of the College is we’re looking for people
with a commitment to a message, particularly using the language of film to tell
their stories,” Redmond states.
One such example is a film by senior film major David Siegfried, who
used still photographs with voiceover to
tell the story of the teaching career of
his grandfather, Augsburg anatomy and
biology professor Erwin Mickelberg. In
his film are photos of Siegfried’s mother
riding her bicycle in Murphy Park as a
young child. (http://davidsiegfried.com/
mycampusfinal.html)
The current crop
“We’re grounded now,” says Ellenwood,
pointing to the fact that there is now a
common place for film students to hang
out, a space shared by communication,
film, and theatre students. Just through
the hallway of faculty offices are the editing suites, then the film studio, and
the “closet” they hope will soon become
the screening room. “Loitering is happening on a regular basis. That’s a good
thing.”
Ellenwood attributes the increased
interest in Augsburg’s film program to
the fact that it is deeper and broader
than most programs. “Without any marketing, students are finding us. Word is
getting out,” he says. Students have
come from as far as Argentina, and now
India. “We need more faculty, space,
and equipment to allow for the increasing number of students.”
“Our hope is to grow donors,” Redmond says. “It can start with supply
items, like an extension cord, then volunteering to take interns, then, if
they’re in the position to hire, to look at
our graduates. Eventually, they can donate larger sums of money.”
At the end of each semester, there is
a screening of student work. The event
is not broadcast across campus, and yet
last semester’s screening filled the TV
studio, with over 100 in attendance.
“That’s an astounding number for us,”
says Ellenwood.
Starting in fall 2007, film students
Film professor Wes Ellenwood, who specializes in documentary and 16mm film,
connects students with film pros in the
Twin Cities for hands-on experience.
Fall 2008
17
were included in the Fine Arts Scholarship program, which awards $3,000 per
year to selected students who have
demonstrated excellence in film. Four
students were awarded the scholarship
in its inaugural year.
This fall Augsburg is launching a
partnership with the highly-regarded
film studies program at Minneapolis
Community and Technical College.
MCTC students will be able to complete
a four-year degree in film studies at
Augsburg, and Augsburg film students
will be able to take courses in the film
program there.
A rich harvest
Students who recently graduated have
enjoyed rubbing shoulders with professionals in the business, just as those in
the early days.
w
Ben Katz ’08, Steven Jacobson ’08,
Trevor Tweeten ’06, and Joe Lueben ’07
all worked on a film accepted into the
Minneapolis-St. Paul International Film
Festival last year. Matt Goldman, who
has written for Disney and for Seinfeld,
directed the film. “Working with Matt
opened up a lot of doors,” says Lueben.
“It was the first time we’ve taken somebody else’s story, and not our own.”
The four also created a feature film
called “Bits” with a group of Augsburg
alumni, which has been featured on
www.mnfilmtv.org and was screened at
the Uptown Theater in August.
He has freelanced for such organizations as 3M and the University of Minnesota, and worked on a Kid Dakota
music video, on a short film with the lead
singer of Motion City Soundtrack, and
made a 50-minute compilation of clips of
Minnesota-made films.
For his senior project, Katz worked
ho’s who in film alums
with Ellenwood to research the documentation needed for an independent
film. With a 90-page script, he created a
production book with scene breakdown,
shooting schedule, budget, and business
plan, which he then presented to the
writer in LA.
“I love that the program’s grown
with me,” says Katz. “When I started out
[at Augsburg], everyone was excited
about the film program, but the department was not very structured. It’s gotten
better. Once Wes was hired full time, it
changed. It’s a real program now.”
“It’s this current wave of graduates
who will probably be the best ones,” Wes
says of the dozen or so who graduated
this last spring. “They are positioning
themselves to be out in the industry, in
the field; not pumping gas.”
Bethany Bierman formerly worked in the
Office of Marketing and Communication
and lives in Minneapolis.
To learn more about Augsburg’s film program,
go to www.augsburg.edu/film
Michael Bodnarczuk ’85
Owner of Battle Creek Productions. Past president and co-founder (along
with Quentin Tarantino and Lawrence Bender) of A Band Apart, which produced videos for such megastars as U2, Metallica, and Bon Jovi (and in
1999 alone was up for 21 of the MTV Awards).
Adam Schindler ’00
Past assistant to producer Lawrence Bender. Assistant to the executive
producer of Desperate Housewives; current assistant for director Marty
Calner. Semi-finalist in the Academy of Motion Picture’s Nicholl Screenwriting Contest; horror script, “Sundown.”
Garret Williams ’89
Attended graduate school at the American Film Institute; directed Spark,
which received a Best Director Award; selected as one of nine filmmakers for
Fast Track in 2005 on his work on Lost Dog. IFP Blockbuster/McKnight Film
Fund winner.
JoLynn Garnes ’02
Editor of The Fearless Freaks, featuring the Flaming Lips documentary,
winner of the Mojo Vision Award. Has edited videos for artists such as Liz
Phair, Hilary Duff, and Prince, as well as Target commercials, the feature
documentary Summercamp!, and video visuals for Beyoncé’s 2007 world
tour.
Bryce Fridrik Olson ’97
Director of feature films The Caretaker (2008) with Jennifer Tilly and Judd
Nelson, and Be My Baby . Co-produced instructional DVD “OT for Children
with Autism, Special Needs & Typical.”
Hanne Anderson ’99
Emmy nominee for camera editing for her work on Guiding Light; editor for
digital group at Spike TV, and, as a sideline business, co-owns Riveting Productions, a DVD authoring company that works primarily with Comedy Central Records.
Jenny Hanson ’05
Completing graduate work in Austria in a trans-arts program; owns
Sprouted Wolf Productions; teaches film at North Hennepin Community
College and Normandale Community College.
Trevor Tweeten ’06
The first official film major. Won first place at the Oak Street Cinema’s 24hour film festival; recently moved to New York City to freelance; currently
shooting for TLC’s What Not to Wear.
THE PIONEERS
18
Augsburg Now
auggies
In the first days of September, while Gulf Coast residents battled
Hurricane Gustav, more than 45,000 Republican delegates, party
officials, volunteers, and members of the media converged on the
Xcel Center in downtown St. Paul for the 2008 Republican National Convention.
An event as significant as the RNC was not contained, however, to a single site. Across the Mississippi on Augsburg’s campus, students and faculty from 48 colleges and universities met
for a two-week program of the The Washington Center for Internships and Academic Seminars. Because of its commitment to civic
engagement and service-learning, Augsburg was chosen to host
the seminar in conjunction with the convention.
Twenty-three Augsburg students participated in internships
through the program, each working in the preparation and planning stages to learn about the behind-the-scenes efforts involved
with a national convention. Augsburg communication studies professors Robert Groven and Kristen Chamberlain served on the faculty of The Washington Center Seminar.
Three Augsburg students shared their convention experiences—a young Hmong woman who changed her major from premed to political science, a graduate student who entered a state
legislative race, and a politically liberal political science major
who learned that Republicans and Democrats are more similar
than he thought.
l
a
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i
t
i
l
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e
nter
G
ngton Ce
ashi
W
e
h
T
h
wit
BY WENDI WHEELER ’06
The Washington Center at the RNC
Fall 2008
19
’11
Ben Krouse-Gagne
Getting active in politics
The Washington Center at the RNC
20
Augsburg Now
Though he says he has been involved in politics for a short time—just
two-and-a-half years—Ben Krouse-Gagne has done more than some of
us will do in our lifetimes. He worked on Jack Nelson-Pallmeyer’s Senate campaign, did a summer internship with the Anti-War Committee,
served as a delegate to the 2008 Democratic state convention in
Rochester, Minn., and spends weekends door-knocking for state congressional candidates.
Krouse-Gagne, a second-year political science major who grew up
in Minneapolis’ progressive Seward neighborhood, said he was really always involved in politics because his family, neighbors, and church
community were politically active. Then in high school, he traveled to
the School of the Americas in Georgia, a military combat training school
and the site of frequent anti-war protests. “It really hit me when they
read the names of those killed in the war,” he said, “and one of the names
was ‘one-month-old baby.’”
That experience fueled Krouse-Gagne’s desire to become active and led
him eventually to a summer job at TakeAction Minnesota, where he worked
to educate voters about political issues. “People don’t understand how state
politics affects them,” he said. “A lot of people don’t even know who their state
representatives are.”
His RNC field placement was with the Bloomberg News Service. On the
first day of the convention, he covered the protests outside Xcel Center. “I
knew a lot of the people and organizations protesting,” he said, which gave
him an opportunity to get close to the action. Protestors told him their goal
was to slow down the convention. “Inside, they didn’t even know what was
happening out there,” he said. “It didn’t slow down the convention at all.”
Through conversations with delegates, Krouse-Gagne learned that he had
more in common with Republicans than he thought. “Republicans are just
the same as us,” he said. “They want what we want, just in a different way.”
Krouse-Gagne also became friends with Eric Franzen, another intern
who is currently the president of the Augsburg College Republicans. The
two are working with the Sabo Center for Citizenship and Learning, with
the help of Augsburg Sabo Professor Garry Hesser, to bring speakers to
campus to further the “Get Political” civic engagement events.
Their goal is to ensure that the Augsburg community is exposed
to multiple perspectives on political issues.
Being at the RNC made Krouse-Gagne want to be a delegate
to the 2012 Democratic National Convention and to become
even more involved in politics. A lot can happen in four years.
’11
Mai Lee
Changing courses
In the Hmong culture, young people often follow the path chosen
for them by their parents. For Mai Lee, a second-year student from
Minneapolis, this meant a career in medicine. Though she had always wanted to study political science, she pushed the idea away
and filled her fall semester schedule with science courses. “I was all
set to take biology and chemistry and 99% sure about majoring in
pre-med,” Lee said. Then she attended the 2008 Republican National
Convention, and that experience changed her course.
Days before the fall semester began, Lee changed her major from premed to political science. “At the convention, I met many people who
gave me good advice about a career in politics,” she said. Lee thought
her family would disapprove of her decision, but she knew she needed
to trust her instincts. “My dad wasn’t too happy,” she added, “but I said
I just knew pre-med wasn’t what I wanted to do.”
Lee said she had always considered herself politically conservative,
but the convention gave her an “up-close look at the Republican Party”
and persuaded her to consider a career in public or government administration. She wants to change the immigrant mindset that government
is “bad” or against them. “I want to help people,” she said, “and show
people that government can be good.”
As a Hmong American woman, Lee acknowledges that she would be
a minority in the public administration world. “There are not many
Hmong women in politics,” she said. “I could change that and make a
little difference if I get involved.”
During the convention, Lee was placed with Fox News as a “runner.”
She ran errands, picked up politicians or celebrities, brought coffee to producers, and did whatever else was needed. “At one point, I had to pass out these
ridiculous Fox News hats to convention delegates,” she said. “If they didn’t
want it, I was told just to put it in their faces.”
Her convention experience not only influenced Lee’s future, it also encouraged her to become a more active citizen. She’s joined the Augsburg College Republicans and says she is watching the news and reading the paper more. “I’m
doing what voters should do,” she said.
While she plans to support John McCain, Lee says she will still not be discouraged from pursuing a career in public service if the presidency goes to the Democrats. “If McCain doesn’t win the election, it won’t be over for me.”
The Washington Center at the RNC
Fall 2008
21
’10
MAE
Eric Franzen
Because I can
Even at the RNC, Eric Franzen felt like he was in the minority. He was
certain that he and another intern from St. Louis, Mo., were the only
Republicans placed with Talk Radio News Service.
As a student in Augsburg’s Master of Arts in Education program,
Franzen is not required to complete an internship. He applied to The
Washington Center program because he said he recently became intrigued by the “reality” of politics. “Politics is real people doing real
things with real consequences,” he said. “It’s democracy in action.” He
felt the convention would provide an opportunity to become part of the
political reality.
For his internship, Franzen covered convention events with a video
camera and then posted interviews and stories on the Talk Radio News website. His most rewarding experience, however, happened after the convention
because he said he finally felt free to have open conversations about politics
with other students at Augsburg. “This campus is very politically liberal,”
Franzen said. “Some of us get a little nervous.”
Franzen is grateful to Augsburg for hosting The Washington Center program because he said it created opportunities for dialogue and has allowed
him to engage with others, including his politically liberal friend and fellow intern, Ben Krouse-Gagne. “I want to push for political diversity and inclusivity
at Augsburg,” he said, “but certain opinions aren’t always included in the discussion.”
In the future, Franzen aspires to hold a public office. He even added his
name to the ballot in the Republican slot for the District 60A state representative
seat. His opponent? Margaret Anderson Kelliher, the 10-year incumbent and current speaker of the House.
Why would a young graduate student put his name on the ballot against an
incumbent in an overwhelmingly liberal district? Franzen answered. “Because I can.”
“No one was running, and I didn’t want to see the office go unopposed,” he
said. “My goal was for voters to have a choice, so I’m doing what I can to give them
that choice.” Though he’s not likely to unseat Kelliher, he’s has been campaigning,
calling voters, and attending events to promote his candidacy. “It’s a lot of work.”
22
Augsburg Now
Paul Nixdorf
In the production of Fiddler on the Roof, Janet
Paone ’83 met John Vaughn, who became her
kidney donor. Here, as Golde and Tevye, they
once again ask, “Do You Love Me?”
The Kidney Kabaret for Janet Paone
BY BETSEY NORGARD
In a summer 2007 community theatre
production of Fiddler on the Roof, Janet
Paone ’83 played Golde. Golde’s husband, Tevye, was played by John
Vaughn, a Northwest Airlines pilot.
Four months later, she underwent
transplant surgery and received a kidney
that was given to her by Vaughn. Paone
remains amazed at how this whole series of events evolved.
Since September 2005, Paone had
appeared in the cast of Church Basement
Ladies, playing Mrs. Vivian Snustad, in
the comedy based on the book Growing
Up Lutheran, by Janet Letnes Martin ’68
and Suzann (Johnson) Nelson ’68.
While Paone had lived with reduced
kidney functioning since birth, it worsened into renal failure, and her doctors
put her on the transplant list.
Paone turned down out-of-town
gigs, and a friend told her about the Fiddler production, a show she had done as
an Augsburg student and loved. When
she got to know Vaughn, he asked about
her illness.
“Oh, I need a kidney,” Paone said
offhandedly.
“Well, you can have mine,” Vaughn
replied.
Paone took this as purely a casual
remark, but Vaughn persisted. He told
her he would contact the clinic. Prelimi-
nary tests showed him to be a potential
match, to be confirmed with a battery of
testing. They became close friends.
Four months later, Paone’s regular
check-up indicated she had reached a
crisis point and would have to start dialysis until a transplant became available.
After Fiddler, she and Vaughn had gone
their own ways, and she thought he
might have reconsidered. She set a date
for dialysis.
But the very next day, Vaughn contacted her with news that he had finally
been able to schedule the battery of
tests. He asked how she’d been. She told
him honestly, and added, “Is that kidney
still available?
“I just started crying,” Paone says.
“The timing was crazy.”
Vaughn was a good match, and on
November 27, after several heart-toheart talks with him, Paone received the
kidney he donated. She says he told her
that the true gift she could give him in
return was her good health.
Paone’s recovery went remarkably
well, and she was back on stage in the
winter, continuing her role as Mrs.
Snustad in Church Basement Ladies 2: A
Second Helping. She and Vaughn have
remained in close touch since.
What Paone now faces are thousands of dollars in medical bills, with
few resources to cover them. A month
after surgery, several friends in the theatre
community began talking about a
fundraiser, and a planning “posse”
formed, including several Augsburg classmates. Katie Koch ’06, assistant to the director at the Guthrie Theater, knows
Paone well and served as coordinator.
The “Kidney Kabaret” played at
Augsburg on April 21, with many actors
and musicians stepping forward to donate
services, time, and talents, which also included technical support for sound and
lighting, and event decorations.
A silent auction offered more than
125 items from theaters, restaurants,
churches, sports teams, and radio stations.
The program acts were all friends,
co-actors, and colleagues of Paone from
past theater productions. WCCO’s
Frank Vascellaro and Dale Connelly,
from Minnesota Public Radio, co-hosted
the evening.
Special guest Dr. Mark Odland,
Paone’s transplant surgeon, was introduced, along with staff from HCMC’s
kidney transplant program. Vaughn was
recognized and lauded for his gift of life
to Paone.
More than $15,000 was donated,
and the Janet Paone Transplant Fund
was set up at U.S. Bank with the help of
Auggie classmate David Young ’82.
Sponsors for the event were Curt Wollan and TroupeAmerica, Thrivent Financial for Lutherans, and Augsburg.
For more information, go to
www.augsburg.edu/now
Fall 2008
23
Travel
that
transforms
BY BETSEY NORGARD
The Center for Global Education
Amazing. Life-changing. Transforming. Participants are not shy about describing their experiences on trips organized by the Center for Global Education. They seek out opportunities to talk about what they learned, and they want to return. The difference is that they
have not been on casual, sightseeing trips, but reflective travel; and CGE has built a reputation as a national leader in international experiential education.
24
Augsburg Now
Courtesy CGE-Namibia
Courtsey CGE
Social work students from eight colleges spend a
semester learning about social work issues and meeting
social work students in Mexico City and Cuernavaca—
and here, posing next to papayas in rural Morelos.
While the first student seminar in Mexico
took place in 1979, it wasn’t until 1982
when Joel Mugge led a group that officially established the Center for Global
Service and Education. He did this in response to a request from the Lutheran
Church for programs to raise awareness
of international issues.
Mugge developed a new form of international education, basing the curriculum on the educational principles of
Brazilian educator and theologian Paulo
Freire. In this, students learn in a cycle of
three phases. Initially they have direct experience in the local community, listening
to the voices of people not usually heard
in mainstream media, telling their own
stories and stories of their communities.
Then, informed by readings, students reflect on what they saw and heard. Lastly,
as a group, students share their reactions,
discuss issues, and formulate actions to
carry with them. It becomes a continual
process of “learning how to learn.”
CGE’s programs include study and
travel abroad for students, faculty development in global education, and customized
group travel around specific issues or targeted for specific groups. As a result of
these programs, CGE has served as a catalyst in the Lutheran Church for a new understanding of global mission, putting
people from the U.S. face-to-face with
people in local communities around the
world to learn from each other and build
partnerships across faiths. CGE programs
tailored for small businesses have helped
their employees understand complexities
in social, economic, and political issues,
and the development of more responsible
global citizenship.
“The goal is not to simply educate
persons, but to encourage them to pursue
a life of involvement that will ultimately
lead to wisdom,” says Larry Hufford, a political science professor at St. Mary’s University, San Antonio, Texas, who has led
numerous study seminars with CGE’s as-
sistance and who finds them spiritually renewing.
During the 1980s and 1990s, CGE
planned travel seminars literally around
the world. Study centers with resident
Augsburg faculty and staff were then established in three locations—Cuernavaca,
Mexico; Managua, Nicaragua; and Windhoek, Namibia. Offices and staff are also
located in El Salvador and Guatemala.
CGE became known for the quality
of learning their travel provided; in 1988
they were hired by the American Society
of Newspaper Editors to organize a seminar for journalists to Central America and
Mexico. CGE has also received Fulbright
grants to organize several group projects.
In 2003, the program was named the National Society for Experiential Education’s
Program of the Year.
In 2001, the position of CGE director
was expanded to include the associate
dean of international programs. The Office of International Programs (OIP) was
created, which, in addition to CGE, includes Augsburg Abroad, the study
abroad office; International Partners, including European institutions in Germany,
Norway, and Finland that have reciprocal
agreements for study with Augsburg; and
International Student Advising, providing
advising and advocacy for international
students at Augsburg.
Students say…
Comments from the “Religion and
Christian Faith” travel seminar to
El Salvador, January 2007
NATALIE SASSEVILLE ’09
“Going on the trip to El Salvador was like getting
stuck in an earthquake—it shook me and all of
my values to the core…Never before have I felt
so inspired or impassioned…”
JOE SKOGMO ’08
“This trip gave me knowledge that cannot be
learned in any textbook, but it is knowledge that
one cannot do without in order to understand the
magnitude of human responsibility, vocation, and
global citizenship. Studying in El Salvador is
simply the greatest practical application for understanding why our vocations matter.”
MICHELE ROULET ’09
“The people of [El Salvador] are our textbook,
and their stories are frightening and funny and
inspiring. To say that everyone comes back
changed is to make light of the experience. People come back enriched, enlightened, and energized.”
OLEE AMATA ’11
“The concept of affecting another human being
by decisions I make made me see the world differently. … As a business major, I want to learn
how I can help be a global citizen when globalization is the enemy to developing countries.”
Fall 2008
25
Courtsey Donna DeGracia
Students training to become physician assistants visited
clinics in Guatemala, learning about healthcare practices
there and presenting health clinics—such as teaching
children about oral hygiene.
INTERNATIONALIZING AUGSBURG
EDUCATION
Shortly after the arrival of new Augsburg
president Paul Pribbenow in 2006, the
College began to focus on internationalizing Augsburg education. OIP launched efforts to integrate study abroad experiences
into the curriculum of all majors on campus, seeking to create a culture shift toward
a more internationalized campus and college experience for students. The goal is a
more seamless relationship between campus curriculum and study abroad. Students
may choose from the semesters abroad offered by CGE or participate in other study
abroad programs approved by the Augsburg Abroad office.
In addition to infusing study abroad
into all majors, CGE has made it possible
for all students—undergraduate and graduate—to have a cross-cultural experience.
For weekend students it means only a oneor two-week course, a shorter time away
from family and work than the semester
program. For graduate students, it means a
short-term seminar that directly links to
their program work or research. For all students, the direct, personal experience in
another culture is carried back into their
lives and work at home.
A VARIETY OF PROGRAMS
Following are examples of programs that
have been designed for specific disciplines or target audiences:
26
Augsburg Now
Social work in a Latin American
context
This semester-long program in Mexico for
social work undergraduate students was
developed within a unique consortium of
eight colleges and universities in South
Dakota and Minnesota—both public and
private. It provides a common experience
for students at schools lacking the resources to create a program of their own.
This experience gives future social work
professionals better preparation to serve
the needs of Spanish-speaking clients in
their home areas.
The social work students live at
Augsburg’s center in Cuernavaca. They
take classes in culture with Augsburg’s
adjunct faculty there, and classes in social
work theory and practice with a visiting
professor from one of the consortium institutions.
In 2006, the consortium was
awarded the Council on Social Work Education’s Partners in Education award for
“advancing education for international
social work.”
Exploring health care in Guatemala
In July the physician assistant studies master’s program became the third graduate
program to offer a study abroad course tailored for its students. Twelve students traveled to Guatemala for two weeks to learn
about indigenous culture, and specifically
to explore health practices and spirituality
in Mayan cultures.
While there, the students visited clinics, learned about deep social and cultural
disparities, and presented programs on
healthcare topics, such as hypertension and
diabetes. They learned and saw how
healthcare practices can be developed with
vastly fewer resources—something which
may serve them well as they seek physician
assistant positions in areas with underserved populations.
Before traveling, the PA students raised
money to buy supplies and materials to
give to the clinics, such as over-the-counter
vitamins and pain relievers, stethoscopes,
blood pressure cuffs, etc.
Lilly vocation seminars
As part of “Exploring Our Gifts,” Augsburg’s grant from the Lilly Endowment for
exploration of vocation, a total of nine
travel seminars have been designed with a
focus on vocation.
Religion professor Bev Stratton has
twice led a vocation-themed seminar—Religion and the Christian Faith (REL 480)—
to El Salvador, where students have studied
how powerfully the faith of the Salvadoran
people has impacted their struggles for social justice. These courses fulfill the students’ keystone requirement—a seminar
generally taken in their last year that pulls
together their total Augsburg experience,
combining the liberal arts foundation with
their in-depth major, while revisiting the
Courtsey Jennifer Hipple
As part of the Hoversten Peace Seminar, an Augsburg faculty, staff, and student group stopped for a photo while
touring the fields of a coffee cooperative in Guatemala.
critical conversations about vocation.
The El Salvador group visited massacre sites, met with survivors, and heard
from leaders such as Bishop Medardo
Gomez of the Salvadoran Lutheran
Church, who spoke about how he sees his
vocation at work in El Salvador. The group
also became immersed in the work and
legacy of Archbishop Óscar Romero, killed
in the civil war in 1980.
The Lilly seminars have given students
both a cross-cultural experience and a
framework to understand how Christian
vocation is part of daily life. Other Lilly
seminars have taken students to Namibia,
Mexico, Nicaragua, and Guatemala.
Hoversten Peace Seminar
Supported by the Hoversten Peace Endowment, this biennial travel seminar for
Augsburg faculty, staff, and students aims
to develop a strong learning community
among participants. Pre-departure orientation introduces the group to each other,
and living and learning together abroad
strengthens their bonds. Upon return, the
group continues to build community
around their common experience by
sharing it with the larger Augsburg community.
In August, 10 faculty, staff, and students—coincidentally, all women—par-
Courtsey Rachel Olson
“I learned how to learn”
Hannah Glusenkamp ’09
Students in the 2005 study seminar to El Salvador studied
the legacy of Archbishop Oscar Romero, who was killed
while championing the struggle of the Salvadoran people
during their long civil war.
ticipated in the 10-day “Peace and Reconciliation after Conflict: A Guatemalan Perspective.” The women learned about the
history of civil war and the peace accords, heard from leaders with differing
perspectives, and confronted the realities
of the local communities.
The efforts to internationalize the
Augsburg campus are showing results. In
2007-08, a record number of 221 Augsburg students studied abroad.
As their first quarter-century came to
a close, CGE director and associate dean
Orval Gingerich noted in their anniversary publication that “the work of CGE is
unfinished, and is perhaps more important than ever in bringing tools for critical analysis and action and ultimately
hope to a new generation of students,
professors, and global citizens.”
Stay tuned for the next 25 years.
Hannah Glusenkamp is a senior majoring in
women’s studies, with minors in Spanish and religion. At the 2008 Peace Prize Forum at Concordia College in Moorhead, she was selected as
one of Augsburg’s two Peace Scholars, a new
program that strives to develop students leaders
aspiring to careers in world peace issues.
Glusenkamp studied on two CGE programs—“Sustainable Development and Social
Change” in Central America, and “Gender, Sexuality, Politics, and the Arts” in Mexico.
“Both of these experiences challenged,
shook up, and reshaped my values, beliefs, and
world view,” she wrote. “From the first day of
the trip we, the students, were encouraged to reflect on our multi-dimensional selves and to approach education from a holistic standpoint, a
standpoint that incorporates all aspects of our
lives into the learning process.”
At the Council on International Educational
Exchange conference last fall, Glusenkamp and
nine other student panelists were asked to share
the most important thing they learned while
studying abroad. “I thought about the question
for a moment and then realized that my answer
had to be, ‘I learned how to learn,’” she said.
“I learned to become an active participant
in my education. … I learned to be curious and
to ask questions. I can no longer travel to a city
or country without wondering what the healthcare system is and if it benefits the people in
that community, or how the public transportation runs, or how subsidies in the United States
might affect the agricultural practices of the indigenous peoples in that community. … I
learned to question whose voice I am hearing
and whose voice is being left out.
“My experiences and time with the Center
for Global Education … showed me that I am
not just a student of Augsburg College for four
years, but rather that we are all students of life,
with the rights and responsibilities to engage in
the dynamic, liberating, and transformative ongoing process of experiential education.”
Fall 2008
27
TRAVEL SEMINARS
850
sponsored groups CGE has
worked with
25
Celebrating
years of
educating for transformation
by Kathleen McBride, regional co-director for Central America
and adjunct professor, Center for Global Education
Crossing borders and challenging boundaries is a
powerful metaphor for our journey of the last 25
years. It is the title of the first Center for Global
Education publication that documented the collective memory of our first years of work. The
Center’s initial experiences in 1979 included
crossing the Mexican border with students for
short-term educational experiences. Since that
time, thousands of participants have joined the
Center’s travel seminars to Mexico, Central America, the Philippines, the Middle East, Southern
Africa, and [locations in the U.S.].
As educators, we see our role as one that
engages students and participants in the world,
facilitating critical analysis and reflection that
leads to action. We believe that intercultural dialogue and collaboration with decision makers
and historically disadvantaged urban and rural
communities are a way of developing greater
understanding of the power relations in the
world and planting seeds towards more just relations and fair practices. These assumptions
are at the root our pedagogical model.
An expanded pedagogical framework
While the pedagogy of Paulo Freire continues to
be the foundation of our educational process (experience—reflection—action), in recent years
other kindred approaches, including feminist and
indigenous pedagogies, have influenced our
practice and strengthened our analysis. All of
28
Augsburg Now
the numbers
12,000+ travel seminar participants
Center for
Global
Education
SEMESTERS ABROAD
300
colleges, whose study semesters are arranged by CGE,
including institutions in the U.S., Germany,
Canada, and Norway
1,900
semester program participants
COUNTRIES VISITED
40+
in Mexico, Central America, South
America, the Caribbean, Africa, Europe, the Middle
East, India, Southeast Asia, China, and Hong Kong,
and the U.S.
CGE FACULTY AND STAFF LOCATIONS
9
Minneapolis
16
Mexico
9
Nicaragua
1
El Salvador
2
Guatemala
8
Namibia
And, millions of stories shared, hearts touched, and
perceptions changed over 25 years across the globe.
these pedagogies place significant emphasis on
learning in community. For Freire, learning in
community is one of the foundations of liberating
education. Historically, learning in community has
been a fundamental characteristic of indigenous
teaching and learning, though underrepresented
in traditional educational systems. Similarly, feminist pedagogy upholds learning in community as
central to educational processes that gives voice
to all people, particularly women, whose experience and voice have oftentimes been silenced.
Concepts of autonomy and empowerment that are
key to feminist and indigenous scholarship have
informed our methodologies and expanded our understanding of the world and of the educational
process. Our efforts to foster ongoing critical
analysis of power relations in the world are
grounded in a practice of intercultural dialogue
and experiences that continue to break open new
understandings of the world, leading us to a
deeper analysis that continually informs our
teaching.
Ongoing challenges
While our role has become clearer with regard to
our niche in the field of transformative education,
we still face significant challenges. As we facilitate
participants’ reflections on educational experi-
ences and encourage the exploration and implementation of action steps, we are confronted with an institutional challenge if we are in fact going to
continue to practice what we teach. To fully engage
the circle of praxis with the goal of transforming society, follow-up to participants’ experience as they
return to their home communities is essential. How
do we, as an institution, provide a space for participants and students to fully engage the circle of
praxis upon their return? How can we facilitate the
exploration of actions steps in participants’ home
communities? …
The Center for Global Education’s work today
continues to be the fruit of dialogue and reflections
with staff and resource people from over a dozen
countries and hundreds of students and participants
from the United States who have inspired our work,
shaped our analysis, challenged our language, and
informed our worldview. We are excited to be engaged in an educational process that will continue
to be refined and changed in the coming years by
new generations of staff and participants engaged in
transformative education.
Excerpted from Global News & Notes, Summer
2007; 25th Anniversary Issue: “Building a Just
and Sustainable World: Educating for
Transformation”
AUGSBURG COLLEGE
ANNUAL REPORT TO DONORS
2007-2008
Fall 2008
29
DEAR FRIENDS,
I write with a deep sense of humility and gratitude for your remarkable support of Augsburg College.
When I received the call to serve as the 10th president of Augsburg College, I enthusiastically accepted,
filled with a sense that God intended my life’s work to intersect with Augsburg’s mission and vision. I give
thanks every day for the opportunity to serve this special college. I am impressed by the deep commitment so
many individuals show toward Augsburg and its important work in the world. This annual report is a reminder to all of us of the importance philanthropy plays in the life of our college, and in the lives of our students. On their behalf, thank you for your generosity.
Our common work here at Augsburg calls us to be good stewards of the many gifts and resources we’ve
been given. Each year, thousands of alumni, parents, and friends make gifts not to the College, but through
the College, directly benefiting the many students we
serve. These students either embark on, or continue,
their vocational journeys here at Augsburg, and the
WE BELIEVE WE ARE CALL
many gifts we receive on an annual basis directly imTO SERVE OUR NEIGHBOR
pact their experience—in the classroom, on campus,
and in our neighborhood.
We have a new and bold way of stating the vision
of Augsburg College. It is this: We believe we are called to serve our neighbor. It is a vision statement that resonates deeply with the legacy and promise, the commitments and values, and the aspirations and reality of
our college. It is a statement that confirms our strong conviction that faith, learning, and service are at the
very heart of our identity as a college. I am especially grateful for the faculty and staff of the College who live
out this vision in educating our students.
To continue to live out this vision in a very real and meaningful way, Augsburg College needs your abiding and increased participation and support. I ask each of you to join me as we work together to secure a
strong and vibrant future for our college, and for our students.
Sincerely,
PAUL C. PRIBBENOW
PRESIDENT
30
Augsburg Now
ED
ANNUAL REPORT 2007-08
HIGHLIGHTS FROM 2007-08
Six new regents
elected to board
Six new members were elected to fouryear terms on the Augsburg College
Board of Regents at the annual meeting
of the Augsburg Corporation in October
2007. In addition, Michael Good and
Jennifer Martin were re-elected to second
six-year terms. New members: Andra
Adolfson, business development director
of Adolfson & Peterson Construction,
Inc; Rolf Jacobson, writer, educator, and
associate professor of Old Testament at
Luther Seminary; Ruth E. Johnson, MD ’74,
consultant in the Department of Internal Medicine at Mayo Clinic and assistant professor of medicine at Mayo
Medical School. She was recognized as a
Distinguished Alumna of Augsburg in
1996; Stephen Sheppard, former CEO of
Foldcraft Co; Joan Volz ’68, private practice attorney specializing in mediation;
Bonnie Wallace, scholarship director,
Fond du Lac Band of Lake Superior
Chippewa.
Garry Hesser appointed new
Sabo Professor
President Pribbenow announced the appointment of Garry Hesser, professor of
sociology and director of the MetroUrban Studies program, as the College’s
first Sabo Professor of Citizenship and
Learning. His work in this new role lays
the groundwork for the establishment of
an endowed Martin Olav Sabo Center
and chair.
As the Sabo Professor, Hesser’s activities include collaboration with the
Center for Service, Work, and Learning
concerning student engagement and
leadership, and development of events,
Students from the organic chemistry and analytical chemistry class labs paused to thank Augsburg donors John ’74
(chemistry) and Marvel Yager for their gifts that support scholarships for chemistry majors. Their $10,000 annual gift is
fully matched by John’s employer, Beckman Coulter, and has provided $80,000 over the past four years to support chemistry students.
programs, and lecture series that promote civic engagement and build community outreach.
Hesser has taught at Augsburg since
1977 and is recognized as a pioneer in
experiential education. In 1997 he received the Thomas Ehrlich Award for
leadership in service-learning, and in
2004 was named the Minnesota Professor of the Year by the Carnegie Foundation and the Council for Advancement
and Support of Education.
The Sabo Center in Citizenship and
Learning is the culmination of nearly 20
years of fundraising and advocacy by the
friends and colleagues of Martin Sabo ’59
that celebrates the College’s commitment
to education for democracy.
Metro-urban studies director and professor Garry Hesser
(right) was appointed Sabo Professor of Citizenship and
Learning, honoring the legacy of retired Congressman
Martin Sabo ’59 (left).
Fall 2008
31
HIGHLIGHTS FROM 2007-08
Two Augsburg giants
are mourned
Within one month of each other last
year, Augsburg lost two of its most wellknown and longstanding faculty.
Joel Torstenson ’38,
professor emeritus of sociology,
died on October
18, 2007, at the
age of 94.
So much of
Augsburg’s identity today as a college of the city stems from Torstenson’s
work at Augsburg. He founded the sociology and social work departments, and
the metro-urban studies program. He
developed urban programs in Minneapolis that launched HECUA (the
Higher Education Consortium for
Urban Affairs) and that led to the work
of our Center for Service, Work, and
Learning, including Engaging Minneapolis, which requires all students to
connect with the city in their studies.
Torstenson graduated from Augsburg in 1938. He went on for his master’s and doctoral degrees at the
University of Minnesota in history and
sociology. In 1947, Augsburg president
Bernhard Christensen invited him back
to Augsburg, even while still completing
his PhD, to develop programs in sociology and social work.
Torstenson’s deep commitment to
social issues led him to explore and
work in farmers’ cooperative movements, rural community life, churchlabor relations, racial justice and human
rights, and urban studies, especially
studying the question of the role of a
32
Augsburg Now
liberal arts college in a metropolis.
Torstenson’s memoir, Takk for Alt: A Life
Story, opens a window into his life’s
work and thought.
Leland Sateren ’35,
professor emeritus of music, died
on Nov. 10, 2007,
at the age of 94.
Sateren graduated from Augsburg in 1935, and
for the next 10
years attended graduate school at the
University of Minnesota, where he was
music director at the KUOM radio station. After public service during World
War II he returned to Augsburg, and
four years later he became chair of the
Music Department and director of the
Augsburg Choir. He retired in 1979.
His work includes more than 400
choral pieces he composed, and he was
passionate about Scandinavian choral
music. Sateren introduced the work of
many Scandinavian composers to American choral directors.
Among Sateren’s many notable accomplishments are premieres of works
with the Minnesota Symphony Orchestra and a commissioned piece at the
United Nations to commemorate the
20th anniversary of the Universal Declaration of Human Rights.
Sateren was the first recipient of the
F. Melius Christiansen Memorial Award
for choral directors. In 2002 he was
awarded the Weston Noble Choral Directors Award. He was also honored
Home economics graduates from 1950 to 1970 honored the memory of their mentor, teacher, and friend Ruth Segolson,
who served as chair of the Home Economics Department. Following her death in 1980, a fund was established to provide a
special gift in her memory. In November, on behalf of all former home economics majors, Jerilyn Hovland Cobb ’63 presented a tea service to the College, pictured here as it was first used at the Augsburg House reception honoring convocation speaker Jane Fonda. (L to R) President Pribbenow, Abigail Pribbenow, Dora (Frojen) Quanbeck ’49, and Philip
Quanbeck Sr. ’50.
ANNUAL REPORT 2007-08
HIGHLIGHTS FROM 2007-08
Democratic presidential candidate Hillary Clinton held a campaign rally at Augsburg on
February 3, just prior to the “Super Tuesday” primaries. With one day’s notice, Augsburg
staff, along with her campaign team, readied Melby Hall for the lively Sunday afternoon
event that drew nearly 5,000 people, plus local and national media.
with the St. Olaf Medal, presented by
King Olav V of Norway, and received
two honorary doctorates.
Sateren’s impact on the many hundreds of Augsburg students who sang in
his choir was remarkable. Peter Hendrickson ’76, director of choral activities
and current conductor of the Augsburg
Choir, studied with Sateren. A number
of other Sateren choir alumni currently
sing in the Masterworks Chorale at
Augsburg, directed by Hendrickson.
$100,000 Class of 1957
Endowment Fund
Congratulations to the Class of 1957
alumni and their spouses for establishing the Class of 1957 Endowment Fund
in celebration of their 50th class reunion. Their commitment and loyalty
help ensure that Augsburg can meet the
needs of its future students, especially
Jane Fonda presented the 2007 Koryne Horbal Lecture in November, sharing her
thoughts on the importance of beginning the “third act” of her life as she celebrated
her 60th birthday.
in areas of financial aid, program support, enhanced technology, and student
support services.
The endowment was jumpstarted
through the generosity of a class member who provided matches for all gifts
up to $50,000, challenging fellow classmates to participate at all levels.
Augsburg is grateful to the Class of
1957 for creating this important legacy
during their milestone year to honor
their Augsburg education. The foundation provides for today’s and tomorrow’s
students. It keeps them connected to
the traditions and heritage of the College as they craft their own legacies and
ties with students who come after them.
Spirit of Augsburg Award
Beverly Nilsson, professor emerita of nursing, taught at Augsburg from 1977 to
2001, serving as department chair from
1978 until her retirement.
Distinguished Alumnus Award
Dr. Bruce Amundson ’60, a leader in the
Peace Corps, Job Corps, and in rural
community health programs; presently
works to advance the integration of
medical care and mental health care in
Washington State.
Distinguished Alumnus Award
Jim Pederson ’56 former legislator in the
Minnesota House of Representatives
and Dept. of Public Safety.
2007 Homecoming Awards
The First Decade Award
Jasmina Besirevic-Regan ’97 dean of Trumbull College, one of Yale’s undergraduate residential colleges.
To read more about the 2007 Alumni
Awards, go to www.augsburg.edu/now
Fall 2008
33
2007-2008 FINANCIAL HIGHLIGHTS
Where the Money Comes From
Where the Money Goes
3%
5%
3%
Government grants
Other sources
3%
Debt service
Equipment
and capital
improvement
2%
Student salary
6%
4%
Private gifts and grants
Utilities
12%
Room and board
20%
47%
Salary and benefits
Financial aid
74%
Tuition
21%
Other
$34.5
$33.7
$30.5
2008 Endowment Market Value
May 31, 2008
$33,692,461
As of May 31, 2008, we have annual realized and unrealized losses
of 3.4% on our endowment. However, last year’s annualized return
was over 16%. Our five-year average annual return on the endowment is 6.21%, and the ten-year
average annual return is 5.39%. We
are committed to maintaining the
value of the principal gifts and to
provide support to the college in
perpetuity.
$26.6
$24.8
$23.2
$25.4
$22.7 $23.3
$20.0
$16.4
$14.2
$11.5
1995
1996
1997
1998
1999
2000
2001
2002
2003
Endowment Assets
(in millions)
June 1, 1995 – May 31, 2008
34
Augsburg Now
$26.7
2004
2005
2006
2007
2008
ANNUAL REPORT 2007-08
DEAR FRIENDS,
As we begin our 140th academic year, it is truly my pleasure to share with you the many gifts and contributions made to Augsburg College between June 1, 2007, and May 31, 2008. Even more important than the thousands of gifts received, however, are
the thousands of generous alumni, parents, and friends who made these gifts.
This past year, my first at Augsburg, was an exciting one. Following on the heels of the successful Access to Excellence campaign, a great deal was accomplished for the benefit of our many students. With deep gratitude, I would like to highlight much of
the success we accomplished together.
• We were blessed to receive over 9,000 gifts last year from more than 4,600
donors. The support and generosity of these individuals make a direct and
positive impact on the lives of our students in many ways. These gifts went to
support the Augsburg Fund, student scholarships, capital projects, the fine
arts, athletics, signature programs, and many other important initiatives.
• One exciting highlight from this past fiscal year was that the Augsburg
Fund, our fund for unrestricted gifts to the College, topped the $1 million
mark for only the third time ever and the first time outside of a campaign
year. Our result of $1,001,978.91 was a 10% increase over the prior fiscal year.
We received 5,143 gifts from 2,763 donors to reach this goal.
• Several key groups also came together last year in support of Augsburg College through their philanthropy. I am so proud to inform you that we received
100% participation to the Augsburg Fund from the Board of Regents, the
Alumni Board of Directors, and the President’s Cabinet. This type of support
from these three groups of individuals demonstrates the type of commitment
to this institution by its various groups of leaders.
• Augsburg also received 853 gifts totaling $756,094 to new or existing
scholarship funds, including the establishment of 12 new endowed
scholarships. Two additional scholarships were also funded at the
presidential level, bringing our total of President’s Scholarships to
three. Scholarships are a primary source of financial aid for many deserving students at Augsburg, and we are again grateful that hundreds
of generous individuals have chosen to establish or contribute to these
funds, directly benefiting our student learners.
YOUR SUPPORT AND
GENEROSITY MAKE A
DIFFERENCE IN THE
LIVES OF OUR STUDENTS
• The College also completed its first year of residency in the new Oren Gateway Center and its first fully-operational year in the
new Kennedy Center. These two new facilities, direct results of the generosity shown in the last capital campaign, have made a
positive permanent impact on the life of this institution. Students now directly benefit from new residence halls, state-of-theart classrooms, athletic and wellness facilities, and important gathering and meeting spaces.
As we enter yet another year with great anticipation of what the future will hold for our college, and our students, we look back
with tremendous gratitude for the many blessings we have been given. We are most grateful for each and every gift we receive
and I thank you most sincerely.
Sincerely,
JEREMY R. WELLS
VICE PRESIDENT FOR INSTITUTIONAL ADVANCEMENT
Fall 2008
35
LIFETIME GIVING
The following list recognizes alumni and friends of Augsburg College who have generously given a minimum of $100,000 (since 1980),
including planned gifts, over a lifetime. We are immensely grateful for their examples of loyalty and commitment to the College.
Ernest+ and Helen Alne
Charles and Ellora Alliss Education Foundation
Oscar+ ’38 and Leola+ Anderson
Brian Anderson ’82 and Leeann Rock ’81
Charles and Catherine Anderson
Daniel ’65 and Alice Anderson
Donald ’60 and Violet Anderson
Earl and Doris Bakken
Loren and Mary Quanbeck ’77 Barber
Elizabeth ’82 and Warren Bartz
Paul ’63 and LaVonne Olson ’63 Batalden
Sidney ’57 and Lola Lidstrom ’50 Berg
Barbara and Zane Birky
Roy ’50 and Ardis Bogen
John+ and Joyce Boss
Donald Bottemiller
Rodney and Barbara Burwell
Bush Foundation
Carlson Companies
The Curtis L. Carlson Family Foundation
Shirley Cherkasky
Richard ’74 and Nancy Colvin
David and Mary Brandt ’79 Croft
Theodore and Pamala Deikel
Deluxe Corporation Foundation
Darrell ’55 and Helga Egertson
Tracy L. Elftmann ’81
Philip and Laverne Fandrei
Jerry and Jean Foss
William and Anne Frame
Barbara and Edwin Gage
General Mills Foundation
Michael ’71 and Ann Good
Roger Griffith ’84 and Jean Taylor ’85
H. Theodore ’76 and Michele Grindal
Raymond ’57 and Janice Grinde
Phillip+ ’55 and Lynne Gronseth
Carolyn and Franklin Groves
Stephen ’70 and Margaret Gundale
James and Kathleen Haglund
Hearst Foundation
Loren Henderson
Donald Hennings
Grace Forss ’57 Herr and Douglas Herr
Donald ’39 and Phyllis Holm
Allen and Jean Housh
Garfield Hoversten ’50
Robert Hoversten
Huss Foundation
Sandra and Richard Jacobson
James Johnson and Maxine Isaacs
Kinney Johnson ’65
Dean ’75 and Terry Kennedy
Bruce and Maren Kleven
David and Barbara Kleven
E. Milton Kleven ’46
Dean and Susan Kopperud
Kraus-Anderson Construction Company
David Lankinen ’88
Diane and Philip Larson
George ’61 and Mary Larson
Harris ’57 and Maryon Lee
James Lindell ’46
Arne ’49 and Jean Swanson ’52 Markland
Marie and Larry McNeff
Gerard and Anne Meistrell
Hoyt+ ’39 and Lucille Messerer
Robert ’70 and Sue Midness
Every effort has been made to ensure that all names are included and spelled correctly.
If you notice an error, please contact Kevin Healy at 1-800-273-0617 or healyk@augsburg.edu.
+ Deceased
36
Augsburg Now
Paul ’84 and Nancy Mackey ’85 Mueller
William and Stephanie Naegele
Barbara Tjornhom ’54 Nelson and Richard Nelson
George ’68 and Tamra Nelson
Ronald ’68 and Mary Kay Nelson
Robert Odegard ’51+
R. Luther Olson ’56
Beverly Halling ’55 Oren and Donald ’53 Oren
John and Norma Paulson
Robert ’50 and Ruth Paulson
Glen Person ’47
Harvey ’52 and Joanne Varner ’52 Peterson
Addison and Cynthia Piper
David Piper
Harry and Mary Piper
Mark ’53 and Jean Raabe
Alan Rice
Curtis and Marian Sampson
Ward ’74 and Catherine Schendel
Ruth Schmidt ’52
James and Eva Seed
Rodney Sill ’82
John and Martha Singleton
Glen and Anna Skovholt
Gladys Boxrud Strommen ’46
Leland and Louise Sundet
Dean ’81 and Amy Sundquist
Glen A. Taylor Foundation
P. Dawn Heil Taylor ’78
Teagle Foundation
Thrivent Financial for Lutherans
Robert ’63 and Marie Tufford
Emily Anne and Gedney Tuttle
Scott Weber ’79
ANNUAL REPORT 2007-08
ANNUAL GIVING
GIFTS RECEIVED JUNE 1, 2007 TO MAY 31, 2008
The following list recognizes alumni and friends of Augsburg College who generously gave a minimum of $1,000 in the 2007-08 fiscal year.
3M Foundation
Ruth Aaskov ’53
Accenture
Kate Addo
Andra Adolfson
Adolfson & Peterson Construction
Aegon Transamerica Foundation
Peter ’70 and Mary Agre
Lois Richter ’60 Agrimson and Russell Agrimson
Edward ’50 and Margaret Alberg
Charles and Ellora Alliss Education Foundation
Paul ’59 and Pearl Almquist
The American Foundation
Ameriprise Financial
Brian Anderson ’82 and Leeann Rock ’81
Charles and Catherine Anderson
Daniel ’65 and Alice Anderson
Deloris Anderson ’56
Donald ’60 and Violet Anderson
Kim ’73 and Nancy Kerber ’74 Anderson
Leif Anderson
Robert ’77 and Katherine Anderson
Scott ’76 and Lisa Anderson
Steven and Stephanie Anderson
William ’86 and Kelly Anderson
I. Shelby Gimse Andress ’56
James ’88 and Christine Pieri ’88 Arnold
Carla Asleson ’91
Al Assad
The Aston Group, Inc.
Avaya Communication
B R Direct Marketing, Inc.
Dorothy Bailey
Stanley ’57 and Mary Esther Baker
Paul ’63 and LaVonne Olson ’63 Batalden
Stephen ’67 and Sandra Batalden
Estate of Abner B Batalden
Tracy and Janel Beckman
Vera Thorson Benzel ’45
Norman ’59 and Delores Berg
Sidney ’57 and Lola Lidstrom ’50 Berg
Samuel ’97 and Melissa Wieland ’97 Bergstrom
Daryl and Marylee Bible
Birgit Birkeland ’58
Robert and Lynda Bisanz
Nancy Paulson ’70 Bjornson and J. Ragnar
Bjornson
Stephen ’74 and Janet Blake
Buffie Blesi ’90 and John Burns
David ’68 and Lynn Boe
Boeing Company
Kevin Bonderud ’79
Amy Bowar ’97
Thomas ’78 and Julie Bramwell
Marilyn Saure ’61 Breckenridge and Tom
Breckenridge
Heidi Breen
Bruce Brekke
Kyle Brown ’88
Adam Buhr ’98 and Laura Pejsa ’98
Carolyn Burfield ’60
Marion Buska ’46
BWBR Architects
Cargill Foundation
Laurie Carlson ’79 and William Voedisch
Wayne ’69 and Pamela Bjorklund ’69 Carlson
Carolyn Foundation
James and Kimberly Cassens
John and Peggy Cerrito
Shirley Cherkasky
Keith ’65 and Lynn Chilgren
Rev. Dr. Herbert ’54 and Rev. E Corrine Chilstrom
David ’72 and Michelle Karkhoff ’72 Christianson
Harlan ’57 Christianson
C. Lee Clarke
Jerelyn Hovland ’63 and Clyde Cobb
Richard ’74 and Nancy Colvin
Joseph Cook ’89
Walter and Janet Cooper
The Cotswold Foundation Trust
Brent Crego ’84
George ’72 and Janet Dahlman
Sally Hough Daniels ’79
Bartley Davidson ’76
Dow Corning Corporation Matching Gifts
Downey McGrath Group, Inc.
Karen ’81 and Charles Durant
Beverly Durkee
E.A. Sween Company
Julie Edstrom ’90
Darrell ’55 and Helga Egertson
Judy Thompson Eiler ’65
Daniel ’77 and Patricia Eitrheim
ELCA
Tracy L. Elftmann ’81
Elftmann Family Foundation
Fuad and Nancy El-Hibri
Avis Ellingrod
Rona Quanbeck ’48 Emerson and Victor Emerson
The Eppley Foundation For Research, Inc.
Edna Kastner ’42 Ericksen
Dennis ’64 and Mary Lou Ervin ’64 Erickson
L. Craig ’79 and Theresa Serbus ’79 Estrem
Alice C. Evans
Barbara A. Farley
Jane and Patrick Fischer
Dawn Formo
Jerome Formo ’37
Jamie Fragola
William and Anne Frame
Andrew Fried ’93
Laurie ’80 Fyksen-Beise and William Beise
Estate of Charles T. Gabrielson
Barbara and Edwin Gage
General Mills Foundation
Anthony ’85 and Traci Genia
Glen ’52 and Irvyn Gilbertson
Hugh ’58 and Kay Lemmerman ’60 Gilmore
Orval and Cleta Gingerich
Estate of Richard Irving Gisselquist
Gerald and Susan ’76 Glaser
Global Impact
GMAC-RFC
Andrew and Carolyn Goddard
Goldman, Sachs & Co
Michael ’71 and Ann Good
Gopher Wrestling Club
Shirley Larson ’51 Goplerud and Dean Goplerud
Roger ’61 and Barbara Milne ’60 Gordon
Thomas Gormley and Mary Lesch-Gormley
Paul and Margot Grangaard
Robert and Nancy Granrud
Fall 2008
37
Paul and Judy Grauer
Greater Twin Cities United Way
Charles and Barbara Green
William and Judith Green
Roger Griffith ’84 and Jean Taylor ’85
H. Theodore ’76 and Michele Grindal
Raymond ’57 and Janice Grinde
Stephen ’70 and Margaret Gundale
Margaret and Gunderson
Mabeth Saure ’58 Gyllstrom and Richard Gyllstrom
Patrick ’78 and Debra Haar
Mark ’77 and Naomi Hall
Halleland Lewis Nilan Sipkins & Johnson P.A.
William ’51 and Marolyn Sortland ’51 Halverson
Clarence Hansen ’53
Anna Hovland ’58 Hanson
Skylar ’01 and Jennifer Hanson
Estate of Russell I. Hanson and Viola M. Hanson
Jodi and Stanley Harpstead
Robert ’83 and Lynne Harris
John H. Harris III Memorial Foundation
Richard and Dail Hartnack
Christopher Haug ’79 and Karl Starr
David ’67 and Karen Jacobson ’67 Haugen
Dorothy Haugen
Helen ’49 and James Haukeness
Lee Hawks ’84
Lisa Svac Hawks ’85
Philip ’42 and Ruth Helland
Raymond Henjum ’55
Leo Henkemeyer
Hennepin County
Grace Forss ’57 Herr and Douglas Herr
Garry Hesser and Nancy Homans
Bruce ’90 Holcomb and Caroline Vernon
Kenneth ’74 and Linda Bailey ’74 Holmen
Dean ’57 and Jane Holmes
Homeland Foundation
Elizabeth Horton
Joel and Alice Houlton
Allen ’64 and Lenice Hoversten
Clarence ’41 and Marguerite Hoversten
Kermit ’50 and Ruth Hoversten
Philip ’71 and Patricia Hoversten
Joseph ’61 and Mei Shen Hsieh
Michael and Barbara Hubbard
Hubbard Broadcasting Foundation
Joseph and Linnea Daigle Hudson
Alvin John and Ruth Huss
Huss Foundation
Mohamed Hussein ’03
Glenda and Richard Huston
38
Augsburg Now
Brandon Hutchinson ’99
Barbara and Richard Hutson
IBM Corporation
Duane ’68 and Diane Ilstrup
Imation Corporation
Mary and Tony Jacobson
Sandra and Richard Jacobson
Bruce ’68 and Lois Hallcock ’68 Johnson
Carol Oversvee Johnson ’61
Ruth E. Johnson ’74 and Philip Quanbeck II
Estate of Louisa Johnson
Kinney Johnson ’65
Merton ’59 and Jo An D. Bjornson ’58 Johnson
Craig Jones
Roberta Kagin and Craig Alexander
Jennifer Abeln ’78 Kahlow and Larry Kahlow
Cheri Hofstad ’85 Kamp and Thomas Kamp
Dean ’75 and Terry Kennedy
Mary Ann Kinney ’04
Cody Kirkham
Michael Kivley ’89
Linda Klas ’92
E. Milton Kleven ’46
Jason Koch ’93 and Heather Johnston ’92
Elsie Ronholm Koivula ’49
Dean and Susan Kopperud
Kopp Family Foundation
Joanne Stiles ’58 Laird and David Laird
Martin Larson ’80
Marvin and Ruth Ringstad ’53 Larson
Julie Gudmestad ’65 and Joseph Laudicina
Bernadine and Sidney Lee
Harris ’57 and Maryon Lee
Andre Lewis ’73 and Kathleen McCartin
James Lindell ’46
Gaye and Stephen Lindfors
Mary Sue and Hugh Lindsay
Dana Lonn
Stanley ’56 and Gailya Ludviksen
Wenona ’55 and Norman Lund
John ’65 and Gracia Nydahl ’66 Luoma
Pamela and Robert MacDonald
Janet Mackenzie ’90
Roger ’57 and Fern Mackey
Philip ’79 and Diane Madsen
Kay Malchow ’82 and Stephen Cook
Lyle ’68 and Susanne Starn ’68 Malotky
Terry Marquardt ’98 and Gary Donahue
Jennifer and Richard Martin
Norman ’57 and Gayle Engedal ’57 Matson
Donald ’66 and Margaret Mattison
Donna Demler McLean
Christopher ’00 and Tara Cesaretti ’97 McLeod
Marie and Larry McNeff
Merck Partnership For Giving
Merrill Lynch
Daniel ’65 and Mary Tildahl ’65 Meyers
Deidre Durand ’88 and Bruce Middleton
Robert ’70 and Sue Midness
Paul ’70 and Barbara Durkee ’71 Mikelson
Dennis ’67 and Christine Miller
Gerald ’57 and Frida Mindrum
Spencer ’66 and Gay Johnson ’66 Minear
Minnesota Hockey Coaches Assoc.
Minnesota Private College Foundation
Jeanette Mitchell
Thomas ’59 and Ruth Carlsen ’60 Moen
Thelma Monson ’41
Alan Montgomery and Janet KarvonenMontgomery
Thomas and Lorraine Morgan
LaWayne ’51 and D. LaRhea Johnson ’51 Morseth
Sharon Mortrud
Paul ’84 and Nancy Mackey ’85 Mueller
Dylan ’97 and Wendy ’96 Nau
Gordon Nelson
Mildred Nelson ’52
Robert ’44 Nelson and Helen Johnson-Nelson
Ronald ’68 and Mary Kay Nelson
Steven ’64 and Rebecca ’64 Nielsen
Norma Noonan
Edwin and Edith Norberg Charitable Trust
Roselyn Nordaune ’77
Jane Huseby ’65 Norman
Shirley and James ’57 Norman
Normandale Lutheran Church Foundation
Terry ’70 and Vicki Nygaard
Leroy ’52 and Betty Munson ’53+ Nyhus
Oak Grove Lutheran Church
Robert Odegard ’51+
Richard ’69 and Sandra Larson ’69 Olmsted
Donald Olsen ’60
Bruce L. Olson ’71
Dean Olson ’00
R. Luther Olson ’56
Beverly Halling ’55 Oren and Donald ’53 Oren
Beverly Ottum
Patricia and John Parker
Subhashchandra ’75 and Annette Hanson ’74 Patel
John and Norma Paulson
Robert ’50 and Ruth Paulson
Peace Lutheran Church of Plymouth
Richard ’74 and Karen Pearson
Glen Person ’47
ANNUAL REPORT 2007-08
Corwin and Doris Peterson
Eugene ’59 and Paula Peterson
Harvey ’52 and Joanne Varner ’52 Peterson
Karin Peterson
Ron ’69 and Jane Petrich
Sandra Phaup ’64
Jay Phinney ’79
Presser Foundation
President Paul C. Pribbenow and Abigail
Crampton Pribbenow
Project Consulting Group
Karl D. Puterbaugh ’52
Linda Hanwick ’64 and John Putnam
Lois Quam and Matthew Entenza
Philip ’50 and Dora Frojen ’49 Quanbeck
Mark ’53 and Jean Raabe
Lloyd ’63 and Linnea Raymond
RBC Dain Rauscher Foundation
Donald F. and Mary Sue Zelle Reed Fund
Bruce and Sharon Reichenbach
Stephen Rivard and Christine Jett-Rivard
Eunice Kyllo ’62 Roberts and Warren Roberts
Frances Roller
Olive Ronholm ’47
Philip Jr. and Margaret Rowberg
Philip Rowberg ’41
Gerald ’48 and Judith Ryan
Martin ’59 and Sylvia Sabo
Curtis and Marian Sampson
Audrey Nagel ’51 Sander
Judith and William Scheide
Ruth Schmidt ’52
Inez Olson ’59 Schwarzkopf and Lyall Schwarzkopf
Douglas Scott and Grace Schroeder Scott
Michael ’71 and Bonnie Scott
Charles and Ritchie Markoe Scribner
Milan ’48 and Marian Sedio
James and Eva Seed
Phyllis ’58 and Harold Seim
Richard ’70 and Linda Seime
Frankie and Jole Shackelford
Shepherd of the Glades Lutheran Church
Stephen and Kay Sheppard
Chad ’93 and Margaret Shilson
Michael and Pamela Sime
Russel ’50 and Virginia Thompson ’50 Smith
Neal ’57 and Judy Fosse ’61 Snider
Steven and Pamela Snyder
David Soli ’81
Earle ’69 and Kathleen Kupka ’69 Solomonson
John ’62 and Ruth Sather ’63 Sorenson
Allan ’53 and Eunice Nystuen ’50 Sortland
Arne and Ellen Sovik
Joyce Engstrom ’70 Spector and Robert Spector
Gary ’68 and Jeanette Stangland
David ’63 and Karen Henry ’64 Steenson
Todd ’89 and Amy Steenson
Donald and Annelies Steinmetz
Myles and Eunice Stenshoel
Jeffrey ’82 and Peggy Stoks
Beverly and Thomas Stratton
Gladys Boxrud Strommen ’46
Philip ’79 and Julia Davis ’79 Styrlund
Grace Kemmer ’58 Sulerud and Ralph Sulerud
Kenneth Svendsen ’78 and Allison Everett ’78
Brian Swedeen ’92 and Terri Burnor ’92
M. Douglas + and Solveig Swendseid
Jeffrey ’79 and Melissa Swenson
Gary ’80 and Deanna Tangwall
Elizabeth and Kenneth Tankel
P. Dawn Heil Taylor ’78
Glen A. Taylor Foundation
TCF Foundation
Jacqueline ’80 and John Teisberg
Paul ’60 and Nancy Thompsen
Harold and Maureen Thompson
Jennings ’51 and Mary Schindler ’48 Thompson
Richard ’61 and Jane Thompson
Gordon ’52 and Gloria Parizek ’53 Thorpe
Marlys Holm ’57 Thorsgaard and Arlen Thorsgaard
Thrivent Financial For Lutherans
David and Martha Tiede
Christine Toretti
The Toro Company
Allan ’75 Torstenson and Frances Homans
Frances and Joel ’38+ Torstenson
Todd Tourand ’99
Gordon ’57 and Karen Egesdal ’61 Trelstad
Lawrence ’69 and Susan Turner
Peter Turner
Emily Anne and Gedney Tuttle
Betty and Paul Tveite
F. Clayton ’72 Tyler and Jackie Parker ’76
Cherryhomes
UBS Foundation
Morris ’42 and Grace Ulring
US Bancorp Foundation
Ruth Usem
Catherine Van Der Schans
Julie Lien ’82 and Steve Vanderboom
Mary ’70 and Dennis Veiseth
Peter and Linda Vogt
Frank ’69 and Wendy Wagner
Robert Wagner ’02
Norman ’76 and Kathryn Anderson ’76 Wahl
Martha and Steven Ward
Colleen Watson ’91 and Mary McDougal
Lois ’76 Wattman and Douglas Shaw
Wells Fargo Educational Matching Gift Program
Wells Fargo Foundation Community Support
John ’49 and Arnhild Werket
Wheelock Whitney and Kathleen Blatz
The Whitney Foundation
Mary and Gunnar Wick
Robert Wick ’81
David and Catherine Wold
John ’74 and Marvel Yager
Ziemann Insurance Services, Inc.
Every effort has been made to ensure that all names are included and spelled correctly.
If you notice an error, please contact Kevin Healy at 1-800-273-0617 or healyk@augsburg.edu.
Fall 2008
39
CONSECUTIVE GIVING
The following list recognizes alumni and friends of Augsburg College who have generously given for 10 or more consecutive fiscal years,
as indicated by the number in parentheses. (Gifts received since 1980)
3M Foundation (25)
Ordelle Aaker ’46 (11)
Ruth Aaskov ’53 (29)
Lois Richter ’60 Agrimson and Russell
Agrimson (16)
Harold ’47 and Lois Black ’47 Ahlbom (29)
Edward ’50 and Margaret Alberg (11)
Paul ’59 and Pearl Almquist (10)
Charles and Catherine Anderson (28)
Daniel ’65 and Alice Anderson (29)
Deloris Anderson ’56 (17)
Elizabeth Manger ’53 Anderson and Delbert
Anderson (10)
Kristin Anderson (10)
Leif Anderson (10)
Margaret and Raymond Anderson (11)
Margaret Anderson (10)
Ray Anderson ’49 (21)
Robert ’77 and Katherine Anderson (16)
Scott ’76 and Lisa Anderson (10)
Theodore ’48 Anderson and Eliazbeth
Hibbeler-Anderson (10)
William ’86 and Kelly Anderson (12)
LeRoy ’52 and Carole Anenson (11)
Frank ’50 and Georgette Lanes ’50 Ario (28)
Elyce Lundquist ’58 Arvidson and Marvin
Arvidson (22)
John ’79 and Rebecca Lundeen ’79 Aune (17)
Dorothy Bailey (14)
Stanley ’57 and Mary Esther Baker (29)
Elizabeth ’82 and Warren Bartz (10)
Paul ’63 and LaVonne Olson ’63 Batalden (15)
Gerald ’56 and Nancy Baxter (10)
Hamar ’34 and Wanda Severson ’40 Benson (12)
John Benson ’55 (29)
Vera Thorson Benzel ’45 (25)
Gertrude Ness Berg ’51 (15)
John Berg ’59 (17)
Sidney ’57 and Lola Lidstrom ’50 Berg (10)
Jack ’49 and LeVerne Berry (27)
Anthony and Kathy Bibus (10)
Birgit Birkeland ’58 (22)
Gary ’65 and Jean Blosberg (11)
David ’79 and Peggy Boots (12)
Bruce ’64 and Nancy Braaten (12)
40
Augsburg Now
Heidi Breen (15)
Daniel and Irene Brink (13)
Michael Burden ’85 (14)
Carolyn Burfield ’60 (10)
Marion Buska ’46 (19)
Daniel ’61 and Faith Carlson (11)
Jeroy ’48 and Lorraine Carlson (29)
Laurie Carlson ’79 and William Voedisch (11)
Roger ’54 and Dorothy Carlson (10)
Wayne ’69 and Pamela Bjorklund ’69 Carlson (19)
Wendell ’63 and Grace Carlson (10)
Linda Carlstedt ’63 (29)
Joyce Catlin ’73 Casey and Paul Casey (27)
Carl ’59 and Kathleen Aaker ’62 Casperson (11)
Peggy and John Cerrito (10)
Rev. Dr. Herbert ’54 and Rev. E
Corrine Chilstrom (12)
Judith Christensen (10)
Paul ’59 and Gloria Christensen (11)
Jeff Christenson ’82 (10)
Janet Niederloh ’58 Christeson and John
Christeson (11)
David ’72 and Michelle Karkhoff ’72
Christianson (20)
Joseph ’53 and Connie Cleary (11)
Richard ’74 and Nancy Colvin (28)
Donald and Janice Conrad (18)
Laura Bower ’91 Cunliffe and Wayne Cunliffe (10)
Oliver Dahl ’45 (11)
Addell Halverson Dahlen ’43 (18)
Lester Dahlen ’39 (29)
Leonard ’52 and Anabelle Hanson ’51 Dalberg (28)
Sally Hough Daniels ’79 (10)
Lois Mackey Davis ’58 (10)
LeVon Paulson Dinter ’52 (22)
Hans ’56 and Donna Dumpys (21)
Linda Lundeen ’74 Dunn and Douglas Dunn (14)
Julie Edstrom ’90 (12)
Ruben ’45 and Thelma Egeberg (10)
Judy Thompson Eiler ’65 (10)
Curtis ’84 and Jody Eischens (10)
Daniel ’77 and Patricia Eitrheim (10)
ELCA (21)
Elftmann Family Foundation (14)
Avis Ellingrod (13)
Valborg Kyllo ’54 Ellingson and Phillip
Ellingson (15)
Rona Quanbeck ’48 Emerson and Victor
Emerson (15)
Mark and Lynette Engebretson (10)
Fred ’60 and Janet Engelmann (20)
James Ericksen ’69 (27)
Reynold ’41 and Marian Erickson (19)
Dean ’68 and Diana Olson ’69 Ersfeld (15)
Alice C. Evans (10)
John ’82 and Joan Moline ’83 Evans (22)
Leland ’53 and Eunice Fairbanks (22)
Marilyn Pearson ’76 Florian and Kenneth
Florian (26)
Jerome Formo ’37 (27)
William and Anne Frame (12)
Esther Oleson ’54 Freund and Norman
Freund (11)
R. Mark Frey (10)
Andrew Fried ’93 (11)
Marilyn Elness ’53 Froiland and Philip
Froiland (17)
Terry ’67 and Pauline Frovik (10)
Ann Garvey (10)
Alan ’67 and Marilyn Albaugh ’67 Gierke (29)
Donald ’60 and Nancy Gilberg (14)
Rachel Rohde ’76 Gilchrist and Chris Gilchrist (19)
Borghild Gisselquist (10)
Gary and Barbara Glasscock (11)
Alexander ’90 and Simone Gonzalez (18)
Shirley Larson ’51 Goplerud and Dean
Goplerud (28)
Lorraine Vash ’67 Gosewisch and David
Gosewisch (10)
Paul and Judy Grauer (27)
Douglas Green and Becky Boling (10)
Cindy Greenwood 2005 (10)
H. Theodore ’76 and Michele Grindal (22)
Raymond ’57 and Janice Grinde (29)
Steven ’81 and Kathy Grinde (11)
Paul ’62 and Susan Grover (27)
John and Laurie Grygelko (12)
Fern Hanson Gudmestad ’41 (26)
Sonia Overmoen ’62 Gullicks and Milton
Gullicks (22)
ANNUAL REPORT 2007-08
Marlys Ringdahl ’53 Gunderson and Charles
Gunderson (21)
Arlin Gyberg (29)
Mabeth Saure ’58 Gyllstrom and Richard
Gyllstrom (27)
Mark ’77 and Naomi Hall (20)
William ’51 and Marolyn Sortland ’51
Halverson (10)
Arvin ’55 and Twila Halvorson (28)
Edward and Shirley Hansen (24)
Sylvia Kleven Hanson ’50 (12)
John ’69 and Barbara Harden (11)
Evelyn Green ’49 Harris and Edward Harris (12)
Betty Johnson ’58 Haas and Charles Hass (28)
Christopher Haug ’79 and Karl Starr (13)
Marjorie Wilberg Hauge ’50 (25)
Burton ’72 and Rollie Haugen (14)
Marilyn Peterson1963 Haus and George Haus (27)
Philip ’42 and Ruth Helland (21)
Gerald ’59 and Maxine Hendricks (10)
Robert ’55 and Karin Herman (10)
Garry Hesser and Nancy Homans (29)
Jean Magnuson ’57 Hicks and David Hicks (10)
Rodney ’59 and Arlene Selander ’59 Hill (12)
Helen Sigvald Hjelmeland ’41 (12)
Sylvia Hjelmeland (11)
Thomas ’57 and Arlene Hofflander (20)
James ’61 and Caroline Holden (21)
Norman and Ilene Holen (20)
Dean ’57 and Jane Holmes (10)
Bradley ’63 and Linda Holt (28)
James ’59 and Joanne Horn (10)
Donald ’65 and Delores Hoseth (10)
Robert ’67 and Jane Hosman (23)
Allen ’64 and Lenice Hoversten (29)
Kermit ’50 and Ruth Hoversten (11)
Edith Hovey (15)
Florence Retrum Hovland ’40 (21)
Joseph ’61 and Mei Shen Hsieh (19)
Glenda and Richard Huston (17)
Bruce and Jean Inglis (12)
Rosemary Jacobson ’69 (14)
Jeffrey ’80 and Jacqui Jarnes (11)
Bruce ’68 and Lois Hallcock ’68 Johnson (11)
David ’64 and Karen Johnson (10)
Doris Wilkins ’63 Johnson and Charles
Johnson (12)
Duane and Ruth Johnson (21)
Glen and Marlys Johnson (10)
Gloria Johnson ’51 (20)
Janet Batalden ’61 Johnson and Dennis ’61
Johnson (13)
Joan ’94 and Mark Johnson (14)
Kinney Johnson ’65 (18)
Laurel Jones ’69 Johnson and Larry Johnson (13)
Marcellus ’54 and Thelma Johnson (10)
Martha Johnson (10)
Ruth E. Johnson ’74 and Philip Quanbeck II (21)
Kenneth & Lillian Ysteboe ’51 Ose
Ervin ’56 & Sylvia Overlund
Theodore ’68 and Michelle Johnson (12)
Wayne Johnson ’58 (26)
Helen Johnson-Nelson and Robert ’44 Nelson (13)
Roberta Kagin and Craig Alexander (28)
Jennifer Abeln ’78 Kahlow and Larry Kahlow (11)
Cheri Hofstad ’85 Kamp and Thomas Kamp (11)
Richard ’69 and Cheryl Nelson ’70 King (11)
Cody Kirkham (11)
Sharon Dittbenner ’65 Klabunde and Richard
Klabunde (22)
E. Milton Kleven ’46 (11)
Jerome Kleven ’58 (12)
Lowell ’54 and Janice Kleven (24)
Leo Klohr and Judy Occhetti-Klohr (12)
LaRhae Grindal Knatterud ’70 (12)
Millard ’52 and Dorothy Knudson (13)
Daniel ’70 and Ingrid Kloster ’69 Koch (11)
Elsie Ronholm Koivula ’49 (28)
James Kottom ’52 (23)
Joan Johnson1953 Kuder and Calvin Kuder (26)
Joan Kunz (10)
William ’52 and Edith Kuross (11)
Sigrunn Kvamme ’53 (18)
Robert ’80 and Lori LaFleur (16)
Joanne Stiles ’58 Laird and David Laird (26)
Archie Lalim ’50 (28)
George ’50 and Vivian Lanes (14)
Linda Larson ’70 and C. Jerry Sells (23)
John ’52 and Mary Peterson ’54 Leak (13)
Roger ’50 and Donna Wang ’52 Leak (12)
Harris ’57 and Maryon Lee (25)
James ’67 and Laurie Lindell (10)
James Lindell ’46 (27)
Rosemary and Andrew Link (10)
Robert ’56 and Mary Erickson ’58 Lockwood (16)
Brent Lofgren ’88 (17)
Irene Ppedahl Lovaas ’45 (15)
Jack ’53 and Darlene Lundberg (11)
Susan Lageson ’77 Lundholm and Mark
Lundholm (19)
Roger ’57 and Fern Mackey (24)
Marie Hafie ’65 MacNally and Thomas
MacNally (12)
Margreta Magelssen ’72 and David Hallan (23)
Richard ’55 and Mary Mahre (10)
Ronald ’56 and Christine Munson ’56 Main (10)
Raymond Makeever (10)
Michael ’65 and Lynne Marcy (10)
Carlos Mariani Rosa (10)
Julie Magnuson ’61 Marineau and Richard
Marineau (10)
John ’59 and De Anne Martinsen (12)
Michael McCully (12)
Kristin Settergren ’86 McGinness and Steve
McGinness (19)
Donna McLean (22)
Tara Cesaretti ’97 McLeod and Christopher
2000 McLeod (10)
Marie and Larry McNeff (28)
Meca Sportswear Inc (11)
Joan and Richard Meierotto (11)
Daniel ’65 and Mary Tildahl ’65 Meyers (17)
Erwin ’54 and Carolyn Ryan ’56 Mickelberg (10)
Robert ’70 and Sue Midness (19)
Paul ’70 and Barbara Durkee ’71 Mikelson (28)
Victor ’42 and Rhoda Miller (12)
Thomas ’59 and Ruth Carlsen ’60 Moen (10)
James Mondo (10)
Alan Montgomery and Janet
Karvonen-Montgomery (10)
Thomas and Lorraine Morgan (26)
LaWayne ’51 and D. LaRhea Johnson ’51
Morseth (20)
Mildred and Van Mueller (24)
Paul ’84 and Nancy Mackey ’85 Mueller (12)
David Narr ’94 (11)
Bonnie Johnson ’67 Nelson and Bryce Nelson (25)
Edor ’38 and Dorathy Nelson (12)
Gloria Burntvedt Nelson ’43 (26)
Larry ’65 and Marilyn Nelson (13)
Mildred Nelson ’52 (29)
Ronald ’68 and Mary Kay Nelson (12)
Steven ’64 and Rebecca ’64 Nielsen (10)
Erika Staub ’51 Niemi and Wayne Niemi (17)
Timothy ’82 and Jane Nohr (10)
Margaret Nelson Foss Nokleberg ’48 (21)
Norma Noonan (14)
Edwin and Edith Norberg Charitable Trust (20)
Roselyn Nordaune ’77 (28)
Betsey and Alan Norgard (14)
James ’57 and Shirley Norman (11)
Normandale Lutheran Church Foundation (19)
Jonathan Nye ’72 and Wendy Worner (17)
Terry ’70 and Vicki Nygaard (10)
Leroy ’52 and Betty Munson ’53 Nyhus (16)
Steven O’Tool ’74 (10)
Fall 2008
41
Maren Lecy ’83 Ogdie and Al Ogdie (19)
Norman ’85 and Kim Asleson ’84 Okerstrom (18)
Sandra Larson ’69 Olmsted and Richard ’69
Olmsted (12)
W. Donald ’34 and Glenda Olsen (20)
Bettye and Howard Olson (16)
Laverne Moe ’48 Olson and Paul Olson (22)
Orville ’52 and Yvonne Bagley ’52 Olson (28)
R. Luther Olson ’56 (11)
Vicki and Daniel Olson (10)
Kristen Olsrud ’80 (11)
Laurie Nelson ’79 Orlow and Steven Orlow (19)
Jack ’62 and Nina Osberg (18)
Jim ’64 and Rose Parks (20)
Arnold ’52 and Betty Paulson (12)
John and Norma Paulson (11)
Daniel ’51 and Lois Pearson (22)
Dale Pederson (10)
Glen Person ’47 (23)
Eugene ’59 and Paula Peterson (21)
Harvey ’52 and Joanne Varner ’52 Peterson (29)
Rebecca Arvold ’88 Pfabe and Maurice Higgins (14)
Jay Phinney ’79 (29)
Leanne Phinney ’71 and Mark Schultz (11)
Jill Pohtilla (10)
Presser Foundation (12)
David Proctor ’63 (22)
Elizabeth Pushing ’93 (14)
Jerry ’83 and Susan Warnes ’88 Quam (10)
Dagmar Dahl Quanbeck ’36 (29)
Eileen Quanbeck ’46 (15)
Philip ’50 and Dora Frojen ’49 Quanbeck (12)
Quentin ’50 and E. Lucille Quanbeck (15)
Mark ’53 and Jean Raabe (12)
Larry and Beverly Ragland (16)
James ’61 and BettyAnn Redeske (12)
Donald ’53 and Donna Erickson ’54 Reimer (10)
Robert and Gail Rice (17)
Pamela Birdsall ’75 Richard and Jerry Richard (10)
Donavon ’52 and Ardis Roberts (12)
Eunice Kyllo ’62 Roberts and Warren Roberts (17)
Leeann Rock ’81 and Brian Anderson ’82 (10)
Marion Roe ’50 (12)
Frances Roller (11)
Joyce and Walker Romano (11)
Olive Ronholm ’47 (29)
Stella Kyllo Rosenquist ’64 (10)
Philip Rowberg ’41 (10)
Martin ’59 and Sylvia Sabo (29)
Audrey Nagel ’51 Sander (16)
Pauline and Leland ’35+ Sateren (11)
Maryls Harkman ’54 Schmidt and Leonard
Schmidt (11)
Ruth Schmidt ’52 (29)
Michael and Leslie Schock (10)
Joyce Opseth Schwartz ’45 (26)
Roger ’62 and Jean Schwartz (13)
Inez ’59 and Lyall Schwarzkopf (29)
Ronnie ’62 and Karen Scott (20)
Richard ’70 and Linda Seime (12)
Charles Sheaffer (10)
John ’50 and Norma Shelstad (17)
James ’54 and Ethel Nordstrom ’55 Shiell (28)
Chad ’93 and Margaret Shilson (11)
Nora Anderson ’83 Sillerud and Jon Sillerud (16)
Patricia ’67 and Elmer Sitkin (10)
Arnold ’48 and Carol Skaar (29)
Glen and Anna Skovholt (14)
Evelyn Amundson Sonnack ’43 (27)
Angeline Rolland Sorenson ’50 (25)
Susan Lindberg ’70 Sorenson and Earl
Sorenson (11)
Allan ’53 and Eunice Nystuen ’50 Sortland (16)
Naomi Christensen ’81 Staruch and Steven
Staruch (26)
Ronald ’58 and Naomi Stave (12)
Ruth Framstad Steen ’43 (10)
Donald and Annelies Steinmetz (29)
Myles and Eunice Stenshoel (10)
Hannah Mehus Stensvaag ’38 (29)
Roger ’54 and Bonnie Stockmo (11)
Calvin ’51 and Bonnie Martinson ’59 Storley (10)
Beverly and Thomas Stratton (14)
Gladys Boxrud Strommen ’46 (13)
John ’81 and Heidi Strommen (13)
Luther ’39 and Helen Strommen (26)
Merton ’42 and Irene Huglen ’42 Strommen (29)
Steven ’65 and Chynne Strommen (10)
La Vone Studlien ’58 (20)
Grace Kemmer ’58 Sulerud and Ralph Sulerud (29)
George ’46 and Jean Christenson ’49 Sverdrup (27)
Dorothy Joy Swanson ’51 (18)
Elizabeth Mortensen ’56 Swanson and
James Swanson (19)
Brian Swedeen ’92 and Terri Burnor ’92 (13)
Jeffrey ’79 and Melissa Swenson (16)
Every effort has been made to ensure that all names are included and spelled correctly.
If you notice an error, please contact Kevin Healy at 1-800-273-0617 or healyk@augsburg.edu.
42
Augsburg Now
Jennings ’51 and Mary Schindler ’48
Thompson (29)
Karla Morken ’81 Thompson and Thomas
Thompson (13)
Richard ’61 and Jane Thompson (10)
Sue Thompson ’85 (10)
Gordon ’52 and Gloria Parizek ’53 Thorpe (13)
Marlys Holm ’57 Thorsgaard and Arlen
Thorsgaard (11)
Richard ’56 and Darlene Thorud (10)
Adrian Tinderholt ’38 (28)
Michael ’85 and Rhonda Riesberg ’84 Tjaden (10)
Allan Tonn ’75 (28)
Mark ’79 and Janelle Tonsager (19)
Sheldon ’49 and Margery Manger ’47
Torgerson (23)
Beth Torstenson ’66 (28)
Frances and Joel ’38+ Torstenson (15)
Mark and Ann Tranvik (11)
Margaret Sateren Trautwein ’37 (23)
Gordon ’57 and Karen Egesdal ’61 Trelstad (16)
Trinity Lutheran Congregation (10)
Lawrence ’69 and Susan Turner (10)
Betty and Paul Tveite (12)
Beverly Gryth ’52 Villwock and H. Robert
Villwock (21)
Rebecca Helgesen ’67 Von Fischer and Thomas
Von Fischer (12)
Norman ’76 and Kathryn Anderson ’76 Wahl (10)
Michael ’64 and Carla Quanbeck ’64 Walgren (14)
Lois ’76 Wattman and Douglas Shaw (11)
Scott Weber ’79 (12)
Charleen and Donald Weidenbach (27)
Donald ’89 and Melinda Mattox ’91
Wichmann (16)
Mary and Gunnar Wick (16)
Robert Wick ’81 (22)
David and Catherine Wold (12)
E. Lorraine Yokie (22)
Edmund ’53 and Rose Youngquist (10)
Janet Cooke ’59 Zitzewitz and Donald
Zitzewitz (11)
ANNUAL REPORT 2007-08
ALUMNI GIVING BY CLASS YEAR
The following list indicates the percentage of alumni in each class year who made a gift to Augsburg College in 2007-2008
(day program, undergraduate alumni).
Total particiaption for all class years, 22%
1934
1935
1936
1937
1938
1939
1940
1941
1942
1943
1944
1945
1946
1947
1948
40.00%
50.00%
50.00%
62.50%
64.71%
25.00%
52.94%
40.63%
48.84%
38.10%
45.65%
48.72%
48.15%
45.83%
42.86%
1949
1950
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
1962
1963
47.27%
33.52%
44.53%
50.86%
46.40%
37.88%
37.36%
45.83%
43.65%
47.75%
46.09%
38.31%
36.88%
37.97%
40.76%
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
35.10%
34.75%
30.70%
41.85%
34.35%
29.90%
24.37%
24.30%
26.10%
25.51%
26.42%
24.68%
23.58%
24.65%
23.92%
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
19.09%
17.89%
18.97%
17.44%
18.41%
17.73%
17.82%
13.46%
11.32%
19.12%
14.34%
15.69%
8.70%
10.07%
10.71%
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
10.73%
13.92%
4.23%
9.72%
11.48%
7.58%
12.20%
8.37%
5.43%
8.14%
5.28%
9.45%
4.78%
5.56%
Fall 2008
43
THE 2007-2008 AUGSBURG COLLEGE
ANNUAL REPORT
AUGSBURG COLLEGE
BOARD OF REGENTS
2007-2008
Andra Adolfson
Dan W. Anderson, Class of 1965
Rev. Gary E. Benson, Class of 1970
Jackie Cherryhomes, Class of 1976
AUGSBURG ALUMNI
BOARD OF DIRECTORS
2007-2008
Michael O. Freeman
Dr. Anthony Genia, Class of 1985
Michael R. Good, Class of 1971
H. Theodore Grindal, Class of 1976
Norman R. Hagfors
Lew Beccone, Class of ’98 MAL
Jodi Harpstead
Buffie Blesi, Class of ’90, ’97 MAL, president
Richard C. Hartnack
Chad Darr, Class of ’04
Rolf Jacobson
Dale Hanka, Class of ’60
Dr. Ruth E. Johnson, Class of 1974
Calvin Hanson, Class of ’98
Dean Kennedy
Daniel Hickle, Class of ’95
Dean C. Kopperud
James Kline, Class of ’01
André J. Lewis, Class of 1973
Lee Anne Lack, Class of ’67
Jennifer H. Martin
Julia Mensing, Class of ’00
Marie O. McNeff
Joyce Miller, Class of ’02, ’05 MAN
Dr. Paul S. Mueller, Class of 1984
Jamie E. Smith, Class of ’04 WEC
Ronald G. Nelson, Class of 1968
Carolyn Spargo, Class of ’80
Beverly Oren, Class of 1955
Jacqueline Teisberg, Class of ’80
Paul C. Pribbenow
Jennifer Tome, Class of ’99
Rev. Peter Rogness, ex-officio
Barry M. Vornbrock, Class of ’96 MAL
Stephen Sheppard
Philip Styrlund, Class of 1979
Emily Anne Tuttle
Rev. Harold Usgaard, ex-officio
Joan Volz, Class of 1968
Rev. Norman W. Wahl, Class of 1976
Bonnie Wallace
FEW COLLEGES ARE AS WELL POSITIONED
A S A U G S B U R G T O S AY, T H I S I S O U R W O R K —
WE ARE CALLED TO SERVE OUR NEIGHBORS.
—DAVID TIEDE, BERNHARD CHRISTENSEN PROFESSOR OF RELIGION
AND VOCATION, AND FORMER PRESIDENT OF LUTHER SEMINARY
www.augsburg.edu/giving
1-800-273-0617
44
Augsburg Now
auggie
alumni news
From the Alumni Board president …
June 2008
Alumni and friends,
am writing this article on the same day
as commencement for hundreds of graduates of the Augsburg for Adults undergraduate and graduate programs. When I
was an undergraduate, Weekend College
was still in its infancy and the College did not yet offer master’s degrees in any subject area. Look how far we have come
over the last 20 years—Augsburg is now a force in education
for adults in undergraduate programs in Minneapolis and
Rochester and six programs for graduates.
Wow! Who would have thought?
Well, thankfully for all of us, so many brilliant people had
the foresight and perseverance to make it a reality. As alumni,
we benefit from all that the College is and will become. Why?
Because regardless of when we graduated, our degrees gain
value as the College increases its visibility through the accomplishments and success of its programs, professors, and students. If you are like me, you place a great deal of value on
your degree from Augsburg. Take care of it, nurture it, and invest in it through participation and giving. The students of
today will one day bring greater value to it.
With the close of the school year in June, my tenure as
your president also came to an end. I am grateful for the opportunity to represent the alumni and have had a tremendous
amount of fun. I turn this column over to a wonderful new
leader, Joyce Miller, who will represent you with vigor and
passion.
i
Good luck to you all and take care,
October 2008
Alumni and friends,
utumn is a season of great beauty. During this time, the Midwest becomes
transformed into a menagerie of colors. This transformation within nature is a
metaphor for the educational experience of
an Augsburg alumnus/a and current student. Liberal arts
courses nurture the growth of human talent and promote a
sense of metanoia, defined as embracing thoughts beyond one’s
present limitations. The menagerie of fall colors can represent
the uniqueness of individuals and the intentionality of embracing diversity within our daily lives.
Augsburg College promises an education like no other.
This promise addresses the following three areas:
a
• To have a special regard for each other—This statement entails having respect for everyone’s unique talents, core values, and cultural traditions.
• To provide an educational experience like no other—Education involves exploring a deeper understanding of faith
and the search for meaning, developing a global perspective, engaging work within the community, and finding
new ways of knowing to promote purposeful living.
• To seek opportunities to develop—This promise promotes
an expanded view of the world, stresses appreciating differences in others, seeks connections, sustains open dialogue,
and prepares to lead in this complex environment.
We can certainly look at these statements and realize how our
education at Augsburg has played a role in the discovery of our
meaningful career paths in the world.
As I begin my presidency of the Alumni Association, I
promise to use my leadership gifts to align the work of the
Alumni Board with the mission, vision, and promise of the College. The Alumni Board members are committed to support the
College’s vision—We believe we are called to serve our neighbor—through involvement in service activities, action projects,
and campus events to enhance the work of the College.
As alumni, stay connected by attending upcoming events
such as Advent Vespers, athletic activities, theatre productions,
or other alumni events. Or just simply keep in communication
with us. Stay connected wherever you are! Looking forward to
a great year.
Sincerely,
BUFFIE BLESI ’90, ’97 MAL
OUTGOING ALUMNI BOARD PRESIDENT
JOYCE P. MILLER ’02 (BSN-ROCHESTER), ’05 MAN
ALUMNI BOARD PRESIDENT
Fall 2008
45
auggie reunion
Alumni from more than six decades gathered with their classmates.
Class of 1958
Reunion Attendees:
James Almquist, Elyce (Lundquist) Arvidson, Robert
Bagley, Dennis Barnaal, Vernon Berkness, Elaine
(Nelson) Bernards, Birgit Birkeland, Doris (Johnson)
Deml, Dale Evavold, Hugh Gilmore, Byron Golie, Mabeth (Saure) Gyllstrom, Aldemar (Johnson) Hagen,
Kenneth Hagen, Anna (Hovland) Hanson, Betty
(Johnson) Hass, Philip Heide, Carl Hellzen, Ruth
(Thorsgard) Homme, Jerome Kleven, Gwen (Johnson)
Krapf, Joanne (Stiles) Laird, Gary Lange, Gordon Lindgren, Alice (Lindell) Lindgren, Marilyn (Troy) Manley,
Lydia (Dyrlid) Moe, Faye (Brenni) Moen, Wallace
Oien, Roger Olson, Magne Olson, Alfred Reesnes,
Ronald Stave, La Vone Studlien, Grace (Kemmer)
Sulerud
Class of 1968
Reunion Attendees:
Ruth Aaskov, Ann (Larson) Anthonisen, W. Bruce
Benson, Priscilla (Platt) Berg, Joel Bjerkestrand,
David Boe, Donald Britt, Margaret (Engel) Catlett,
Janet (Braaten) DeGaetano, John Eckberg, John
Fahlberg, Douglas Frisk, JoAnne (Digree) Fritz, Mary
(Michaelsen) Garmer, Jane (Eidsvoog) Gisselquist,
James Gisselquist, Kim Gudmestad, Lynn Gunderson,
Pamela (Fredrickson) Gunderson, Ione (Agrimson)
Hanson, Theamarie (Loberg) Harriday, Leif Hartmark,
Claudia (Melvie) Hartmark, David Heidtke, Donald
Horner, James Hoseth, Gerald Jensen, Carole (Braud)
Jensen, Theodore Johnson, Bruce Johnson, Herald
Johnson, Frank Lawatsch, Pamela (Pilcher) Lawatsch,
Janet (Letnes) Martin, Suzann (Johnson) Nelson,
Charles Niles, Perilyn (Brown) Olsen, Kathryn Olson,
Miriam (Cox) Peterson, Richard Quenemoen, John
Roebke, James Romslo, Judith (Anderson)
Schaubach, Jan (Pedersen) Schiff, Carolyn (Hanson)
Schildgen, Gary Schmidt, Kathleen (Nyquist) Schornstein, Clair Severson, Myrna (Jorgenson) Sheie, Jo
Anne Sylvester, Constance (Ackerson) Wanner, Patricia (Korogi) Wehr, Mary (Timm) Zimmerman
46
Augsburg Now
homecoming
AN EXPERIENCE LIKE NO OTHER
SEPTEMBER 22-27
Class of 1983
’08
Reunion Attendees:
Amanda Barrick, Mary (Thureson) Belden, Mary
(Yurick) Bennett, William Bullock, Kevin Erickson,
Mark Hassenstab, James Haugen, Les Heen, Scott
Henderson, Annette (Walen) Hokanson, Miriam (Gisselquist) Jensen, Karina Karlen, Paul Kuehn, Pamela
(Brakke) Lanning, Susan (Hackbarth) Lundquist,
Daniel Nayman, Stephen Nayman, Karsten Nelson,
Allison (Larges) O’Day, Timothy Olson, Mary (McNevin) Saari, Janet (Griffith) Sandford, Nora (Andersen) Sillerud, John Singh, Diane (Wood) Sponheim,
Christine (Nelson) Swanson
Class of 1998
(Left to right)
August Negele, Erick Agrimson, Adam Buhr, Laura
Pejsa, Angela (Loew) Reichart, Wade Johnson, Andry
Andriambololona-Jercich, Phil Berglin
Fall 2008
47
auggie
alumni news
Meet Kim Stone …
DIRECTOR OF ALUMNI AND CONSTITUENT RELATIONS
At the end of August, Kim
Stone joined the Division of Institutional Advancement as director of alumni and
constituent relations.
Stone came to Augsburg
from the University of Miami,
Coral Gables, Fla., where she
was executive director of
alumni programs and was responsible for the overall management and implementation of
a comprehensive alumni relations program. She served as a liaison to various university offices and departments to further the
mission of the University Alumni Association and to enhance
the relationship between the alumni and their alma mater.
Her experience there includes recruiting and engaging
alumni volunteers to participate in alumni programs and
events, preparing and administering annual budgets for the
alumni programs office, and supervising a team of nine alumni
professionals.
Previously, Stone was at Nova Southeastern University in
Ft. Lauderdale, Fla., as director of alumni relations and coordinator of alumni programs. In these roles she managed the strategy of the Alumni Annual Fund and other university
fundraising efforts. Stone organized and coordinated alumni
Homecoming activities, was responsible for all alumni (90,000
worldwide) communications, and oversaw and supported the
Alumni Council Board to enhance growth of the NSU Alumni
Association.
She earned a bachelor’s degree in mass communication,
with an emphasis in public relations, at Minnesota State University, Mankato. She also has a master’s degree in international
business administration from Nova Southeastern University.
Stone grew up in St. Paul and is excited to be back in the
Twin Cities serving the members of the Augsburg community.
She looks forward to engaging Augsburg alumni and constituents through strategic programming, effective communication, and volunteer development.
To contact Kim Stone, call 612-330-1173 or
1-800-260-6590, or e-mail stonek@augsburg.edu.
48
Augsburg Now
Augsburg license plates
Display your Augsburg connection! Augsburg license plates
are available through the Minnesota Department of Transportation.
www.dps.state.mn.us/dvs/PlBrochure/CollegiatePlates.htm
Alumni e-mail for life
Sign up for Auggie alumni e-mail for life. Contact Alumni
Relations at alumni@augsburg.edu to request an account.
The service is provided by Google Apps.
Augsburg offers test prep courses
Studying for the LSAT, GRE, or GMAT? Check with Augsburg’s Undergraduate Research and Graduate Opportunity
Office (URGO) for courses offered throughout the year at a
very reasonable cost. Courses are open to current students,
alumni, and others in the Augsburg community.
Go to www.augsburg.edu/urgo and select Test Prep for
the ongoing schedules of classes.
Get Involved. Volunteer!
Would you like to be part of an exciting group of people who
love Augsburg as much as you do? Volunteering is a great
way to stay connected to the College and other alumni, and
there are many ways to get involved.
Join with fellow Auggies and help engage others to be part of
the Augsburg experience. Augsburg Associates, Alumni
Board, Advent Vespers, reunion committees, mentors, and
Campus Kitchen are just some of the available opportunities.
Let us know where your interest lies—call Pat Grans at
612-330-1329 or e-mail gransp@augsburg.edu.
augsburg
then
Trinity Lutheran celebrates 140 years
Augsburg College owes much of the reason for its presence
in Minneapolis to Trinity Lutheran Congregation. In 1871,
when the fledgling Augsburg Seminary was near bankruptcy
in Marshall, Wisconsin, Trinity pastor Ole Paulson led a
committee to secure the land, materials, and funding to establish Augsburg in Minneapolis, as the city was envisioned
as a future center for Scandinavian-American culture.
In 1896 Trinity Lutheran Congregation built a new
church on the edge of Augsburg’s campus, which served as
the venue for many Augsburg events over the years. This
building fell victim to the construction in 1966 for the I-94
freeway.
The altar painting that hung in that church, painted by
Norwegian artist Markus Grønvold, was copied from his
painting in St. John’s Church in Bergen, Norway, and
shipped to Minneapolis. When Trinity’s church was razed,
the painting was placed in storage. It now hangs in Hoversten Chapel, which has been Trinity Lutheran Congregation’s worship home for a number of years.
1963 Augsburgian
In Memoriam
Sateren, Leland B. ’35, Edina,
Minn., age 94, on Nov. 10, 2007.
Samuelson, Mary ’49, Brighton,
Minn., age 81, on July 12.
Aamodt, Bradford O. ’65, Plymouth,
Minn., age 75, on Feb. 13.
Schmidt, David Hans ’85, Phoenix,
Ariz., age 47, in October 2007.
Kruse, Una (Lee) ’38, Sunnyside,
Wash., age 91, on Sept. 25, 2007.
Calderwood, David ’50, Birchwood,
Minn., age 81, on Sept. 18, 2007.
Gruidl, Daniel J. ’93, Trophy Club,
Texas, age 45, on Aug. 3, 2007.
Torstenson, Joel ’38, Minneapolis,
age 94, on Oct. 18, 2007.
Howells, Richard ’52, Bloomington,
Minn., age 78, on April 10.
Longmire, Linda (Nelson) ’67, Kronenwetter, Wis., age 63, on July 29,
of cancer.
Quanbeck, Vardon M. ’40, McVille,
N. Dak., age 86, on Dec. 24.
Lundeen, Donovan T. ’53, Northfield, Minn., age 77, on June 7.
Brooks, Chester L. ’42, Duluth,
Minn., age 89, on March 5.
Skogsbergh, Samuel P. ’53, Hayden,
Idaho, age 77, on Aug. 25, 2007.
Smith, Rev. Louis C. ’42, Riverside,
Calif., age 86, on Sept. 5, 2007.
Rykken, Franklyn “Lindy” ’56,
Roseau, Minn., age 78, on May 2.
Jensen, Rev. Louis F. ’48, Dubuque,
Iowa, age 87, on June 24.
Oliver, Rev. George “Jim” ’60, Baraboo, Wis., age 76, on Feb. 15, following complications from surgery.
Henjum, Arnold E. ’49, Morris,
Minn., age 82, on March 5.
Hoffman, H. Wayne, Bloomington,
Minn., age 82, on July 3.
DeVrieze, Jerry D. ’64, Midland,
Mich., age 66, on June 30, of multiple myeloma.
Baumbach, Cynthia ‘70, Lake City,
Minn., age 60, on July 1.
Orpen, Julie Ann (Hoel) ’76, St.
Peter, Minn., age 53, on June 15, of
breast cancer.
Quanbeck, Beth Marie ’76, West
Des Moines, Iowa, age 53, on Nov.
12, 2007.
Lumbar, Dean ’81, Edina, Minn.,
age 46, on Jan. 7, at home of complications from colon cancer.
Brusletten, Nancy (Raaum) ’84,
Shakopee, Minn., age 45, on Dec.
28, of cancer.
Bedard, Mark T. ’95, Hudson, Wis.,
age 34, on Nov. 9, 2007, of injuries
incurred on police duty.
Feuer, Aaron ’07, unexpectedly in
April.
Eriksen, Rolf, Minneapolis, age 84,
on Nov. 7, 2007, Augsburg’s first
varsity soccer coach in 1970.
Eklof, Edgar, Golden Valley, Minn.,
age 80, on Dec. 1, Music Department faculty during the 1960s.
Hoel, Mathilda, St. Paul, age 95, on
July 13, former registrar’s office and
food service employee.
Fall 2008
49
alumni class notes
50
Phebe Hanson was lauded at
an event in March commemorating International Women’s Day
and her 80th birthday. Readings by
female poets and screenings of a
short documentary about Phebe
were featured, honoring her many
years as a mentor to other writers.
56
Rev. James Parks is serving
until June 30 as an English
teacher in the ELCA’s Global Mission
Department in a Lutheran High
school in Kocise, Slovakia. His wife,
Rose Ann, and their three children
are planning trips to visit him and
travel in Eastern Europe during the
year. Previously he served an interim
ministry in Outing, Minn., for several
months, and traveled, including a
van trip to Alaska.
Lute Olson, head coach of the
University of Arizona basketball team, announced his retirement
after 24 years. His career there includes 23 consecutive NCAA tournament appearances, 11 Pac-10 titles,
four Final Four appearances, and the
1997 national championship.
Judith Reynolds has recently
retired from the Kenosha (Wisconsin) Public Library after 37 years
of employment as a librarian.
57
67
Robert Goodrich has joined
Timber Creek Golf Course in
Watertown, Minn., as a golf pro, with
43 years of teaching experience.
59
Darrell Wiese retired from
Augsburg after a longtime career as assistant coach in baseball
and football.
60
Margaret (Homme) Hiner is retired in Phoenix, Ariz., where
she has been since 1961 working as
a recreation leader, substitute
teacher, 4-H leader, and mother. At
Augsburg, she played on the 195657 Auggiettes basketball team and
has fond memories about how
Coach LaVonne Peterson “let a kid
who loved sports and basketball be
on the team.”
Lowell “Zeke” Ziemann is still working and loves his job as an agency
compliance officer with Park Avenue
Securities in Scottsdale, Ariz.
61nis in the Northland
James Holden has written Ten, a history
of boys’ high school tennis in Minnesota, covering its 75-year history
with chapters about champions,
prominent coaches and families, dynasty teams, and more. To learn
about the book, go to www.jimholden.com.
Dennis Kalpin has stepped down as
head football coach at Alexandria
(Minn.) High School after 17 years
there. His total coaching career, all
at the secondary school level, is 47
years.
50
64
Augsburg Now
65
66
Larry Hoff completed his third long-distance journey across the USA
using no motorized vehicles. Over the summers of 2006 and 2007,
Larry canoed and bike-portaged from the Atlantic to the Pacific Ocean. In
2002-2003 he hiked the 2,650-mile Pacific Crest Trail, a “life-changing”
event. In 2004 he bicycled approximately 10,000 miles around the
perimeter of the USA. Before retirement in 2000, Hoff was teacher and assistant principal at Superior High School in Wisconsin.
Carleen (Nordin) Tjader recently retired after teaching
third grade for 23 years in the New
Richmond (Wis.) school district (before and after a “15-year maternity
leave” to raise her children). Each
year her classes have adopted a
manatee in Florida, plus made a
quilt containing squares made by
each student. She looks forward to
traveling with her husband, Mike;
spending time with her grandsons;
volunteering at church; and trying
her hand at writing.
69
Diane (Helgeson) Carter completed a 21-year career teaching seventh-grade English in the
Hudson (Wis.) Middle School and in
retirement plans to use her time for
gardening and travel. She and her
husband, Jim, have two children—
daughter Kirsten, who also is a
teacher, and son, Matthew.
72
Tom Haas continues to work at
Park Nicollet Clinic in Minneapolis, where he recently stepped
down after a decade in department
chair leadership roles. He has now
had more time to spend at the family lake home, continue collecting
jazz and classical LPs, and more seriously resume playing his trumpet.
Jacqueline (Wolhart) Harvestine
completed her first year as a fulltime Master of Divinity student at
Luther Seminary.
Kathy (Seim) Tilderquist, a business
teacher, was selected in January by
her co-workers as “Teacher of the
70
Earlier this year, along with their spouses, five Auggies in the Class of
1970 who lived together in a house on campus celebrated the 40th
anniversary of their becoming roommates. They continue to meet once a
month for lunch as well. (L to R, back row: Lynn [Benson] Hjelmeland ’69,
Terry Nygaard ’70, Phil Walen ’70, John Hjelmeland ’70, Paul Mikelson ’70,
Barbara Harden, and John Harden ’70. Front row: Vicki Nygaard, Teri Walen,
and Barbara [Durkee] Mikelson ’71.
Year” at Cannon Falls (Minn.) High
School. She began as a math
teacher, but has taught in the business department since 1987. She
wrote the curriculum for many
courses and has taught students on
equipment ranging from manual
typewriters to modern computers.
has earned 10 medals and was the
first to earn medals in four different
sports. He is a professor of professional and physical education at Bemidji State University and was the
first person in the U.S. with a visual
impairment to earn a doctoral degree
in physical education.
73
74
Jim Mastro, a pioneer in athletics for the blind, was honored
with the 2008 Medal of Courage
award from the National Wrestling
Hall of Fame and Museum in Stillwater, Okla. As a Paralympic athlete, he
Rev. James Arends, pastor at
Prince of Peace Lutheran
Church in LaCrescent, Minn., was
elected June 7 to a six-year term as
bishop of the La Crosse (Wis.) Area
Synod in the Evangelical Lutheran
72
Ronald Johnson, principal at
Hutchinson (Minn.) High
School, was named in February as
the 2008 Minnesota High School
Principal of the Year. He is also a
candidate for the National High
School Principal of the Year, to be
announced at the 2009 National
Association of Secondary School
Principals (NASSP) convention in
February. He will join other state
honorees at the Principals Institute
in Washington D.C. this fall.
74
Scot Davis was honored as
Wrestling USA magazine’s
2007 Coach of the Year. This year
he won his 800th varsity career
coaching victory, the most career
wins of any wrestling coach in U.S.
history. He has been at Owatonna
High School for 21 years, leading
10 “Top 25” nationally-ranked
Owatonna teams.
ber of the Minnesota Baseball Association.
high school principal at Rugby High
School for the past 11 years.
77
81
Rev. Mark Braaten recently
published his second book,
Prayer as Joy, Prayer as Struggle, by
Liturgical Press. It studies prayer
through biblical and personal stories, and explores prayer as both a
gift and struggle. His first book, in
2006, is Come Lord Jesus: A Study
of Revelation. He is senior pastor at
Our Savior’s Lutheran Church in
Tyler, Texas, a bilingual congregation
worshiping in English and Spanish.
Kurts Strelnieks recently joined Associated Commercial Finance, Inc.,
in Eagan, Minn., as their Minnesota
market manager.
78
Dennis J. Meyer was named
the first chief marketing officer at Ellerbe Becket, a global design firm. He will be based in their
Minneapolis office and serve on the
firm’s leadership team to develop
and execute its global marketing
strategy and implement the firm’s
vision.
Naomi Williamson opened a new
restaurant, Sanctuary, on Washington Avenue in Minneapolis.
79
77
Heidi (Leaf) Haagenson has
published a book, The Tenney Quilt, which tells the story of a
quilt with 700 signatures created
in 1928 in Tenney—Minnesota’s
smallest city of six people—as a
fundraiser for the local dance hall.
She is the special projects coordinator at Ridgewater College in
Willmar, and is married to David
Haagenson ’76.
79
Phil Madsen and his wife,
Diane, own and operate a
truck used to transport expedited
freight, traveling the 48 states and
Canada. Read their stories from
the road at www.successfulexpediters.com
Church in America (ELCA). He will
be installed on October 18.
gion Coach of the Year, and the Big
Ten Coach of the Year.
Phil Lundin was named the men’s
cross country and track and field
coach at St. Olaf College. Since
1986 he has coached at the University of Minnesota, including the last
13 years as head men’s track and
field coach. In 2003 Phil was named
U.S. Track Coaches Association
Coach of the Year, the Midwest Re-
Bill Nelson, manager of the Dundas
(Minn.) Dukes amateur baseball
team and part of that team for over
30 years, was inducted into the Minnesota Amateur Baseball Hall of
Fame in September 2007. He has
also served as head baseball coach
at Carleton College and has been executive director and a board mem-
Linda Sue Anderson played the
part of Miss Prism in Pendulum Theatre’s production of The Importance of Being Earnest earlier
this year at the Loading Dock Theatre in downtown St. Paul.
David Cherwien directs the National
Lutheran Choir, which dedicated its
May 3 concert to the memory of Leland Sateren ’35 and performed five
of his works.
Debra (Mercier) Peters earned a Certified Management Accountant designation in April 2007. She is a
finance manager/controller for Pella
Windows and Doors and lives in
Bloomington, Minn.
David Zwingel has been named the
2007 North Dakota Secondary Principal of the Year by the North
Dakota Association of Secondary
School Principals, with sponsorship
also from Met Life. He has been the
Rev. Richard Buller was elected
chaplain of the Minnesota
House of Representatives by its
members on March 10. He is pastor
at Valley Community Presbyterian
Church in Golden Valley and a
member of the board of the Greater
Minneapolis Council of Churches.
His son, Peter, is a sophomore at
Augsburg.
Pamela Crowell began on July 1 as
the new vice president for research
at Idaho State University in
Pocatello. Previously she was the associate dean for research and graduate education at Indiana
University-Purdue University Indianapolis School of Science.
Janna (Wallin) Haug and her husband, Rev. Arden Haug, have accepted an assignment to Bratislava,
Slovakia, where he was called as regional representative to Europe for
the Evangelical Lutheran Church in
America’s Division for Global Mission. Janna accompanies him as the
associate in that position, along with
their two sons, Vitali and Alexei.
Dr. Erik Kanten was named the 2008
Family Physician of the Year by the
Minnesota Academy of Family
Physicians (MAFP). He practices at
the RiverView Clinic in Crookston,
Minn., and at clinics in Fertile and
Red Lake Falls. He also sees students at the University of Minnesota,
Crookston, on campus.
Dana (Holmes) McIntyre traveled to
China in fall 2007 as head coach of
one of two female Special Olympics
basketball teams from the U.S. for
the 2007 World Games in Shanghai.
She has been a recreation therapist
at Minnesota Extended Treatment
Options.
82
Jane Maland Cady joined the
McKnight Foundation in Minneapolis in April as international program director and will oversee
McKnight’s grantmaking in Asia,
Africa, and Latin America.
Fall 2008
51
alumni class notes
87
Deanna Germain published a
memoir, Reaching Past the
Wire, about her 18 months serving
as a nurse in Kuwait and Iraq, which
included time as chief nurse in the
Abu Ghraib prison following the revelations of abuse and violence.
Tammy Johndro-Pressley was named
director of external communications
at Central DuPage Hospital in Winfield, Ill. Previously, she was manager of business development at
Provena Mercy Medical Center in
Aurora, Ill.
Karen Reed received an Award for
Superior Accomplishment in December from the Department of
Mental Health of California. She is a
music therapist at Atascadero State
Hospital and was commended for
her plan to lower restraints, seclusion, and lengths of stay in restraints
for people in the Mentally Disordered Offender program by over 50
percent.
Devoney Looser’s book, Women Writers and Old Age in Great Britain,
1750-1850, was published by Johns
Hopkins University Press in August.
Go to www.press.jhu.edu/books/
title_pages/9473.html. Devoney currently serves as president of the
Midwest Modern Language Association, a non-profit organization of
teachers and scholars of literature,
language, and culture, and will preside at its meeting in Minneapolis,
Nov. 13-16.
Bruce Smith began teaching physical
education to sixth through twelfth
grades and high school Spanish, in
addition to coaching B-squad football, at LeRoy-Ostrander (Minn.)
School in September.
88
Melanie Herrera opened a
franchise in Apple Valley,
Minn., of Butterfly Life Fitness,
which focuses around solutions for
fitness, weight loss, and healthy living for women. Melanie was Augsburg’s first female All-American
athlete.
Anne Panning’s collection of short
stories, Super America, was published in October. The New York
Times Book Review said, “[It] radiates infectious optimism … Her enchanting Norahs and Alices, Tobys
and Theos drag you effortlessly into
their very American lives … ."
89
Rev. La Andriamihaja, pastor
of Jordan New Life Church in
North Minneapolis, helped launch
the “Jordan New Life Hub” to help
residents identify social services.
The project is a partnership sponsored by the ELCA between suburban and urban congregations to
bring volunteers together.
Geoffrey Gage was named in September 2007 to the University of St.
Thomas Board of Trustees. He is
founder and president of the Geoffrey Carlson Gage marketing and advertising firm.
52
Augsburg Now
94
Brad Klein and his wife, Lanica (Lynch) ’95 proudly announce the birth of their identical
twin boys, Noah Addison and
Micah Andrew. They were born on
July 1, 2007, shortly after Brad
and Lanica celebrated their 10th
anniversary on June 21. Brad is a
senior systems analyst at the ELCA
Board of Pension, and Lanica is
public school librarian turned stayat-home mom for the near future.
lanicak@att.net.
94
95
Dan Werner and his wife,
Shayne Hamann, welcomed
the birth of their twin sons, Drake
and Dylan, born on May 10, 2007,
who are on their way to becoming
future Auggie football players, like
their dad.
97
Tracy (Holloway) Drier and
her husband, Thane ’99, announced the birth of their son,
Caden August, on March 15, 2007.
He joins big brother Tristan, 3.
Michelle (Strauss) Ohnstad returned
to work after being a stay-at-home
mom and has two positions—head
librarian at La Jolla Country Day
School and library media specialist
at Pacific Ridge School. She is also
co-editor of the AIM Library & Information Staffing Bulletin Blog.
Rachel (Roth) Erkkila is the registrar
for the Des Moines (Iowa) Area Community College. Previously she was
registrar at Dakota County Technical
College in Rosemount, Minn., and
Walden University in Minneapolis.
Mark Lorenzen and Dawn Van
Tassel ’95, St. Louis Park,
Minn., welcomed their first child,
daughter Julia Grace Lorenzen, on
Aug. 2, 2007.
91
Carla Beaurline, founder, cohost, co-producer, and account
executive of “Around Town” Media,
won the Twin Cities Media Network
Diamond Award for TV Personality of
the Year. In addition, she won TV
Sales Person of the Year. “Around
Town” airs on Metro Cable Network
Channel 6 in Minneapolis.
Tom Ross is the new associate head
coach-defense at Hanover College in
Hanover, Ind.
92
Larry Anderson published a
book, Raptured Alive: Return
of a Prodigal Son, in September
2007 and writes music for his
gospel band.
Gregory Stohr was named vice president of sales at Transtar Autobody
Technologies in Brighton, Mich., a
manufacturer of automotive refinish
and bodyshop repair products.
Sharol Tyra, of Life Illumination presentation and coaching, was elected
to serve a two-year term on the Minnesota Board of Directors of the National Speakers Association.
94
Jennifer (Feine) Hellie ’04 MAL
accepted a position as development coordinator at Lake Wapogasset Lutheran Bible Camp in
Amery, Wis. Previously she worked
as an admissions counselor and academic adviser at Augsburg.
95
Noelle (Hallblade) Epp was
named as marketing communications specialist in October at
Professional Services Marketing,
Inc. in New Brighton, Minn., and will
focus on copywriting services.
Dave Manka was named assistant
volleyball coach at North Dakota
State University in February.
96
Scott Magelssen and his wife,
Theresa (Hoar) ’95, live in
Bowling Green, Ohio, with their son,
Trygg Magelssen, born in 2005.
Scott teaches in the graduate theatre program at Bowling Green State
University and published a book in
spring 2007 about living history museums. Theresa teaches first grade
at Powell Elementary School in
North Baltimore, Ohio.
98
Aaron Cross and Katrina
Grimsey were married, after
15 years of friendship, first in the
United Kingdom and then in the
U.S. on July 6, 2007. Aaron is a
motivational speaker and received
Augsburg’s First Decade Award in
2005. They live south of London.
aaron.cross@motivationonwheels.com
99
Lisa Nos-Tollefson married
Mark Tollefson in December
2006. Lisa and Mark welcomed
the birth of Taylor Elizabeth on
Nov. 20, 2007.
Dr. Martin Richards was featured in
the Hudson Star Observer in July
about the geothermal heat pump
system he had installed at his home.
He expects to use only one-tenth of
the liquid propane gas that he used
last year without the pump. He is an
emergency room physician at
United Hospital in St. Paul, at the
Baldwin (Wis.) hospital and emergency rooms in Regina and Hastings, Minn.
98
99
Chris and Jaime (Kyle) ’01
Rothe moved last fall to
Rochester, Minn., with Kennedy,
2, and AJ, three months old.
00
Kathleen (Lindquist) Blilie and
her husband, Eric, welcomed the birth of Erin Catherine,
three months early on June 15,
2007, weighing 2 lb., 9 oz. She
joins big brothers Andrew and
Alexander and is loved by her
uncle, Orville Lindquist ’96.
Philip Berglin was named the
2006 Minnesota Businessman of the Year as a top U.S. business leader successfully integrating
business and financial success. In
March 2006 he traveled to Washington, D.C., to receive the award, attend a breakfast with President
Bush, and begin to meet over a
three-month period with Minnesota
legislators. He works at the Rum
River Lumber Company in Coon
Rapids.
Stacie (Ferrazzo) Chiodi and her
husband, Ron, welcomed the birth
of Cyrus Samuel, on February 5,
born in Bennington, Vt.
Tom Ruffaner was presented the Individual Achievement Commuter
Choice Award by MetroTransit
Rideshare in November for promoting commuter benefits and alternate
modes of transportation.
99
00
Jennifer (Crego) and Chad
Carls welcomed their fourth
son on July 10, 2007. Nicholas
Isaac joins brothers Tommy, 5,
A.J., 3, and Brock, 2. Chad is getting his administrative license (in
education) and Jen is home with
the boys.
00
Trena Bolden Fields and
Jerome Fields ’01 announced
the birth of their daughter, Kayla
Lee, born Aug. 18, 2007.
Jill Ruprecht was married to
Joseph Camp on Sept. 2,
2007 in Macomb, Ill. They currently
live in Chicago.
00
MacAdam Gordon and Nicole
Robertson were married on
November 10 in Minneapolis. He
works as an insurance agent at Ray
Smith Insurance in Plymouth, Minn.
01
Hilary English Crook married
Jacob Seljan in Duluth, Minn.,
on September 29, 2007. The wed-
ding party included Emily Crook ’07
as maid of honor, Eilidh Reyelts ’06
as personal attendant, and DJ
Hamm ’08 as usher. Also in attendance were Auggies Nancy English
’73, Ann Bostelmann Webster ’96,
Karin (Sabo) Mantor ’86, Julie Sabo
’90, and Martin Sabo ’59. Norwegian professor Frankie Shackelford
also attended. Hilary is an attorney
working at Thomson West in Legal
Sales, and Jacob is vice president of
the Risk Analytics Department of US
Bancorp. They live in Minnetonka.
Jessica (Norman) Hafemeyer opened
a law firm in Faribault, Minn., on
August 1, 2007, Ibeling Hafemeyer,
Ltd. The practice includes family
law, bankruptcy, and estate/probate
law. www.ibelinghaemeyer.com.
Angie Rieger was named an assistant hockey coach at Hamline University. She has also been chosen to
join the Whitecaps, Minnesota’s first
professional women’s hockey team.
Nicole (Warner) Simml, currently living in Frankfurt, Germany, performed a recital of 20th-century
American music last November at
the American Consul General’s residence in Markkleeberg.
02
Amy Carlson has completed
the surgical technology program at Saint Mary’s University of
Minnesota and has accepted a surgical technician position at Children’s Hospitals and Clinics in
Minneapolis.
Lindsay (Bonner) Pavelka directed
the Galveston Island Children’s Chorus last year from September
through December. In summer
2007, she developed and directed
Summer on Stage, a children’s performing arts camp with the east-end
theatre company in Galveston. She
is an arts educator, voice instructor,
and actress in the Galveston area,
where she lives with her husband,
Matthew.
Zac Schnedler began last fall
03as a school/guidance coun-
selor for grades 7-12 in the Braham
(Minn.) school district.
Fall 2008
53
alumni class notes
Sara Willcut is in her first season on
the Minnesota Swarm Performance
Dance Team as well as teaching
dance, coaching dance teams, and
taking classes. She recently
launched Ascending Star Dance, an
online dance magazine, and helped
form the Ascending Star Dance
team, which performs at semi-professional football games in the MidAmerican Football League. She also
volunteers with her teams for Feed
My Starving Children.
04
Kelly Chapman graduated
magna cum laude from the
Fashion Institute of Design and Merchandising in Los Angeles, Calif.
She is the winner of a full scholarship to attend the International Koefia Academy of Haute Couture and
Art of Costume in Italy. She is currently studying Italian in preparation
for her study.
Abbey Payeur is a sixth-grade integrated language arts and social
studies teacher at Oak View Middle
School in Andover, Minn. In May she
was honored as one of the 20 recipients of the Teacher Outstanding Performance (TOP) awards, presented
by the Anoka-Hennepin School District. She was also one of four winners of a $1,000 grant for a project
at her school, plus a cash award.
Laura Simones completed the Ford
Ironman Florida 2007 triathlon last
fall, placing 872 out of the nearly
2600 participants and 18 of 68 in
her division. In addition she completed the Triple By-Pass in Colorado (100+ miles with three climbs
over 10,000 ft.) and then biked
back to Minnesota.
05
Michael Howard is a communications specialist at the Minnesota House of Representatives.
michaelhoward10@gmail.com
Jeremiah Knabe received a Master of
Divinity degree from Princeton Theological Seminary on June 16.
Rebecca Welle ran the New York
Marathon last fall, finishing 4422 in
the field of 40,000 runners. She cut
about six minutes off her previous
personal best, finishing in 3:31:56.
54
Augsburg Now
07
Aaron Dowzak and Emily Hull
were married on Sept. 1,
2007, and moved to Port St. Lucie,
Fla., where Aaron is director of
youth and family junior and senior
high at Immanuel Lutheran Church,
and where they will love happily ever
after.
Christianna Schmit is interning in
music therapy at University Hospitals, Case Medical Campus, in
Cleveland, Ohio. Her supervisor and
their music therapy program were
recently featured in the “Making a
Difference” segment on NBC Nightly
News.
01
Marie and Brent Odenbrett ’02
welcomed the birth of Emma
Louise Marie on Oct. 19, 2007.
02
02
John Goodale married Crystal
Thompson at St. Peter’s
Lutheran Church in Swanville,
Minn., on July 28, 2007. Crystal is
a 2004 graduate of the University
of Minnesota’s Carlson School of
Management and is employed at
Graco, Inc. in NE Mpls as a channel marketing specialist. John is
employed as an account executive
at Novus Print Media in Plymouth.
They live in Maple Grove, Minn.
03
Nicolas Thomley ’06 MBA was featured last fall in Twin Cities Business
and honored in January in their
2007 Small Business Success Stories as the co-founder (at age 19) of
Pinnacle Services, Inc. This company, which has grown rapidly, provides services to people with
disabilities, including help in finding
housing and employment, in-home
care, etc.
She works during the day at the
Center for International Health at
Regions Hospital. Her husband,
Rev. Tchanong Hurh, is pastor at
House of God Trinity Christian
Church in St. Paul.
Frank Huebner and his wife,
Elizabeth, announced the
birth of their son, Andrew, on July
13, 2007. They live in New
Prague, Minn.
Tim Wahl and Lisa Uehling were married on Aug. 18, 2007, in Rochester,
Minn. They live in Minneapolis
where Tim teaches math at Rosemount High School and Lisa works
in the Technology Leadership Program at Target headquarters in Minneapolis.
Katie Winter began in Sept. 2007 as
a reporter for the Pipestone County
Star in Pipestone, Minn.
Graduate Programs
Jeff Falkingham ’95 MAL was a finalist in the Young Adult Fiction category of the Independent Book
Publishing Professionals Group
2008 Next Generation Indie Book
Awards for his book, Sherlock
Holmes and the County Courthouse
Caper. The book was originally published by Beavers Pond Press of
Edina, Minn., in September 2001
and re-released in June 2007, with
all proceeds going to flood victims in
Jeff’s hometown of Browns Valley,
Minn. www.cccaper.com
Jim Addington ’93 MAL was named a
“Facing Race Ambassador” by the
St. Paul Foundation for the work he
has done over many years and
through the Minnesota Collaborative
Anti-Racism Initiative that he and
his late wife, Imani-Nadine Addington, founded in 1995. Jim has
helped more than 20,000 people at
churches, colleges, and public institutions to understand and dismantle
racism.
Heather Reeve ’00 PA has been a
physician assistant at the ELEAH
Medical Center in Elbow Lake, Minn
.
May Mua ’01 PA has partnered with
Dr. Phua Xiong to establish Quik Urgent Care Clinic, the first Asian
American privately-owned and operated urgent care facility in St. Paul.
Danny Storm and Sarah
Schultz ’04 were married in
Hoversten Chapel on Aug. 2.
Danny is an audit/tax accountant
with Denny Hecker Automotive
Group and Sarah is a child protection social worker with Hennepin
county in Minneapolis. They live in
Brooklyn Park, Minn.
Alissa Abelson ’06 MSW welcomed a
baby girl, Madilyn Gwen, on July 21,
2007. She lives in New York and is a
social worker at FEGS in downtown
Manhattan.
Gwen Nordahl ’07 PA joined the Battle Lake Clinic in Battle Lake, Minn.,
as a physician assistant in October.
Send us your news and photos
03
Emily Gerard and her husband, Craig Maus, welcomed
their daughter, Caroline Mae, on
Feb. 8.
04
Julie Andert and Jeremy Nelson ’05 were married on Oct.
20 in Pax Christi Catholic Community Church in Eden Prairie, Minn.
Wedding party Auggies included
Kiera Peterson ’04, Rebeca Welle
’05, Joshua Remme ’06, Tyler
Kraft ’06, and Joseph Wessbecker
’04. Julie works in human resources at West Side Community
Health Services, and Jeremy works
for Comcast in Sales and Marketing. They built a home together in
Blaine.
Please tell us about the news in your life, your new job, move,
marriage, and births. Don’t forget to send photos!
For news of a death, printed notice is required, e.g. an
obituary, funeral notice, or program from a memorial service.
Send your news items, photos, or change of address by mail
to: Augsburg Now Class Notes, Augsburg College, CB 146,
2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to
alumni@augsburg.edu. You can also submit news to the
Augsburg Online Community at www.augsburg.edu/alumni.
Full name
Maiden name
Class year or last year attended
Street address
05
Jamie Ann Johnson married
Christopher Kerestes in
Grand Teton National Park in
Wyoming. They live in Newark,
Del., where Jamie is pursuing a
Master of Public Administration
degree at the University of
Delaware and an associate degree
in nursing through Delaware Technical and Community College.
Chris is a research assistant and
PhD candidate in electrical engineering working to improve solar
cells for solar energy.
City, State, Zip
Is this a new address? ❑ Yes ❑ No
Home telephone
05
Paul Raukar and Chelsea
Haxton welcomed the birth
of their son, Evan Tyler, on May
30, 2007, born in Virginia, Minn.
Paul is a self-employed business
owner. praukar77@hotmail.com
E-mail
Okay to publish your e-mail address? ❑ Yes ❑ No
Employer
Position
Work telephone
Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No
If yes, class year
Spouse’s name
Maiden name
06
Ryan Adrian-Hendrick Rivard
and Kristin Gulbrandson announce the birth of their daughter
Nora Lucille Rivard, born Dec. 31,
2006. They live in Evanston, Ill.,
where Ryan is a student at
Chicago-Kent College of Law.
riss23@gmail.com
Sara Holman married David
06Nash on July 26 in Wisconsin
Your news:
Dells, Wis. They currently live in
Omaha, Neb., where Sara is a
copywriter for THT Designs and
David is a medical student at
Creighton University.
Fall 2008
55
my
Auggie experience
Patrick Flood ’08
B.S., social work, with a minor in religion
Patrick Flood, a 2008 graduate, reflected on his four years at
Augsburg…
“During opening convocation in 2004, the freshmen marched to
the chapel as professors lined the path, clapping and welcoming
us. They didn’t know us yet but they were there to support us.
After four long years, many of those same professors once again
lined up on Commencement day, clapping and congratulating us
on a job well done. I couldn’t have imagined on that first day
what the impact of this would be.
How I became an Auggie: It was important for me to stay in the
ELCA family, since my mother is a Lutheran pastor. Attending a
small private liberal arts college in an urban setting also appealed to me. (What really sold me, however, were Augsburg’s
skyways and tunnels that make life much more comfortable in
the dead of winter!)
Augsburg highlight: During my junior year I had an opportunity to
study abroad by taking a spring semester course—Social Work in
a Latin American Context—through the Center for Global Education (CGE). The program was centered in Cuernavaca, Mexico
and focused on experiential learning, global perspectives, and
social and economic justice. During the semester I took a Spanish language class, three classes in social work, and completed
an internship at Las Palomas, a local nursing home. … I learned
a lot about the differences between our cultures. In Mexico it’s
much more traditional for the elderly to be cared for by their children; they become part of the nuclear family structure. The number of elderly in nursing homes is much lower than in the U.S.
The Augsburg impact: Conversations with professors and students had a very positive influence on me. My religion class with
Professor Mary Lowe challenged my thoughts and beliefs. Her
enthusiasm rubs off on students and pushes them to think critically and analytically about the Bible and how that can translate
into bigger issues.
Next steps: Although I am a social work major, I was a student
worker in Augsburg’s Institutional Advancement office for four
years. I learned about the importance of giving back to the community through philanthropy and stewardship. Because of those
experiences and one-on-one mentoring, I’m interested in pursuing an entry-level job in development. Wherever life takes me, I
feel well prepared for the journey, thanks to Augsburg.
INTERVIEWED BY JENNIFER L. HIPPLE, WEEKEND COLLEGE STUDENT
56
Augsburg Now
CAROLYN AND DALE ’60 HANKA are firm believers in free enterprise
and entrepreneurship, a fact that’s reflected in their successful careers. Carolyn was a university marketing instructor; Dale was a financial planner and bank president. Together they owned and managed a
title company.
Now retired, the couple is acknowledging the importance of
Augsburg College to their success by establishing an endowed scholarship.
“We thoroughly appreciated our time as students at Augsburg
College. The College gave us so much—small classes, individual attention from professors, and the opportunity to learn teamwork and
leadership.
Today the College is still a very special place. Faculty and staff
challenge students to grow in academic achievement as well as in
personal relationships. The College’s vision that “we are called to
serve our neighbor” is vital to the college community, the community
“The College gave us so much—
small classes, individual attention
from professors, and the opportunity
to learn teamwork and leadership.”
around Augsburg, and the world we live in.
When we decided to acknowledge the importance of Augsburg in
our lives by establishing the Dale and Carolyn Hanka Business Scholarship, Augsburg provided us with the ideas and counsel that made it
easy through a charitable gift annuity. Not only does it establish a
scholarship, but we receive income and tax benefits.
The best benefit? Knowing that scholarships make an Augsburg
education possible for so many students.”
YOU HAVE A VISION FOR AUGSBURG.
P L A N N E D G I V I N G C A N M A K E I T A R E A L I T Y.
Become a member of the Sven Oftedal Society at Augsburg by making a gift through your will, trust, life insurance, or other
planned gift. There are many ways to give a gift that will last a lifetime and make a difference for Augsburg students.
1-800-273-0617
www.augsburg.edu/giving
Watercolor
Taking advantage of the beautiful fall colors along
the Mississippi River, art professor Tara Sweeney
took her beginning watercolor class down along the
St. Paul shoreline.
2211 Riverside Avenue
Minneapolis, MN 55454
Non-Profit Org.
U.S. Postage
PAID
Minneapolis, MN
Permit No. 2031
Show less
Augsburg College
Undergraduate Catalog
2008-2010
OFFICIAL PUBLICATION OF
AUGSBURG COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College
undergraduate education and
its curriculum. Although
information... Show more
Augsburg College
Undergraduate Catalog
2008-2010
OFFICIAL PUBLICATION OF
AUGSBURG COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College
undergraduate education and
its curriculum. Although
information was current at
the time of publication, it is
subject to change without
notice. The written policies in
the catalog are the College
policies in force at the time
of printing. It is the responsibility of each student to
know the requirements and
academic policies in this
publication. If you have
questions about anything in
this catalog, consult
Academic Advising, a faculty
adviser, the dean of the
College, or the registrar. Key
offices are listed on page 8
for correspondence or
telephone inquiries.
Published May 2008
www.augsburg.edu
A Greeting
from the President
Stephen Geffre
A college catalog is a wonderful text,
full of detail and data that offer all of us a
map to our lives together as a college
community.
What has prompted you to study this
map of Augsburg College? If you’re already
enrolled at Augsburg, I trust that you will
continue to find here the awe and wonder
of an educational experience that is meaningful and challenging. I hope that you will
be reminded of the relationships and commitments you have formed at Augsburg —
they will last a lifetime. I also hope that you
find in this map signposts of the progress
you have made in your vocational journey and that you will continue to believe that
you have rightly chosen Augsburg as the community in which you will spend time for
the next several years.
If you are studying this map to find out more about Augsburg College and an
Augsburg education, welcome. I believe you will find it not only tells you about the
character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the
heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our
College both serves and thrives. As you study here, you will find a setting that not
only provides remarkable learning opportunities, but one in which you will be able to
share you own talents and skills. Augsburg’s challenging academic environment is
enhanced by both education and service experiences that transform theory into action
and unite the liberal arts with the practical in preparing students as faithful citizens in
a global society.
The experience you are undertaking at Augsburg — or thinking of undertaking —
will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us
who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can
find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
Table of Contents
Academic Calendar – 4-7
Directory – 8
Introducing Augsburg – 9
Facts and Figures – 19
Undergraduate Admissions – 21
Day College – 22
Weekend College – 23
Financing Your Education – 27
Student Life – 37
Academic Information – 53
Departments and Programs – 98
Includes majors, minors,
and course descriptions
College Information – 339
Board of Regents – 340
ELCA Program Unit for
Vocation and Education – 341
Faculty and Administration – 342
Faculty Emeriti – 366
Maps – 369, 370
Index – 371
4
2008-2009 ACADEMIC CALENDAR,
DAY PROGRAM (AND PA PROGRAM)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2008
Summer........................................First-year registration
Aug. 31-Sept. 2/Sun.-Tues. ..........New student orientation
Sept. 3/Wed. ................................Classes begin
Oct. 24/Fri. ..................................Mid-term break (one day only)
Nov. 10-26/Mon.-Wed. ................Registration for spring
Nov. 27/Thurs. ............................Thanksgiving recess begins
Dec. 1/Mon. ................................Classes resume
Dec. 12/Fri. ..................................Classes end
Dec. 15-18/Mon.-Thurs. ..............Final exams
Spring Term 2009
Jan. 12/Mon. ................................Classes begin
Mar. 16/Mon. ...............................Mid-term break begins
Mar. 23/Mon. ...............................Classes resume
Apr. 6-17/Mon.-Fri. .....................Registration for fall
Apr. 10/Fri. ..................................Easter break begins
Apr. 24/Fri. ..................................Classes end
Apr. 27-30/Mon.-Thurs. .............Final exams
May 2/Sat. ....................................Baccalaureate/Commencement
2009-2010 ACADEMIC CALENDAR,
DAY PROGRAM (AND PA PROGRAM)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2009
Sept. 9/Wed. .................................Classes begin
Oct. 23/Fri. .................................Mid-term break (one day only)
Nov. 26/Thurs. .............................Thanksgiving recess begins
Nov. 30/Mon. ...............................Classes resume
Dec. 11/Fri. ..................................Classes end
Dec. 14-17/Mon.-Thurs. ..............Final exams
Spring Term 2010
Jan. 11/Mon. ................................Classes begin
Mar. 15/Mon. ...............................Mid-term/Easter break begins
Mar. 22/Mon. ...............................Classes resume
Apr. 23/Fri. ..................................Classes end
Apr. 26-29/Mon.-Thurs. .............Final exams
May 1/Sat. ....................................Baccalaureate/Commencement
5
6
2008-2009 ACADEMIC CALENDAR,
WEEKEND COLLEGE AND GRADUATE
PROGRAMS (NOT INCLUDING THE PA
PROGRAM AND MBA)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2008
Class Weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 10-12, Oct. 24-26, Nov. 7-9,
Nov. 21-23, Dec. 5-7
Winter Term 2009
Class Weekends: Jan. 2-4 (MSW only), Jan. 9-11, Jan. 23-25, Jan. 30-Feb. 1, Feb. 13-15,
Feb. 27-Mar. 1, Mar. 6-8, Mar. 20-22
Spring Term 2009
Class Weekends: Apr. 3-5, Apr. 17-19, May 8-10, May 15-17, May 29-31, Jun. 5-7,
Jun. 19-21, Jun. 26-27 (MSW only)
NOTE: For Rochester programs, reference the registrar’s Web page at
<www.augsburg.edu/enroll/registrar>.
2009-2010 ACADEMIC CALENDAR,
WEEKEND COLLEGE AND GRADUATE
PROGRAMS (NOT INCLUDING THE PA
PROGRAM AND MBA)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2009
Class Weekends: Sept. 11-13, Sept. 25-27, Oct. 9-11, Oct. 23-25, Nov. 6-8, Nov. 20-22,
Dec. 4-6, Dec. 11-13 (for programs meeting eight weeks)
Winter Term 2010
Class Weekends: Jan. 8-10, Jan. 22-24, Jan. 29-31, Feb. 12-14, Feb. 26-28, Mar. 12-14,
Mar. 26-28
Spring Term 2010
Class Weekends: Apr. 9-11, Apr. 23-25, May 7-9, May 21-23, Jun. 4-6, Jun. 18-20,
Jun. 25-27
NOTE: For Rochester programs, reference the registrar’s Web page at
<www.augsburg.edu/enroll/registrar>.
7
8
DIRECTORY
Area Code
612
Access Center ................................................................................................................330-749
Academic Advising......................................................................................................330-1025
Academic Enrichment.................................................................................................330-1165
Academic Affairs .........................................................................................................330-1024
Admissions Offices
Office of Undergraduate Admissions (Day College)........................................... 330-1001
Toll-free number........................................................................................1-800-788-5678
Office of Adult and Graduate Admissions ..........................................................330-1101
Augsburg for Adults....................................................................................................330-1782
Alumni Relations.........................................................................................................330-1178
Toll-free number........................................................................................1-800-260-6590
Athletics ......................................................................................................................330-1249
Campus Activities and Orientation ............................................................................330-1111
Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053
Center for Service, Work, and Learning.....................................................................330-1148
Classroom Services......................................................................................................330-1219
College Pastor/Campus Ministry ................................................................................330-1732
Counseling and Health Promotion .............................................................................330-1707
Development (financial gifts to the College)..............................................................330-1613
Toll-free number........................................................................................1-800-273-0617
Enrollment Center.......................................................................................................330-1046
Toll-free number........................................................................................1-800-458-1721
Event Services .............................................................................................................330-1107
Facilities Management ................................................................................................330-1041
Financial Aid (scholarships and other aid) ................................................................330-1046
General Information (other office numbers; business hours only)............................330-1000
Fax ....... ...............................................................................................................330-1649
Graduate Studies .........................................................................................................330-1101
Human Resources........................................................................................................330-1058
Lost and Found ...........................................................................................................330-1000
Marketing and Communication..................................................................................330-1180
Parent and Family Relations .......................................................................................330-1525
President’s Office .........................................................................................................330-1212
Registrar ......................................................................................................................330-1036
Residence Life (Housing)............................................................................................330-1488
Rochester Campus ...............................................................................................507-288-2886
StepUP ........................................................................................................................330-1405
Student Affairs.............................................................................................................330-1160
Student Government...................................................................................................330-1110
Summer Session ..........................................................................................................330-1046
TRIO/Student Support Services ..................................................................................330-1311
Weekend College ........................................................................................................330-1101
Mailing address:
2211 Riverside Avenue
Minneapolis, MN 55454
Website:
www.augsburg.edu
Introducing
Augsburg College
About Augsburg – 10
Augsburg for Adults
Weekend College – 13
Rochester Campus – 14
Partner Hospitals Program – 14
Campus Location – 14
Facilities and Housing – 15
Associated Support
Organizations – 17
Policies – 17
Accreditation and
Memberships – 18
Facts and Figures – 19
10
ABOUT AUGSBURG
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is the
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Augsburg graduates
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Discovering your Gifts and Talents
The heart of an Augsburg education is
the Augsburg Core Curriculum — designed
to prepare students to become effective,
informed, and ethical citizens. Through
“Search for Meaning” courses, students
explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a
lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a
few.
Thanks to Augsburg’s prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 Majors
Augsburg offers more than 50 majors—
or you can create your own major, either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 58 for a complete list of majors and
minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while
a full-time student at Augsburg. The ACTC
includes Augsburg College, the College of
St. Catherine, Hamline University,
Macalester College, and the University of
St. Thomas.
Weekend College offers 17 majors and
five certificate programs.
MISSION STATEMENT .
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, “Education for Service,”
and 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.”
HISTORY .
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
About Augsburg 11
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg’s first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup, Jr.,
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg’s next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg’s theme
for over 130 years.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg’s second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg’s motto, “Education
for Service.”
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College’s mission assumed a double character: ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War II, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern
college program based on general education requirements and elective majors.
With curriculum change came a concerted
effort to become accredited. Full accreditation was achieved in 1954.
A study in 1962 defined the College’s
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church. Subsequently,
the American Lutheran Church merged
12 About Augsburg
with two other Lutheran bodies in 1988 to
form the Evangelical Lutheran Church in
America.
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, Christensen Center, Ice Arena,
and Murphy Place.
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg’s
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a curriculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
Dr. William V. Frame became president
in August 1997 and retired in 2006. Under
his leadership, the College sharpened its
identity as a college of the city, providing
an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world.
Dr. Paul C. Pribbenow became the 11th
president of Augsburg College in July
2006. Under his leadership, the College
aims to educate students of all ages — in
the midst of a great city — to be faithful citizens of the world.
AUGSBURG TODAY .
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
• An Augsburg education should be
preparation for service in community and
church;
• Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
• The city—with all its excitement,
challenges, and diversity—is an unequaled
learning laboratory for Augsburg students.
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now over 20,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to Augsburg’s traditional
undergraduate program of liberal arts and
sciences, Augsburg offers master’s degree
programs in business, education, leadership, nursing, physician assistant studies,
and social work. For information on graduate programs, go to www.augsburg.edu.
Undergraduate education is offered
both on weekday semester programs, and
alternate weekend trimester programs. The
graduate programs generally follow the
trimester schedule.
About Augsburg 13
In addition to its Minneapolis campus,
Augsburg has a branch campus in
Rochester, Minn., and offers a bachelor’s
completion degree in nursing in the Twin
Cities at United, Mercy, and Unity hospitals.
AUGSBURG FOR ADULTS .
Augsburg for Adults is focused on all
adult-centered educational programs, from
community seminars to graduate degrees.
Adult students, who are recognized as
learners from age 25 to 60-plus, have different educational needs and goals than
traditional-aged students, and Augsburg for
Adults assists adult learners in their educational journey, whether they take classes in
the traditional weekday undergraduate program or one of the Augsburg for Adults
programs listed below. For information on
Augsburg’s master’s degree programs, see
the Augsburg College Graduate Studies
Catalog.
Augsburg for Adults aims to evaluate
how each program fulfills students’ needs
and to bridge any gaps in providing quality
education and student services.
■ WEEKEND COLLEGE
Augsburg’s Weekend College (WEC)
offers the same undergraduate degree as in
the traditional weekday program on alternate weekends as an opportunity for adults
who want to complete a baccalaureate
degree, but who work or have other commitments during the week. Some classes
may meet on weekday evenings. It is a
means by which men and women can gain
skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the
liberal arts.
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today, with approximately 1,000 students
enrolled each term and 17 majors, WEC is
one of the largest programs of its type
among Minnesota private colleges.
Augsburg’s Weekend College understands that adult students are resourceful
and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods
of concentrated, on-campus study as well
as time for independent study and class
preparation. Most courses include a Webbased course management site.
Alternate Weekend Schedule
To meet the needs of nontraditional
students, classes generally meet on alternate weekends for three-and-a-half to four
hours on either Friday evening, Saturday
morning, Saturday afternoon, or Sunday
afternoon. Laboratory sections or additional class hours may be scheduled during the
week. WEC students may take from one to
four courses each term. Selected courses
are also available on weekday evenings and
are open to both Day and Weekend
College students. The WEC academic year
is divided into three trimesters.
A Community of Learners
Essential to the goals of Augsburg’s
Weekend College is participation in a community of adult learners. This community
in enriched by the presence of men and
women with a variety of work and life
experiences. To facilitate this kind of community interaction, Augsburg encourages
WEC students to make use of College
facilities, such as Lindell Library and the
Christensen Center, and to participate in
academic and co-curricular activities, such
as the student newspaper, travel seminars,
student organizations, and fine arts. The
WEC student body elects its own leaders
and a WEC Student Senate.
14 About Augsburg
Weekend College Faculty
The heart of any educational institution
is its faculty, and the WEC faculty are fulltime Augsburg professors as well as
adjunct faculty who bring professional
experience to their teaching. Most faculty
hold the doctorate or other terminal
degree, and all consider teaching to be the
focus of their activities at the College.
Professors are involved in social, professional, and a variety of research activities,
but these support and are secondary to
their teaching. Faculty are actively
involved in a dynamic faculty development
program that introduces them to best practices in teaching and learning techniques
and theories.
Augsburg’s small classes encourage its
tradition of close involvement between
professors and students. Faculty act as academic advisers and participate regularly in
campus activities.
■ ROCHESTER CAMPUS
Augsburg’s branch campus in Rochester
was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In
Rochester, six undergraduate majors, plus
a certificate program in business management are offered.
The Rochester campus classrooms and
offices are located at Bethel Lutheran
Church (ELCA), a few blocks south of the
heart of the city. Rochester contains
approximately 100,000 residents and
enjoys a rich ethnic diversity and superior
technological resources.
Augsburg classes in Rochester meet on
a trimester schedule, on weekday evenings
and on occasional Saturdays, making them
accessible to working adults. Several complete degree programs are available
through the Rochester campus. In addi-
tion, students may work on a variety of
other majors through a combination of
Rochester-based courses and courses taken
in the Day or WEC program in
Minneapolis.
Students at the Rochester campus are
Augsburg College students. They are supported through an array of e-learning
resources ranging from access to Lindell
Library databases to the use of online
course management software. Information
about the Rochester campus is available at
www.augsburg.edu/rochester or by calling
the Rochester office at 507-288-2886.
■ PARTNER HOSPITALS PROGRAM
Also within Weekend College,
Augsburg offers a bachelor’s completion
degree in nursing for registered nurses at
three area hospitals, making their education convenient to their workplace. Classes
are taught at United Hospital in St. Paul,
with videoconferencing of these classes to
classrooms in Mercy Hospital in Coon
Rapids and Unity Hospital in Fridley.
■ COLLEGE OF THE THIRD AGE
In 1976, Augsburg initiated one of the
first programs in the country that offers
classes for older adults, taught in their
neighborhoods at churches and senior residences. A variety of classes is offered, and
many of the instructors are retired
Augsburg faculty. The College of the Third
Age is located at 620 21st. Ave.
■ CAMPUS LOCATION
Augsburg’s campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 170 parks in
Minneapolis, the “City of Lakes.” The
University of Minnesota West Bank campus and one of the city’s largest medical
complexes—University of Minnesota
Medical Center, Fairview—are adjacent to
About Augsburg 15
Augsburg, with the Mississippi River and
the Seven Corners theatre district just a
few blocks away. Downtown Minneapolis
and St. Paul, home to a myriad of arts,
sports, entertainment, and recreational
opportunities, are just minutes west and
east via Interstate 94, which forms the
southern border of the campus. (See map
on page 369.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Augsburg is located just blocks away from
two Hiawatha Line light rail stations.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
■ FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunnel/ramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, Lindell Library, Oren
Gateway Center, and the Foss, Lobeck, Miles
Center for Worship, Drama, and
Communication.
Admissions Offices — The Office of
Undergraduate Admissions for Day College
is located on the first floor of Christensen
Center. The Office of Adult and Graduate
Admissions for Weekend College, the
Rochester Campus, the Partner Hospitals
program, and Graduate Studies is located
at 624 21st Ave.
Anderson Hall (1993) — Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. 8th
Street. Anderson Hall contains four types
of living units and houses 192 students, as
well as the Master of Science in Physician
Assistant Studies; the Center for Service,
Work, and Learning; and the Office of
Marketing and Communication.
College of the Third Age and InterRace — This house, located at 620 21st
Avenue, provides office space for these two
programs.
Counseling and Health Promotion
— The Center for Counseling and Health
Promotion (CCHP) offers programs and
services that enhance student learning by
promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue.
Christensen Center (1967) — The
College center, with spacious lounges and
recreational areas, dining areas, art gallery,
and offices for student government and
student publications. The Office of
Undergraduate Admissions is located on
the first floor.
Edor Nelson Field — The athletic
field, located at 725 23rd Avenue, is the
playing and practice field of many of the
Augsburg teams. An air-supported dome
covers the field during the winter months,
allowing year-round use.
Foss, Lobeck, Miles Center for
Worship, Drama, and Communication
(1988) — The Foss Center is named in
recognition of the Julian and June Foss
family. The Tjornhom-Nelson Theater,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry, the
drama and communication offices, and the
Center for Learning and Adaptive Student
Services (CLASS).
Ice Arena (1974) — Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
16 About Augsburg
Kennedy Center — Completed in
2007 as a three-story addition to Melby
Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art
wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities.
The James G. Lindell Family Library
(1997) — This library and information
technology center houses all library functions and brings together the computer
technology resources of the College. The
library is located on the corner of 22nd
Avenue and 7th Street.
Luther Hall (1999) — Named for theologian Martin Luther, Luther Hall is a
three-story apartment complex along 20th
Avenue, between 7th and 8th Streets that
houses juniors and seniors in units from
efficiencies to two-bedroom suites.
Melby Hall (1961) — Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness Center,
and general auditorium purposes. The
Ernie Anderson Center Court was dedicated in 2001.
Mortensen Hall (1973) — Named in
honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964) —
Murphy Place is home to the three of the
four components of the Office of
International Programs: Center for Global
Education, Global Studies, and
International Student Advising. It is also
home to the four support programs for
students of color: American Indian
Student Services, Pan-Afrikan Center, PanAsian Student Services, and
Hispanic/Latino Student Services.
Music Hall (1978) — Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
Old Main (1900) — Home for the
modern languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Oren Gateway Center — Dedicated
in 2007 and named for lead donors and
alumni Don and Beverly Oren, it is home
for the StepUP program, Institutional
Advancement offices, the Alumni and
Parent and Family Relations Offices,
Augsburg for Adults Office, and substancefree student housing. It also houses the
Barnes & Noble Augsburg Bookstore, Nabo
Café, Gage Family Art Gallery, and the
Johnson Conference Center.
Science Hall (1949) — Houses classrooms; well-equipped laboratories for biology, chemistry, and physics; mathematics; a
medium-sized auditorium; faculty offices,
administrative offices, and various other
program offices.
Sverdrup Hall (1955) — Named in
honor of Augsburg’s fourth president, it
contains the Enrollment Center and
Academic Advising, as well as classrooms
and faculty offices.
About Augsburg 17
Sverdrup-Oftedal Memorial Hall
(1938) — Built as a dormitory and named
in honor of Augsburg’s second and third
presidents, it contains the President’s
Office, Human Resources, and other
administrative and faculty offices.
Urness Hall (1967) — Named in
honor of Mr. and Mrs. Andrew Urness, this
tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,”
providing 36 residents, housed two to a
room, with their own lounge, study, and
utility areas.
■ ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
programs that increase both individual and
group understanding and achievement.
Inter-Race: The International
Institute for Interracial Interaction —
Inter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 620
21st Avenue.
■ POLICIES
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
its students.
Any questions concerning Augsburg’s
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454,
612-330-1058.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
18
■ ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
Higher Learning Commission of 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
• Commission on Collegiate Nursing
Education
• Council on Social Work Education
(B.S. and M.S.W.)
• National Accrediting Agency for
Clinical Laboratory Sciences
(NAACLS)
• National Association for Music
Therapy, Inc.
• National Council for Accreditation of
Teacher Education
• Accreditation Review Commission on
Education for the Physician Assistant
(ARC-PA)
Augsburg College is an institutional
member of the:
• American Association of Colleges and
Universities (AACU)
• Association of Physician Assistant
Programs
• Council of Independent Colleges
(CIC)
• National Association of Schools of
Music (NASM)
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, Minnesota Private College
Council, National Society for Experiential
Education, and Campus Compact.
Augsburg College is registered as a private institution with the Minnesota Office
of Higher Education pursuant to sections
136A.61 to 136A.71. Registration is not an
endorsement of the institution. Credits
earned at the institution may not transfer
to all other institutions.
AUGSBURG COLLEGE FACTS AND FIGURES
■
■
■
■
■
■
■
■
■
■
Location—Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation—The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 16 percent represent the
Roman Catholic Church, and 21 percent
represent other denominations and religions.
Accreditation—The Higher Learning
Commission of the North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education, Accreditation Review
Commission on Education for the
Physician Assistant (ARC-PA). Approved
by the American Chemical Society,
Council on Social Work Education,
National Association for Music Therapy,
Inc., National Association of Schools of
Music, and the Commission on
Collegiate Nursing Education.
Member—Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Office of
Higher Education, as described on page
17.
Enrollment (Fall 2007)—3,872 students from 40 countries.
Graduates—20,627 graduates from
1870 through August 2007.
Student/Faculty Ratio—14 to 1.
Undergraduate class size averages 13
(WEC)-17 (Day).
Campus—18 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
Accessibility—Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunnel/elevator system
provides access to 12 major buildings
without going outside.
Degrees Granted—B.A., B.S., B.M.,
M.A., M.B.A., M.S., M.S.W.
■
■
■
■
■
■
■
Financial Aid—Over 80 percent of the
students receive some form of financial
aid from the College and many other
sources.
Library—Over 190,000 items, direct
access to over 2,500,000 through CLIC,
the Twin Cities private college library consortium. The James G. Lindell Family
Library opened in September 1997.
School Year—Two semesters from
September to May, and three summer
school sessions. Augsburg for Adults:
Three trimesters, September to June, for
Weekend College, Rochester campus and
most graduate programs.
Majors—More than 50 majors in 35
departments and programs.
Off-Campus Programs—The Office
of International Programs offers study
abroad programs throughout the
world, including Augsburg’s own
Center for Global Education and
International Partners programs.
Augsburg is also a member of the
Higher Education Consortium for
Urban Affairs (HECUA).
Athletic Affiliation—Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division III.
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 its students.
19
20
Undergraduate
Admissions
For Day College First-Years – 22
Early Admission
of First-Years – 23
For Weekend College – 23
For Transfer Students – 23
For Former Students – 24
For Special Students – 24
(Non-Degree)
For International Students – 24
22
UNDERGRADUATE ADMISSIONS
A
ugsburg College strives to create a
strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures.
Selection of students for Augsburg
College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
Visit the Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, first-year and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg’s Day College admissions
staff is ready to help students and families
with college planning. Call any weekday
between 8:00 a.m. and 4:30 p.m.—612330-1001 or toll-free 1-800-788-5678.
We’ll answer your questions and arrange a
tour for you (including most Saturday
mornings during the school year). The
Office of Undergraduate Admissions is
located on the first floor of the
Christensen Center.
For Weekend College admission information, call 612-330-1101.
APPLICATION PROCEDURES.
■ DAY COLLEGE FIRST-YEARS
Application for Admission—
Applicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refund-
able $25 application fee. Students may
apply online at
<www.augsburg.edu/apply/day>.
Transcripts—An official transcript
from the high school is required of firstyear applicants. First-year applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. If the student
has taken college courses, an official transcript from the institutions should also be
sent. General Education Development
(GED) scores may be presented instead of
the high school transcript.
Test Scores—First-year applicants are
required to submit results from a college
entrance examination. The American
College Test (ACT) is preferred; results
from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient.
Recommendations — Two letters of
academic recommendation are required. If
the applicant has been out of school for
several years, a letter may be submitted by
a supervisor, employer, or other person for
whom the applicant works.
Additional Information—If there
is personal information that may have
affected the applicant’s previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor.
On occasion, the Admissions Committee
may defer a decision on a candidate’s admission until other information has been
received. For example, more recent test
scores, results of the present semester’s
coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Undergraduate Admissions 23
Notification of Admissions Decision—
Augsburg College uses a “rolling” admissions plan. The first offers of admission
are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the
application file is complete and has been
evaluated by the Admissions Committee.
Confirmation of Admission—
Accepted students are asked to make a
$150* enrollment deposit to the Office of
Undergraduate Admissions. Those students
who wish to live in College housing must
also submit a $200 housing deposit along
with the housing contract to the Residence
Life Office.
*Non-refundable after May 1.
Early Admission of First-years
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for first-year applicants
and arrange a personal interview with the
director of undergraduate admissions.
■ WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 non-refundable application fee to the
Augsburg Adult and Graduate Admissions
Office. Students may apply online at
<www.augsburg.edu/apply/weekend>.
Transcripts — Official transcripts from
all previous postsecondary institutions
should be sent directly to the Augsburg
Adult and Graduate Office. Applicants
with less than one year of previous transferable college work should also have their
official high school transcript sent. The
GED 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 an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a
candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
Notification of Admissions Decision
— Augsburg College uses a “rolling”
admissions plan. Students are notified of
the admission 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 an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
■ TRANSFER STUDENTS
A cumulative grade point average
(GPA) of at least 2.50 (on a 4.0 scale) in
previous college work is recommended for
admission to the College. No student who
falls below the standards for automatic
admission to the College will be considered for admission by the Admissions
Committee after August 15 for entry in fall
semester or December 15 for entry in
spring semester. Information regarding
transfer credit policies is found in the
24 Undergraduate Admissions
Academic Information section of the catalog, beginning on page 53.
■ FORMER STUDENTS
Day students who have interrupted
attendance at Augsburg College for one
semester or more, and WEC/United/
Rochester students who have interrupted
attendance at Augsburg College for three
trimesters or more, must apply for readmission through the registrar’s office to
resume attendance. Students who have
attended other institution(s) during their
absence from Augsburg must have an official transcript sent from each institution to
the Office of the Registrar. Returning students do not pay the application fee.
■ SPECIAL STUDENTS
(NON-DEGREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar’s office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
Students who have graduated from
Augsburg who are returning to complete a
second major will not be awarded a second
degree unless it is a different degree from
the first awarded. Minors are not noted on
the transcript if they are completed after a
baccalaureate degree has been awarded.
■ SPECIAL STUDENTS
(SECOND DEGREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. 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
a previous degree.
Depending on the student’s previous
degree, completion of a second major
(non-degree) may also be an option.
■ INTERNATIONAL STUDENTS
International students are a vital part of
the Augsburg community. (See
International Student Advising on page
49.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and financial requirements. All applicants
must provide proof of financial solvency.
Applications must be completed two
months prior to the start of the semester:
June 1 for fall, Dec. 1 for spring.
For more information, call
612-330-1001 or 1-800-788-5678
(toll free); e-mail
<admissions@augsburg.edu>; or write to:
International Student Admissions
CB 143
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college
or university outside of the United States
need to obtain a foreign credential evaluation by contacting one of the services listed
below. These organizations will examine
transcripts and prepare a report of U.S.
Undergraduate Admissions 25
course and grade equivalencies. Augsburg
College will use this information in its
admissions review and will grant transfer
credit where appropriate.
Augsburg will accept evaluations performed by any of these agencies:
World Education Services, Inc.
Website: www.wes.org
Bowling Green Station
P.O. Box 5087
New York, NY 10274-5087
Phone: 212-966-6311
Fax: 212-966-6395
Educational Credential Evaluators, Inc.
Website: www.ece.org
P.O. Box 514070
Milwaukee, WI 53202-3470
Phone: 414-289-3400
Fax: 414-289-3411
Global Credential Evaluators, Inc.
Website: www.gcevaluators.com
P.O. Box 9203
College Station, TX 77842-9203
Phone: 800-517-4754
Fax: 512-528-9293
International Education Research
Foundation
Website: www.ierf.org
P.O. Box 3665
Culver City, California 90231-3665
Phone: 310-258-9451
Fax: 310-342-7086
Foundation for International Services,
Inc.
Website: www.fis-web.com
14926 35th Ave West, Suite 210
Lynnwood, WA 98087
Phone: 425-487-2245
Fax: 425-487-1989
26
Financing Your
Education
Day College Costs
Tuition and Fees – 28
Room and Board – 28
Other Special Fees – 28
Deposits – 29
Weekend College Costs – 29
Payments – 30
Financial Policies
Refunds – 30
Financial Aid
How and When to Apply – 32
Kinds of Aid
Academic Excellence
Scholarships – 33
Achievement Scholarships – 34
Leadership, Service,
and Performance
Scholarships – 34
Lutheran Congregational
Scholarship Program – 34
Gift Assistance – 35
Loan Assistance – 35
Student Employment – 36
28
FINANCING YOUR EDUCATION
A
ll students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in gifts—
from alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
COLLEGE COSTS 2008-2009.
DAY COLLEGE.
The Board of Regents has approved the
costs listed below for the 2008-09 academic
year. The board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
■ DAY COLLEGE TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment) ............$25,610
This rate applies to all full-time students
attending in September 2008. Students are
considered full-time when they take three
or more course credits during the semester.
The charge includes tuition, general fees,
facility fees, and admission to most
College-supported events, concerts, and
lectures. The amount is payable in two
equal installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 3,150
This rate applies to students taking fewer
than three courses in a semester. Part-time
students taking lifetime sports are charged
$180 for that course.
Audit Fee
(for part-time students)
per course................................$
770
Full-time students—see audit policy on
page 90.
Room Rent
(on average, includes basic
services) ..................................$ 3,658
(Detailed room rates and housing options
are available through the Office of
Residence Life.)
Full Board
(19 meals a week) ..................$ 3,503
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week) ..................$ 3,414
Flex 5 point plan ....................$ 3,120
Student Activity Fee................$
180
ACTC Bus
(full-time students only) ..$
13
Information Technology Fee ..$
300
■ OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) ....................................$ 90
Late Registration ..............................$ 200
Petition fee for waiver of registration
deadlines (non-refundable) .......$ 50
Lifetime Sport
(part-time students) ...................$ 180
Financial Information 29
Overload Fee
(per course credit over 4.5,
Day and WEC/Rochester/United
combined) ..................................$3,150
Private Music Lessons, per semester
(14 lessons—.0 cr. or .25 cr.) ......$390
(14 lessons—.5 cr.) ......................$780
Student Teaching (per course
for full-time students) ..................$125
Student Teaching (per course
for part-time students) .................$185
Study Abroad (in approved
non-Augsburg programs) .............$425
Zero-credit seminar (part-time
students) .......................................$770
Fees Payable by Check/Cash
Application (new and/or
special students) ........................$ 25
Locker Rental ....................................$ 40
Student Parking Lot Permit
—car ...........................................$220
—motorcycle ..............................$ 110
Transcript Fee
Regular service............................$5
Next day......................................$8
On demand .................................$ 15
Special Examinations,
Cap & Gown Costs
(Schedule on file in registrar’s office)
■ BOOKS AND SUPPLIES
These costs are estimated to average
$125 per course.
■ DEPOSITS
Enrollment Deposit
(non-refundable) ....................$
150
Required of all new students after
acceptance. If the student attends
Augsburg College, the deposit is considered initial payment toward their first term
tuition and fees. Should the student not
attend, the enrollment deposit may be for-
feited. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit ......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated in writing for fall or spring term by
following the conditions delineated in the
housing contract. The resident will be
responsible for all costs incurred due to
late cancellation or lack of proper notification as specified in the housing contract.
COLLEGE COSTS 2008-2009 .
WEEKEND COLLEGE .
Application Fee (payable once,
non-refundable) .........................$ 35
Tuition (per course credit) ...............$1,625
Tuition (per summer course 2008) ..$1,570
Activity Fee (per trimester) .............$11.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) .....................$ 770
Lifetime Sports: Fee for Weekend
College Course ...........................$ 180
Lifetime Sports: Fee for Assessment
of Previous Learning ..................$ 150
Nursing Clinical Fee ........................$ 250
Supplementary Student Teaching
Fee (per course credit) ..............$ 150
Late Registration Fee ........................$ 200
Transcript Fee
Regular service............................$5
Next day......................................$8
On demand .................................$ 15
Petition Fee for waiver of registration
deadlines (non-refundable) .......$ 50
Zero-credit seminar ...........................$ 770
Extended Payment Plan Fee .............$ 50
30 Financial Information
■ PAYMENTS—DAY COLLEGE
Semester Fees—Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment Center is sent to the student.
Payment Options—Day Program—
Augburg College offers payment plan
options for Day Program students.
Information about payment plan options is
mailed annually to each student’s permanent address.
■ PAYMENTS—WEEKEND COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options—(1) Payment in
full at the start of each term. (2) Employer
Reimbursement: Students on this plan
must file an employer reimbursement
application form each academic year, prior
to the start of the first class. Once enrolled
in the employer reimbursement payment
plan, students have until 60 days after the
end of each term to pay their term costs in
full. There is a $20 per term fee associated
with this payment option. The student is
responsible for payment of the balance
should the employer not reimburse for any
reason. If the employer offers partial reimbursement, the non-reimbursed portion of
tuition and fees must be paid in full at the
start of the term. (3) Students may also
defer payment by enrolling in the College’s
third party payment plan or in a military
payment plan if their term costs are to be
covered by a third party or through V.A.
education benefits, such as the G.I. Bill.
(more details can be found at www.augsburg.edu/enroll/account)
FINANCIAL POLICIES.
A finance charge is applied at a simple
rate of .67 percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student’s account for a previous term is
paid in full or if the student is making
scheduled payments in accordance with an
approved payment plan.
Augsburg College will not release student academic transcripts or graduation
diplomas/certificates until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan),
are current according to established repayment schedules and the loan entrance and
exit interviews have been completed.
■ REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Withdrawal
from College form available in the
Enrollment Center. It must be filled out
completely, signed and turned in to the
Enrollment Center. Students who properly
withdraw or change to part-time, who are
dismissed, or who are released from a
housing contract will have their accounts
adjusted for tuition and/or room (except
for the minimum deduction of $100 to
cover administrative costs) in accordance
with the terms of their housing contract
Financial Information 31
and/or the appropriate tuition refund
schedule.
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 Augsburg College Refund Policy
for Day, Weekend, Rochester, Partner
Hospitals, and Graduate Studies.
The refund schedule is based on the
percentage of class time remaining on the
date of the student’s official withdrawal
from class. This applies to all students who
drop one or more courses during each
term.
Percentage of class time remaining
after official drop or withdrawal:
Amount of refund:
100% to 90% remaining
Full refund
(minus $100
administrative
fee)
89% to 50% remaining
Refund equals
the percentage
of term
remaining
49% or less remaining
No refund
This refund schedule is effective
whether or not a student has attended
classes. Please allow two weeks for tuition
and possible financial aid adjustments to
be finalized. If a credit balance remains on
the student’s account, a credit refund check
will be issued at that time.
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Financial Petition Committee.
Petition forms are available in the
Enrollment Center.
■ MEDICAL REFUND
If a student is forced to withdraw from
one or more courses in a term due to illness or an accident, the refund will include
the normal refund percentage (based on
the regular refund schedule), plus one-half
of the remaining tuition and fees. This
extra medical refund will be considered
upon submission of documentation from
the attending doctor, on letterhead, verifying the medical circumstances. Requests
for medical refunds should be made
through the Financial Petition Committee.
■ UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Enrollment
Center.
32 Financial Information
A student who registers, does not
attend any classes, and does not withdraw
may petition to withdraw retroactively. The
student must petition within six months of
the end of term and provide proof of nonattendance. Proof can include, but is not
limited to, statements from each instructor
that the student never attended, or documentation of attendance for the term at
another college or university. If approved,
grades of W will be recorded and charges
for the term dropped. The administrative
cancellation fee is $300.
FINANCIAL AID.
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and making satisfactory
academic progress. In order to maintain
eligibility in financial aid programs, students must make satisfactory academic
progress toward the attainment of their
degree or certificate as stipulated in the
College catalog and as published on the
Academic Progress Standards for Financial
Aid Recipients webpage
<www.augsburg.edu/enroll/finaid/standards.html>.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Enrollment Center,
will help students and their families protect access to a quality Augsburg education
in a time of increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 2007-2008 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This
analysis takes into account such family
financial factors as current income, assets,
number of dependent family members,
other educational expenses, debts, retirement needs, and special considerations.
■ HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. Students are encouraged
to file the FAFSA electronically on the Web
at <www.fafsa.ed.gov>. Students and their
parents may sign the FAFSA electronically
using a PIN issued by the U.S. Department
of Education. Instructions for requesting a
PIN can be found at <www.fafsa.ed.gov>.
Be sure to include the Augsburg College
code, 002334, on your application. Submit
your application to the processing agency
after Jan. 1. Applications must be filed by
April 15 for priority consideration.
3. Complete the current year
Verification Worksheet, available at
<www.augsburg.edu/enroll>, and submit it
to the Enrollment Center.
Financial Information 33
4. Submit copies of federal tax forms
for the preceding year (e.g. tax year 2007
to be considered for financial aid for 20082009). Tax forms are required for the student and parents of dependent students, or
spouse of student if filing separately.
■ WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid award
letter will be sent to the student. This letter details the financial aid award and
includes information regarding:
• institutional financial aid programs
and requirements for continued eligibility,
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships
and grants that might be available in their
own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Rehabilitation
Services, Educational Assistance for
Veterans, Educational Assistance for
Veterans’ Children, and other sources.
Academic Excellence Scholarships
■ KINDS OF AID
President’s Scholarship—Awarded to
incoming first-year students, the
President’s Scholarships are awarded based
upon competition. The applicant must
have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or
greater). Separate applications are required.
The application deadline is February 1.
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
Phi Theta Kappa Scholarship—
These scholarships are awarded to selected
transfer students with a 3.50 GPA. The
application deadline is March 1. Call
Undergraduate Admissions for information, 612-330-1001.
• federal and private loan programs
(students must complete a loan application to receive loan funds), and
• payment plans/options for the current
school year.
34 Financial Information
Achievement Scholarships
Regents’ Scholarship—The Regents’
Scholarships are awarded to all qualified
new first-years of high academic achievement who apply and are accepted before
May 1 for fall or Dec. 1 for spring.
Selection is based on high school GPA and
national test scores.
Transfer Regents’ Scholarship—
Transfer Regents’ Scholarships are awarded
to all qualified transfer students with a
minimum 3.00 GPA who apply and are
accepted for admission by May 1 for fall or
Dec. 1 for spring.
Augsburg Legacy Award—These
scholarships provide tuition awards to fulltime day students working toward their
first bachelor’s degree who are children of
Augsburg graduates; siblings of current
Augsburg students; children or spouses of
current ELCA pastors. Deadline: May 1 for
fall or Dec. 1 for spring.
Science Scholarship—These scholarships are awarded to incoming first-years
majoring in chemistry or physics at
Augsburg who are in the top 30 percent of
their high school class and have a 3.00
GPA or better. Deadline: Accepted for
admission by May 1.
ACAP Scholarship—Awarded to
incoming first-years students who have
participated in a college preparatory program such as Upward Bound or Big
Brothers/Big Sisters. Deadline: Accepted for
admission by May 1.
Leadership, Service, and
Performance Scholarships
Ethnic Leadership Scholarships —
Ethnic Leadership Scholarships recognize
returning Day program students with
demonstrated scholarship and a record of,
and/or potential for, leadership. Eligible
students must be full time in the day program and have the recommendation of the
appropriate Augsburg Ethnic Student
Services program director and another
individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact:
• American Indian Student Services
612-330-1144
• Hispanic-Latino Student Services
612-330-1309
• Pan-Afrikan Student Center
612-330-1022
• Pan-Asian Student Services
612-330-1530
Fine Arts Scholarship—Awarded to
selected incoming students who demonstrate active participation in the fine arts.
Separate application and portfolio or audition are required. The deadline is February
1 for fall or November 1 for spring.
Lutheran Congregational
Scholarship Program
Augsburg Corporation Scholarship
— Recognizes students who are members
of an ELCA congregation within the
Minneapolis Area Synod, St. Paul Synod,
S.E. Metro Synod or N.E. Synod of
Wisconsin. These four synods constitute
the Augsburg Corporation. The scholarship is awarded at point of admission for
$1,000 per year.
Financial Information 35
PRIME Scholarship — Students who
receive a scholarship from their Lutheran
congregation will receive a matching scholarship from Augsburg, up to $750 per year.
Verification of award must be submitted to
the Enrollment Center by August 1.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
Gift Assistance (Need-Based)
Federal Perkins Student Loan—A
federally-funded program administered
through Augsburg 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 in school.
Simple interest of 5 percent and repayment
of principal (at the minimum of $40 a
month) begin nine months after you leave
school. Repayment may extend up to 10
years. The loan offers a teacher cancellation clause. The maximum that may be
borrowed for undergraduate study is
$20,000.
Augsburg Tuition Grant—This grant
is based on financial eligibility, and academic record.
Minnesota State Scholarship and
Grant—Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school.
Federal Supplemental Educational
Opportunity Grant—Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant—Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines. Maximum grant
for 2008-09 is $4,731.
Bureau of Indian Affairs/Tribal and
State Indian Scholarship—Bureau of
Indian Affairs/Tribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairs/Tribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Program. American Indian grants supplement all other forms of financial aid.
Loan Assistance
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to accrue
and be capitalized (added to the balance of
the loan).
The interest rate for new borrowers
through the Subsidized Stafford Loan and
the Unsubsidized Stafford Loan, as of July
1, 2008, is a fixed rate of 6.0% and 6.8% ,
respectively.
36 Financial Information
The following borrowing limits apply
to the Stafford Loan program after July 1,
2008:
• First-years: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Sophomores: $8,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Parent Loan Program
(PLUS)—PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus all other student financial aid). Repayment begins
within 60 days of final disbursement, the
interest rate is a fixed rate of 8.5% and a
minimum payment of $50 per month.
Further information about all student
and parent loan programs can be found
online at the Enrollment Center website.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on financial eligibility and potential
competence in performing the duties
assigned. Part-time work provided by the
College is considered financial aid, just
like scholarships, loans, and grants. A
maximum of 15 hours of on-campus
employment per week is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program and Minnesota State Work
Study Program—Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Student Life
Campus Ministry – 38
Vocation – 38
Student Government – 38
Orientation and Campus
Activities – 39
Student Center – 40
Fine Arts – 40
Anne Pederson Women’s
Resource Center – 40
Athletics and Sports – 41
Gage Center for Academic
Achievement – 41
Academic Advising – 41
Center for Learning and
Adaptive Student
Services (CLASS) – 42
Academic Skills Office – 42
TRIO Programs – 43
TRIO/Student Support
Services – 43
McNair Scholars Program – 43
Office of Undergraduate Research
and Graduate Opportunity
(URGO) – 44
Services for Students with
Physical Disabilities – 44
ACCESS Center – 44
StepUP® Program – 45
Ethnic Student Services – 46
American Indian – 46
Hispanic/Latino – 47
Pan-Asian – 47
Pan-Afrikan – 47
Scholastic Connections – 47
LGBTQIA – 47
Health and Fitness – 48
International Student
Advising – 49
Residence Life Program – 49
Housing – 50
Food Service – 51
College Policies – 51
Student Standards of Behavior,
Complaints, Records – 51
Official Notices – 51
Family Educational Rights
and Privacy Act – 52
Discrimination Complaints – 52
38
STUDENT LIFE
A
ugsburg’s mission focuses on student learning in the broadest sense.
Experiences in the classroom are an important part of college life, but learning and
development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
CAMPUS MINISTRY .
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. Weekend
College Chapel is held each Saturday
morning when classes meet. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
VOCATION .
Augsburg College created a program
entitled Exploring Our Gifts through the
generous support of the Lilly Endowment.
Established in Spring 2002, the Exploring
Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and
work. The program assists students in this
journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the
College. Exploring Our Gifts also provides
resources to encourage students to consider Christian ministry. Contact the director
of Exploring Our Gifts for further information about the program.
STUDENT GOVERNMENT .
The members of the Augsburg student
body, in order to further the educational
goals and general welfare of the college
community, developed their own governing system. Their purpose is to establish
and provide guidelines for two studentelected organizations to represent the Day
Student Body and the Weekend College
(WEC) Student Body. These organizations
are to support and advocate for student
concerns, needs, and activities. They serve
Student Life 39
as the primary voice and liaison between
students and the administration, faculty,
and staff of Augsburg.
These groups collectively oversee the
use and administration of the student
activities fee. To aid in this work they have
established an executive board and several
student leadership committees.
Additionally, in collaboration with the
campus activities and orientation department, they oversee the management of all
campus student organizations.
ORIENTATION AND.
CAMPUS ACTIVITIES .
■ ORIENTATION PROGRAMS
The campus activities and orientation
department staff understand what important transitions our students are making,
whether transitioning from high school to
college or from another college to
Augsburg. Both experiences introduce their
own challenges and excitement. A specialized orientation program for new and
transfer day program students has been
developed with this in mind. The goal is to
create a seamless and successful academic
and social transition into the Augsburg
community, while encouraging our community members to become engaged, connected, and reflective learners.
SOAR, our first year orientation program, is built on a peer mentoring philosophy which helps students establish connections with a returning student. SOAR is
a fun experience that helps students learn
more about Augsburg’s beautiful urban
campus and community, its excellent academic programs, and the outstanding
resources that make being an Auggie so
rewarding and Augsburg such a great place
to study.
The orientation program for transfer
students is offered at the beginning of each
semester. TRANSFER-mation is designed
to address different areas students will
experience in their transition to Augsburg.
Many transfer students are concerned
about connecting and establishing their
social base, so activities have been
designed to assist with developing social
relationships.
■ AUGGIE DAYS
The focus of Auggie Days is to help students develop an awareness of self, self in
the community, and self in the world, in
addition to the more tangible needs of
acclimating to life at Augsburg. Starting
with move-in day and lasting for nine full
days, this fall transition program is
designed to help one get to know
Augsburg, the city, the neighborhood,
classmates, the faculty, the staff ... and for
campus activities staff to get to know the
students!
Activities include speakers and discussion, concerts, small group meetings with
faculty, art exhibitions, festivals and fairs
by on-campus organizations, chances to
get to know other Auggies, athletic events,
games, food and fun, and other events
through the whole week. It is a time when
the whole community celebrates the arrival
of new students as well as the return of all
students.
■ CAMPUS ACTIVITIES
The mission for campus activities programming is to support individual identity
and enhance social and communal development. We strive to create an environment that allows students to connect,
engage, and invest in the Augsburg experience and to recognize the benefits associated with student engagement outside of the
classroom. The department works to sup-
40 Student Life
plement the liberal arts instruction of the
College through transitional programs for
new students as well as through leadership
education and student involvement.
The campus activities department
empowers students to learn and experience
leadership and become investors in the
institution, while acknowledging the value
of faith, urban life, relationships, and citizenship as fundamental components. This
understanding recognizes that we are a
community of leaders and global citizens
in a world that is constantly changing.
STUDENT CENTER .
Christensen Center, our student center,
represents the community center of the
campus environment, serving students,
faculty, staff, alumni and guests. Through a
variety of programs, activities, services,
and facilities that collectively characterize a
well-considered plan for the community
life of the college, the student center acts
as an integral part of the educational mission of the institution. Traditionally considered the living room of the campus, our
student center serves and symbolizes the
essences of our community, physically representing as the gathering place of our
community: the community hearth. It
serves our diverse populations of residential, commuter, Weekend College, and
graduate students alike and represents the
merging of curricular and co-curricular.
The Christensen Center also houses
several student services, such as the Office
of Undergraduate Admissions, the
Department of Campus Activities and
Orientation, Event Services, the Copy
Center, Shipping and Receiving,
Information Desk, Food Service, Mail
Services, and Cooper’s (our very own
Starbucks coffee lounge.)
The student activities center, called the
Auggie’s Nest, is located on the first floor
of the Christensen Center. Augsburg Day
and Weekend College (WEC) Student
Senates, Echo, and KAUG, as well as other
student organizations, have office or work
space in this area. The Auggie’s Nest serves
as a hub for student activities.
Throughout the year, the center is
home for a variety of social and cultural
activities that take place on campus. The
surrounding community is vibrant with
events, fairs, and community gatherings.
These activities include dances, films, theatre, theme events, cultural community
fairs, speakers, and visiting personalities in
various fields. Students are encouraged to
engage in Minneapolis for both personal
and academic growth.
■ FINE ARTS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
■ ANNE PEDERSON WOMEN’S
RESOURCE CENTER
The Anne Pederson Women’s Resource
Center at Augsburg College offers a variety
of programming for Augsburg students
(women and men) and is a meeting place
for students, faculty, and staff alike. It
houses a Women’s Studies library (including current magazines), a seminar room for
films and discussions, and a lounge space
for studying, relaxing, and just hanging
Student Life 41
out. The Women’s Resource Center sponsors numerous programs and activities,
and provides a safe place on campus for
discussions, explorations and women’s
advocacy. The resource center is located in
207 Sverdrup Hall.
ATHLETICS AND SPORTS
■ INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division III. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
swimming, track and field, and golf.
■ INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
■ SPORTS AND RECREATION
At Augsburg, sports are for all students
as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Centers on page 49.)
GAGE CENTER FOR ACADEMIC.
ACHIEVEMENT.
The Gage Center assists all Augsburg
students in setting and achieving optimal
academic goals here at the College and
beyond. The Center consists of five collaborating units:
Academic Advising
Center for Learning and Adaptive
Student Services (CLASS)
Academic Skills Office
TRIO/Student Support Services and
McNair
Undergraduate Research and Graduate
Opportunity (URGO)
■ ACADEMIC ADVISING
Academic Advising orients new Day
and Weekend College undergraduate students to the academic policies and procedures of the College and assists students
on initial course selection. This office also
provides interpretation of core curriculum
requirements, administers entry-level skill
assessments, interprets graduation requirements, provides degree-planning materials,
and answers questions on student academic progress. Academic Advising functions
as a supplement to the faculty advising system at Augsburg College, and is located in
the Enrollment Center.
All current students are assigned to a
faculty adviser. Prior to the end of their
sophomore year, when they have completed 12 or more credits, students are
required to declare their major and select a
faculty adviser by filling out a Major
Declaration Form and returning it to the
Enrollment Center. All Day students are
required to meet with their assigned faculty adviser each term prior to registration.
Both Day and weekend college students are
42 Student Life
encouraged to meet with their faculty
adviser as often as is necessary.
■ CENTER FOR LEARNING AND
ADAPTIVE STUDENT SERVICES
(CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) provides individualized accommodations and academic
support for students with documented
learning, attentional, psychiatric and other
cognitive disabilities. CLASS has been recognized as a leader in its field, helping
these students gain full access to the
College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students
with diverse backgrounds, preparations,
and experiences.
Each term disability specialists work
directly with students to discuss their disabilities and determine a plan for academic
access. Typically, meetings are held weekly
and discussions may include:
• Accommodations for testing and
coursework (e.g., extended time,
note-taking)
• Referrals to other campus resources
(e.g., tutoring, general technology
assistance, academic advising, counseling, financial aid)
• Training and use of assistive technology through the Groves Computer
Laboratory
• Assistance with academic, organizational, and time management skills
CLASS specialists may also consult
with instructors, academic advisers, and
other members of the College faculty, staff,
or administration to support each student
as they work toward success. Taking
advantage of those opportunities, however,
remains the student’s responsibility.
These services are available to any
Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the
Guidelines for Documentation of a
Disability can be obtained by contacting
the CLASS Office. CLASS also provides
informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to
help students determine whether they
should seek a thorough evaluation by a
qualified professional.
These services are made possible in part
through endowment support provided by
the Gage family and the Groves
Foundation.
■ ACADEMIC SKILLS OFFICE
The office is staffed by academic skills
coaches who offer:
• comprehensive academic support on
a variety of topics, such as time management, note taking, motivation,
procrastination, college reading, and
strategies for improving testing
• the Conditional Admit Program
(CAP) to assist under-prepared students with the transition into college
• support and advocacy for students on
academic probation
• free tutoring and/or supplemental
instruction for most classes
Student Life 43
■ TRIO PROGRAMS
TRIO programs are federal grant programs funded by the U.S. Department of
Education, which seek to help students
overcome class, social, academic and cultural barriers to higher education. TRIO
programs are designed to help students
prepare for college, adjust to college life,
and attain good academic standing. They
also help students improve their likelihood
of transfer and graduation from a four-year
degree program in addition to preparation
for graduate school.
TRIO/Student Support Services—
Student Support Services (SSS) is a TRIO
program designed to help students persist
in college and graduate in a timely manner.
The program serves students who are lowincome, first-generation college students
(neither parent has a four-year degree) and
students with disabilities to develop the
skills and motivation necessary to successfully pursue and earn a baccalaureate
degree. Participants in TRIO/SSS must also
be U.S. citizens, permanent residents or
refugees, must demonstrate academic need
for program services, and be committed to
succeed in college.
Augsburg TRIO/Student Support
Services serves 160 students from the point
of admission through graduation, including transfer students, Day program and
Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year.
Major components of the Augsburg
College TRIO/SSS program include:
•Individual academic advising and support, including appropriate goal attainment
strategies and self-advocacy skill-building
•Academic program planning, including pre-registration for each term, major
and career decision-making, and long-term
course planning
•Financial aid counseling and education
•Academic progress monitoring, weekly
progress meetings for students on academic probation
•Academic success workshops, group
academic skill development
•Student leadership development and
opportunities for conference travel
•Social and cultural activities and student-led events
•Five week residential Summer Bridge
program including free summer-term college coursework, academic seminars,
adjustment-to-college workshops, and
advising for 25 incoming first-year students
•Need-based scholarships for students
actively participating in TRIO/SSS
Students may apply for TRIO/SSS anytime after admission to Augsburg College,
however preference is given to students
who apply within their first term of enrollment. For more information, an application, or to make an appointment with a
TRIO/SSS adviser, please contact TRIO/SSS
program staff at 612-330-1311, or Science
152.
McNair Scholars Program — The
McNair Scholars Program, a federal TRIO
program funded by the U.S. Department of
Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase
graduate degree attainment of students
from underrepresented segments of society
and to encourage these students to consider becoming college professors.
Students eligible to become McNair
Scholars are sophomore, junior, or senior
undergraduate currently enrolled full-time
(or will be enrolled full-time) at Augsburg
who exhibit strong academic potential and
44 Student Life
an interest in pursuing doctoral studies.
Students must be a first-generation college
student (neither parents graduated from a
four-year college) who is low-income OR a
member of a group underrepresented in
graduate study — African American,
American Indian, Alaskan Native, or
Hispanic/ Latino. The Augsburg McNair
program serves 25 students per year.
The major component of the Augsburg
McNair Scholars Program is a summer
research experience. McNair Scholars will
conduct original research in collaboration
with a faculty mentor, and have opportunities to publish and present their work at a
professional conference. For this work,
Scholars receive a $4,000 stipend and
acquire the research tools needed for graduate study. Students will also be a part of:
• Social and cultural activities to enrich
participants’ academic lives and perspectives
• Conference travel and professional
presentation of participants’ original
research
• Graduate program exploration and
application assistance
• Financial aid exploration, as well as
application and GRE fee waivers and
other financial incentives, such as
McNair designated fellowships
• Intensive preparation for the
Graduate Records Examination
(GRE), the test required for admittance into most graduate programs
• Tuition-free academic credit courses,
Discourse in the Disciplines and
Introduction to Research
• Sharpened writing, library, technology, and oral presentation skills
• A motivated, diverse, and supportive
learning community
■ OFFICE OF UNDERGRADUATE
RESEARCH AND GRADUATE
OPPORTUNITY (URGO)
The Office of Undergraduate Research
and Graduate Opportunity is a resource for
Augsburg students seeking research, scholarship, and graduate and professional
school opportunities. URGO also supports
faculty and staff in their work to engage
students in these areas. Services include
help securing national fellowships and
research opportunities on and off campus,
graduate and professional school advising,
GRE and LSAT preparation, application
assistance, and monetary support for
selected research projects and conference
travel. In addition, URGO awards special
research funding and support for lowincome and first-generation college students and their mentors.
SERVICES FOR STUDENTS WITH.
DISABILITIES.
■ ACCESS CENTER
The Access Center provides support
and specialized services to students with
documented physical disabilities. These
may include mobility impairments,
Traumatic Brain Injury, vision, hearing,
and speech or other health impairments
that may affect the ability to function in a
college setting.
The Access Center is committed to providing equal and integrated access for students with disabilities to the academic,
social, cultural, and residential programs
that Augsburg College offers with the goal
of promoting independence and assisting
students in reaching their individual
potential. Areas of assistance include but
are not limited to:
• individual meetings with the physical
disabilities specialist
Student Life 45
• Determination of academic accommodations for classroom and testing
needs
• Assistance with time management
and study skills
• Academic advising and assistance
• Advocacy with faculty and staff
• Use of assistive technology
• Assistance with community support
services and other non-academic
issues
Housing accommodations are provided
on an individual basis for students with
physical disabilities based on the review of
appropriate documentation. The nature of
the disability and the amount of equipment
and personal care needed are also considered in housing placement.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The
mandate to provide accommodations does
not, however, extend to adjustments that
would “fundamentally alter” the basic
nature or essential curricular components
of an institution’s courses or programs.
Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access
Center for assistance. Every effort will be
made to schedule a meeting time that
works for all involved.
■ CENTER FOR LEARNING AND
ADAPTIVE STUDENT SERVICES
(Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 42.)
■ TRIO/STUDENT SUPPORT
SERVICES
(Students with disabilities may be eligible to apply for TRIO/SSS. See listing on
page 43.)
STEPUP® PROGRAM.
The StepUP Program at Augsburg
College is for students in recovery from
addiction to alcohol and other drugs who
wish to pursue a college education.
StepUP’s comprehensive approach supports
students in both their recovery and academic studies.
StepUP students live in separate chemical-free housing, have individual support
meetings with a licensed alcohol and drug
counselor, and participate in extracurricular team and community building activities. In addition, students have access to
academic skills specialists and other services in student service departments on
campus.
In order to qualify for the program students must be committed to a 12-step
abstinence-based recovery program, have a
minimum of six months of continuous
sobriety, and agree to abide by the StepUP
contract and live in StepUP housing.
The StepUP Program fosters academic
success and encourages the discovery of
positive relationships. Students are challenged to take responsibility for themselves
and their decisions while maintaining a
healthy respect for the disease of chemical
dependency. Participation in the program
offers students leadership opportunities
both on and off campus. In StepUP, students join together to form a community
in which recovery is celebrated as a normal
part of personal growth. Many of the
friendships and bonds students form while
participating in the StepUP Program will
last a lifetime.
46 Student Life
ETHNIC STUDENT SERVICES.
■ AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg’s policies, procedures and expectations. The program
• Assists with application process
• Helps students secure financial aid
• Nurtures students’ identification as an
American Indian
• Provides opportunities for students to
learn about their heritage
• Provides opportunities for the campus community to learn about American
Indian culture
• Provides academic advising and
assists in the development of individual
education plans
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 these districts.
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.
■ HISPANIC/LATINO STUDENT
SERVICES
The Hispanic/Latino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Day, WEC, and graduate students find
assistance in admissions and financial aid
procedures, scholarships, orientation and
registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic/
Latino students and provide awareness of
the unique aspects of Hispanic culture.
■ PAN-ASIAN STUDENT SERVICES
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the
admissions and financial aid application
process, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
Student Life 47
■ PAN-AFRIKAN STUDENT SERVICES
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
“One Day in May” when Augsburg hosted
a series of interactive programs with the
community. As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAC serves the Augsburg College community by providing culturally conscious
personal, academic, financial, pre-professional and transitional support for students
of Afrikan descent. This service enhances
the recruitment, retention, and graduation
of Pan-Afrikan students and enables their
learning experience to be interactive. PAC
brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming
and advises the Pan-Afrikan Student
Union.
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors a
variety of social and cultural activities. The
offices of PAC and PASU are located in
Murphy Place 208 and 209.
■ SCHOLASTIC CONNECTIONS
Scholastic Connections is a scholarship
and mentorship program for achievementoriented students of color who are continuing Augsburg students. The goal of the
program is to form a mentoring community that provides a network of belonging
that recognizes, supports, challenges and
inspires Scholars to ensure their success at
Augsburg College and beyond.
Each year five new Scholars are selected
as program participants via an application
process. Scholars receive a $5000 scholar-
ship and are paired with a Mentor who is
an alumnus/alumna of color and is successful within their chosen profession.
Working with the Ethnic Services Directors
we form Scholar/Mentor pairings that
match ethnic group and field of interest.
Eligible Scholars:
• Demonstrate leadership ability
• Have a GPA of 2.5 or higher
• Have demonstrated financial need
• Could benefit from a mentor
Program objectives are to:
• Support Scholars as they continue at
Augsburg
• Frame the Big Questions: Who am I?
Where do I belong? What are my gifts?
How can I best serve the world?
• Assist in discerning vocation
• Prepare for life after Augsburg: career
planning and implementation
Scholars who successfully complete
program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA SUPPORT SERVICES.
The LGBTQIA (Lesbian, Gay, Bisexual,
Transgender, Questioning, Intersex, and
Asexual) Support Services is housed within
the Department of Campus Activities and
Orientation, with a mission to create an
environment that gives space and time to
voices, which have been historically
unheard. The aim is to establish a sense of
community, advocacy, and support for
LGBTQIA-identified individuals as well as
an atmosphere of education and growth for
the entire Augsburg community in regards
to gender identity/expression and sexual
orientation.
It is the philosophy of LGBTQIA
Support Services to provide assistance and
education for the LGBTQIA-identified
individuals as a first priority. The second
48 Student Life
priority is to educate and support members
of the Augsburg community who view
themselves as allies.
LGBTQIA Support Services also plans
programs and events throughout the
course of the year for social as well as educational purposes, including Safe Space
Training and LGBT History Month
Celebration events. Staff collaborate with
the Enrollment Center to offer the Karen
Neitge Scholarship.
For more information, go to www.augsburg.edu/campusactivities
HEALTH AND FITNESS.
■ CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Personal counseling provides a supportive environment where students have
many opportunities to gain self-awareness
through personal exploration with the
assistance of licensed psychologists.
Services include individual counseling,
assessment and referral, workshops, consultation, and outreach.
Students may discuss personal issues
such as stress, depression, anxiety, roommate problems, intimacy and sexuality,
drug use, motivation, transitions, family
issues, self-image, difficult decisions, eating
concerns, grief and loss, or other issues
with the psychologist. Professional counseling can make a substantial contribution
to the educational experiences of the student by providing the opportunity for
increased self-understanding and personal
growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
■ HEALTH INSURANCE
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may contact
the Center for Counseling and Health
Promotion for information on obtaining
student health insurance through college
affiliated agencies.
■ HEALTH CLINIC SERVICES
The College offers basic health care services to students through a contract with
UFP – Smiley’s Clinic. These services are
limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
any kind are not covered through the contract between Augsburg and Smiley’s
Clinic. Students with health insurance can
also access Smiley’s Clinic for a variety of
clinic or other health services. A student’s
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
For more information regarding counseling, health promotion, health insurance
or health clinic services, call 612-330-1707
or visit <www.augsburg.edu/cchp>.
Student Life 49
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
cation theory to explore their adjustment
to a new culture and education system.
Located on the lower level of the
Kennedy Center and Melby Hall the fitness centers are equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. They
include a weight room with universal and
free weight systems. All staff, students, and
faculty may use the centers; some hours
are reserved for classes.
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Education Week,
sponsorship of forums on international
issues, and outings to sites of interest in
the community. Information on how to get
involved is available through ISA.
INTERNATIONAL STUDENT ADVISING .
(ISA) .
(Also see Study Opportunities Abroad
on page 65 and Student Teaching Abroad
on page 65.)
■ FITNESS CENTERS
ISA’s mission is to serve the educational
and personal development needs of the
international student body in a way that
embraces our common humanity and cultural diversity.
The director of International Student
Advising is responsible for:
•Fulfilling duties of Principal
Designated School Official (PDSO) for F-1
student visa program and Responsible
Officer (RO) for J-1 student/scholar
exchange program
•General advocacy for international
students
•Advising the International Student
Organization
•Facilitating intercultural skill building
sessions for students, faculty, and staff
•Celebrating diversity of cultures by
increasing awareness of international/intercultural issues
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communi-
RESIDENCE LIFE PROGRAM.
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 1000 students living
on campus, most students and faculty greet
each other by name.
Augsburg recognizes the importance
of the residential experience during the
college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher
grade point average. Residence life staff are
on hand to help students become acquainted with life at Augsburg through social and
educational events. They are also ready to
assist students who need help or friendship.
Living on campus offers many opportunities for learning, fun, and leadership.
50 Student Life
Numerous events are planned to welcome
students to the community, including
dances, movie nights, open mic nights, and
weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
In order to secure housing, students are
urged to make their enrollment deposit by
May 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after May 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Urness Hall—Home to new Auggies
and upper-class Resident Advisers, this
nine-story high-rise houses 324 students.
Each floor is considered a house-unit providing 36 students (two to a room) with
their own lounge, study, and utility areas.
In Urness Hall, rooms are furnished with a
bed, dresser, desk, and chair. Linens are
not provided. Some single rooms may be
available.
Mortensen Hall—This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
Anderson Hall—Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper-class
students, and the special interest housing
program. All rooms are furnished with
beds, dressers, desks, and chairs.
Luther Hall—Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
Oren Gateway Center— The new
“front door” to the Augsburg campus,
Oren Gateway Center offers substance-free
living connected to a dining area, underground parking, and classrooms. Opened
in 2007, Oren Gateway Center houses the
StepUP community and upper-class students committed to an alcohol and drug
free environment. Flats/condos, apartments, and studios are furnished. Meal
plans are optional.
Special Interest Housing—Special
interest housing is available to students
who are interested in creating a
living/learning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, and the
Cross-Cultural House.
Student Life 51
■ FOOD SERVICE
Commons—Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This spacious room features
small table units for easy conversation
overlooking the College quadrangle and
Murphy Square. Students on board plans
who live in residence halls eat their meals
in the Commons.
Cooper’s Coffee Shop—On the main
level of Christensen Center, Cooper’s
Coffee Shop sells coffee, smoothies, sandwiches, and snacks.
Murphy’s Grill—Located on the
ground floor of the Christensen Center,
Murphy’s features grill items, pizza, soups,
sandwiches, salads, desserts, and beverages.
Nabo — This eatery is located in the
Oren Gateway Center. Pronounced ‘náhbu’, with the accent on the first syllable,
featured food options include salads, cold
and hot sandwiches, a pasta bar, pastries
and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
COLLEGE POLICIES.
■ 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
academic honesty, disciplinary action, and
grievances. These are in the Student Guide.
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 and that are
maintained in the registrar’s office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available on the website at <www.augsburg.edu/studentguide>.
■ OFFICIAL NOTICES
Students will receive official notices via
the student campus mail system (student
campus box), the A-Mail publication, and
the student’s Augsburg e-mail account.
Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet.
52 Student Life
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
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 of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg’s
policy is published in this catalog on page
95 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than “directory information” can be released without the written
permission of the student, except in limited circumstances. 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 Office of the Registrar.
■ DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, ground floor, Memorial
Hall 19, 612-330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin)
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on gender
or marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
Academic Information
General Information – 54
Degrees Offered – 54
Academic Calendar – 54
Faculty – 55
Library and Information
Technology Services – 55
Academic Organization
and Programs – 56
Divisions and Departments – 56
Majors and Minors – 56
Teaching Licensure – 60
Pre-Professional Programs – 60
Honors Program – 62
Inter-Institutional Programs – 62
Augsburg Abroad – 63
Center for Service, Work, and
Learning – 68
Graduate Programs – 70
Other Programs – 72
Academic Policies and
Procedures – 73
Registration – 73
Crossover Registration – 74
Withdrawal from College – 75
Student Standing Committee
Petition Process – 76
Transfer Credit – 77
Graduation Requirements – 79
Graduation Requirements – 79
Augsburg Signature
Curriculum – 81
Quick Check Summary of
Graduation Requirements – 82
Liberal Arts Foundation – 85
Skills Requirements – 86
Evaluation and Grading – 88
Explanation of Grades – 88
Assessment of Previous Learning
Program – 91
English Language Learners – 92
Academic Progress, Probation
and Dismissal – 93
Dean’s List – 93
Latin Honors – 94
Commencement – 94
Enrollment/Degree Verification – 95
FERPA – 95
54
ACADEMIC INFORMATION
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, fine arts,
natural sciences, and social sciences, the
general education curriculum introduces
students to the breadth and complexity of
knowledge and culture.
Required Search for Meaning courses
are designed to acquaint students with the
Christian tradition, introduce them to
other faith traditions, and encourage them
to reflect upon the importance and meaning of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
■ DEGREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of business administration, the master of science (in physician assistant studies), and the master of
social work degrees.
■ ACADEMIC CALENDAR
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term.**
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for 3-1/2 to 4 hours. (Refer to the program
schedule for weekday evening meeting
times.) Students may take from one to four
classes each term.**
The Rochester campus operates on a
trimester calendar. Classes are held on
weekday evenings and meet alternate
weeks. Similar to Weekend College,
Rochester’s fall trimester begins in
September, winter trimester begins in
January, and spring trimester begins in
April. There are 7-8 class sessions each
trimester with each class meeting for 3-1/2
to 4 hours. Students may take one to four
classes each term.**
**(See Registration on pages 73-75 and
Calendars on pages 4-7)
Courses and majors offered through
Weekend College and the Rochester campus are the same as their Day College
counterparts. However, the curriculum is
limited to selected liberal arts courses and
majors.
Academic Information 55
Augsburg offers three summer school
sessions, including a summer online option.
The summer session schedule is available in
the winter of each year.
Augsburg graduate programs follow a
trimester calendar, except for physician
assistant studies. (See Graduate Programs
on page 70.)
■ FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity. Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
Augsburg’s size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every first-year is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
■ LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened in 1997. The four-level, 73,000square-foot facility houses all library and
information technology functions of the
College. In addition to the 190,000 volume
main collection, the Lindell Library
includes special collections and archives,
curriculum library, a computer lab and stu-
dent computing help desk, library instruction classroom, and facilities for media
viewing and listening. Skyways link the
library to the new Oren Gateway Building
as well as to Sverdrup Hall, which houses
the Enrollment Center, additional computer labs and multimedia classrooms, a
lounge, and a vending area.
Learning Commons
Within Lindell Library, a Learning
Commons provides assistance in research
and the use of technology as well as spaces
for collaborative learning. In the Learning
Commons multimedia lab, students can
create digital audio and visual projects.
Library Resources
Students can search a wide variety of
local, regional, national, and international
databases. They have access to 190,000
volumes within Lindell Library and,
through a daily courier service, to the
library holdings of the seven private liberal
arts colleges in the Twin Cities. Lindell
Library has a large collection of media
resources. A service-oriented staff provides
students and faculty with research assistance and instruction in the use of information resources. Arrangements are made
for access by students with physical limitation and special needs.
Information Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit the
Student Technology website
<www.augsburg.edu/techdesk> for more on
IT at Augsburg.
56 Academic Information
Computing
Students have access to over 250 oncampus computers. There are both PC and
Macintosh desktop computers available in
the Lindell Library Learning Commons
and computer lab and in the 24-hour
Urness computer lab. The College has six
computer classrooms and 41 technologyenhanced classrooms. The circulation desk
in the Lindell Library has 40 wireless laptops available for use in the Library.
Several computer clusters are available
for more specific student use within academic departments. A high-speed fiber optic
campus network provides access to
AugNet online services, printing, and connections to the Internet and Internet2.
Network-ready student machines can connect to the campus network from dormitory rooms or on 80% of the campus using
WiFi. All of the AugNet online services
and several of the Registrar’s student services are available securely on the Web to
students on and off-campus.
ACADEMIC ORGANIZATION AND.
PROGRAMS
.
■ DIVISIONS AND DEPARTMENTS
The College curriculum is offered by 26
departments that are grouped into three
divisions for administrative and instructional purposes.
Fine Arts and Humanities—
American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre
arts, College librarians.
Natural and Social Sciences—
Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology.
Professional Studies—Business
administration, education, health and
physical education, nursing, social work.
■ MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
The College requires students to
declare a major by the end of the sophomore year, and earlier in some disciplines.
Details of majors and minors are in the
course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree.
Minors are not noted on the transcript
if they are completed after a baccalaureate
degree has been awarded.
Student-Designed Major
Students may design their own major
with the assistance and approval of three
advisers from relevant fields and subsequent final approval by the Augsburg
College Academic Affairs Committee
(AAC). A student-designed major allows
flexibility in selecting major courses. Any
student wishing to design a major must
complete a proposal, submit it with
approval and supporting letters from three
faculty advisers, and obtain AAC approval
of the program. Students should seek AAC
approval as early as possible so that any
changes suggested by AAC may be incorporated into the design without affecting
the student’s proposed completion date.
The deadline for initial submission of the
program design to AAC is the first term in
which the student has achieved junior status; the final version must be approved the
Academic Information 57
term before the student achieves senior status.
Students wishing to design majors
must:
1. Develop the student-designed major
in concert with three faculty advisers from
relevant fields, who together constitute the
Review Team. All advisers must sign the
proposal cover sheet and submit supporting letters of approval to AAC. Supporting
letters should assess BOTH the student’s
ability to complete the proposed major and
the validity and value of the proposed
major, including (in at least one of the letters) the proposed capstone course. The
advisers’ signatures and supporting letters
represent their approval of the program,
including the capstone course, and their
commitment to oversee the student’s
progress.
2. Develop a student-designed major
program proposal that includes:
a. A statement of learning goals and
objectives.
b. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated
with a college major. Proposals must
include research describing comparable
programs of study at a minimum of three
other academic institutions. In addition,
students should consult with the Center
for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core
Curriculum requirements (including graduation skills) are to be fulfilled.
c. A description of the student-designed
major capstone to be taken sometime during the senior year. The student should
devise the capstone in consultation with
advisers. It should require an integrative
project/paper that draws together the
course work up to that point and/or prepares one for further study. In addition, at
least one of the advisers must specifically
address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed
major program by all advisers presumes
their approval of the capstone course.
3. Submit the completed proposal and
supporting documentation to the Dean’s
Office.
If AAC approves the proposed major
program, the student will be expected to
complete the program designed and still
meet all of the other Augsburg degree
requirements as stated in the college catalog.
Students who design their own majors
will meet with their advisers regularly
throughout the design and subsequent
evaluation of their program. Changes in
the approved student-designed major may
be made through the normal petition
process to the Student Standing Committee
with adviser approval.
58 Academic Information
Listings that are shaded are offered
through both the day program and
Weekend College. Weekend/Rochester/
Partner Hospitals students may choose a
major offered in the day program if they
wish, but must adhere to crossover registration policies and limitations. They may
also take as many courses as possible
through Weekend College, then finish the
major as a day program student. A change
of program is allowed once each academic
year, and will take effect the following
term.
MAJORS AND AREAS OF EMPHASIS.
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology (B.A. or B.S.)
Life Sciences (B.A.)
Business Administration
Economics/Business Administration
International Business
Management
Marketing (WEC only)
Music Business
Chemistry (B.A. or B.S.)
Clinical Laboratory Science (B.S.)
Communication Studies
Communication Arts/Literature
(Teacher Licensure Major)
Mass Communication
Organizational Communication
Professional Communication
Human Relations
Marketing Communications
Public Relations and Advertising
Supervisory Management
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (B.A. or B.S.—
licensure)
Special Education: Emotional/Behavioral
Disabilities (WEC only)
Special Education: Learning Disabilities
(WEC only)
Secondary (non-major, licensure only)
Engineering 2
English
Creative Writing
Literature, Language, and Theory
Media Writing
Environmental Studies
Film
Finance
Health Education (B.A. or B.S.)
Health Fitness
History
International Relations
International Business
Languages and Cross-cultural Studies 1
French
German
Norwegian
Spanish
Management Information Systems
Marketing
Mathematics (B.A. or B.S.)
Medieval Studies
Metro-Urban Studies
Music
Music (B.A.)
Music Business (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Academic Information 59
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.—Weekend College only)
Philosophy
Computational Philosophy
Physical Education (B.A. or B.S.)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Political Science/Economics (Teacher
Licensure Major)
Psychology
Psychology and Law
Social Psychology
Religion
Youth and Family Ministry
Social Work (B.S.)
Sociology
Community Studies
Crime and Deviance
Organizational Studies
Social Psychology
Student-Designed
Theatre Arts
Directing/Dramaturgy Concentrations
Performance Concentration
Technical Design/Technology
Concentration
Women’s Studies1
MINORS.
Accounting
American Indian Studies
Art
Architecture
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
Economics
English
Environmental Studies
Film
Health Education
History
International Business
International Relations
Languages and Cross-cultural Studies
French
German
Norwegian
Spanish
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Middle East Studies 1
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
Women’s Studies
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2 Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technological University.
60 Academic Information
ACTC Majors—It is possible for fulltime day students to complete other
majors through the Associated Colleges of
the Twin Cities (ACTC). Students who
wish to complete a major or minor offered
at one of the other ACTC colleges must
submit a completed ACTC Major or Minor
Declaration Form to the Augsburg registrar’s office. This form must list all ACTC
courses required and be signed by the
ACTC school adviser. Some majors may
have a competitive application process
with acceptance determined by the major
department.
music (K-12), and physical education
(K-12). The licenses prepare people to
teach in grades K-12. Students seeking
licensure in one of these areas also obtain
the appropriate subject area major and
complete the secondary licensure coursework. (See Department of Education and
subject area departments for more information.)
Weekend College is not part of the
ACTC consortium, and weekend students
may not register for ACTC courses or
complete ACTC majors under the terms
of the ACTC consortium agreements.
Students seeking elementary licensure
and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers
in their subject area major and in the education department. It is very important that
students work closely with their advisers
throughout their programs.
■ OTHER STUDY PROGRAMS
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middle school
education with subject area specialties in
one of the following: mathematics, science,
communication arts/literature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this license obtain an elementary education
major with a subject area specialty.
Licensure is also available in the following
middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and
social studies. This license prepares people
to teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music and instrumental
K-12 special education majors and
licenses in Emotional/Behavioral
Disabilities and in Learning Disabilities are
also available. These majors and licenses
are offered only through Weekend College.
Certificate Programs
Augsburg offers undergraduate certificates through the departments of Art and
Business Administration. Certificates are
available to non-degree seeking students or
students who are completing a degree from
a different academic department. A student
may declare degree seeking status after
earning a certificate.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
Academic Information 61
want to plan a pre-professional program
should contact Academic Advising prior to
or early in their first year to arrange for
faculty advising.
Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENL 111, 220;
BIO 151, 152, 253, 369; CHM 115, 116 (or
105, 106), 351, 352; MAT 114 or 163; PHY
121, 122; PSY 105. Requirements at other
universities may vary.
Pre-Engineering—See engineering
degree and major requirements on pages
179-180.
Pre-Law—Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine—A major in chemistry
and biology is not required to apply to
medical schools, but many students with
an interest in the health sciences choose to
major in these fields. The competitive candidate typically has substantially more
training than the minimal course requirements. Students should review requirements and recommended courses of each
program being considered for application
and consult early and frequently with a
pre-health science adviser. Coursework
that is required by most medical schools
includes: one to two semesters of English
composition such as ENL 111, 220; CHM
115, 116 (or 105, 106); CHM 351, 352;
BIO 151, 152, 253, 369; MAT 145, 146,
163; PHY 121, 122. Courses recommended
in preparation for MCATs: BIO 355, 473,
476; CHM 361.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy—Coursework in preparation for
these programs should be discussed with a
faculty member in the Department of
Biology.
Pre-Pharmacy—Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 151,
353, 476; CHM 115, 116 (or 105, 106),
351, 352; COM 111 or 115; ECO 112 or
113; ENL 111, 220; MAT 145; PHY 121,
122; and two courses in Behavioral
Sciences such as PSY 105 and SOC 121.
Requirements at other universities may
vary.
Pre-Seminary—A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 100, 200; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior and/or senior year.
The Exploring Our Gifts office
(Memorial 231) provides resources and
support, including scholarship opportunities, for students considering seminary.
Pre-Veterinary Medicine—To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following courses are
required: ENL 111, 220; MAT 114 or 145;
BIO 151, 152, 253, 355, 369, 476; CHM
115, 116 (or 105, 106), 351, 352; PHY
121, 122. Additional liberal arts courses
are required. Requirements at other universities may vary.
62 Academic Information
■ HONORS PROGRAM
The Augsburg Honors Program offers
an adventurous education where students
with a passion for ideas can be their best.
We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to build their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Review of Undergraduate
Scholarship, participate in an intramural
debate league, belong to an Honors House,
and learn through small reading groups,
research projects, and travel around the
world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so you can learn from talented professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program director,
e-mail address honors@augsburg.edu.
■ INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Cooperating Libraries in
Consortium (CLIC)—Through CLIC, the
Twin Cities private colleges library consortium, the Augsburg community has direct
access to over 2,500,000 volumes and
media resources.
Associated Colleges of the Twin
Cities (ACTC)—Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take one course each semester (fall and
spring) at one of the other campuses. No
additional fee is required for such an
exchange, except for private instruction in
music or approved independent studies.
Students may elect to participate in the
cooperative program to gain new perspectives, to get better acquainted with the
other schools, or to undertake a specific
course or major not offered on the home
campus. A regularly scheduled bus shuttles
students between the campuses.
Weekend College is not part of the
ACTC consortium, and weekend students
may not register for ACTC courses or
complete ACTC majors under the terms
of the ACTC consortium agreements.
Higher Education Consortium for
Urban Affairs (HECUA)—Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, Europe,
Bangladesh, South and Central America,
and the Twin Cities. (See HECUA programs on page 65.)
Air Force ROTC—Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
Office of the Registrar, or call the University
of St. Thomas at 651-962-6320 or 1-800328-6819, x6320.
Army ROTC—Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
Academic Information 63
an agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
Naval ROTC—Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
■ AUGSBURG ABROAD
Augsburg Abroad is the front door for
students and faculty interested in study
abroad. Services include:
Academic Requirements and Credit
Students fulfill the Augsburg
Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including
major, minor, language, liberal arts foundation, and internship requirements. This is
determined prior to departure when students fill out the required Credit
Agreement form that is signed by academic
advisers and appropriate staff and faculty
approving courses.
Students should be aware of the following policies related to study abroad:
• Students can study abroad more than
once.
• Study abroad program selection
advising
• Students can study abroad at any
point in their academic career.
• Financial and academic advising for
study abroad
Semester and Summer Programs
• Registration and billing for study
abroad
• Courses taken on off-campus programs during the senior year will meet the
Augsburg residency requirement.
• Pre-departure and re-entry support
(application, orientation, etc.)
• You must take a full load of credits
while abroad on semester programs.
• Faculty-led, short-term program coordination
• You must take courses A-F while
abroad.
About half of Augsburg undergraduate
students are studying abroad. Graduate
students also find short-term programs as
part of their curriculum. Students abroad
will find themselves in a variety of locales
and studying a variety of disciplines:
studying gender issues in Central America;
acting with masks in Norway; interning
with community organizations in Northern
Ireland; studying political science in
Namibia; learning about ecology in
Tanzania; taking organic chemistry in New
Zealand; and learning a language where it
is spoken.
• Grades received on affiliated and nonAugsburg programs will be reported on
your transcript, but not figured into your
GPA.
• A “C” equivalent or higher must be
received for the credit to transfer to
Augsburg.
Faculty-led Short-term Programs
• Students must register for all courses
required by the short-term program. Credit
values may vary, so confirm the specific
program credit load with the Augsburg
Abroad Office. Any courses removed by the
student without Augsburg Abroad permis-
64 Academic Information
sion prior to the start of the program will
be re-added to the student’s schedule. If no
work was completed in these reinstated
courses, a grade of zero will be awarded.
program. The student is responsible for all
non-recoverable program costs incurred.
• Overload Fee Exemption for Facultyled January programs: January faculty-led
programs are placed within the spring
semester. However, you will not be billed
an overload fee if you take 4.0 or 4.5 credits in the spring. The overload fee is the
only policy affected; a student taking minimal credits in the spring can use it as a
spring course in order to be considered
part-time or full-time.
Augsburg Abroad manages the advising
and administrative processes so students
will also need to meet the eligibility
requirements of, and apply to, a program
provider (as outlined in the Study Abroad
Programs section). Additionally, students
who have applied to the Augsburg Abroad
office, for any program, must email their
intent to withdraw if they choose not to
continue with study abroad. Failure to
e-mail may result in fees owed by the
student.
• Crossover Policy Exemption: The
crossover policy does not apply to study
abroad students. WEC students who do a
study abroad program placed in the Day
program do not count that as their
crossover course and similarly for day students doing a study abroad program placed
in a WEC term.
Eligibility and Application
The following are Augsburg College’s
requirements for study abroad:
• Minimum 2.5 GPA at the time of
application. Individual programs may
require a higher average. Students with
lower averages should consult with
Augsburg Abroad.
• Sophomore, junior or senior standing
by the time you study abroad. Short-term,
faculty-led programs will allow participation as a first-year if the student receives
approval from the faculty-leader.
• Transfer students must complete one
semester at Augsburg before they may
study off campus.
• Not be on academic or disciplinary
probation. Students placed on academic or
disciplinary probation after admittance to
study abroad may be withdrawn from the
• Not have an outstanding balance on
your student account.
Application deadlines for semester programs are October 1 for spring semester
study abroad and March 1 for fall semester
study abroad. Program provider deadlines
will vary; students need to meet all deadlines set by program providers. Students
should start planning in first year for study
abroad to be sure to do appropriate
research and meet all deadlines.
Students are responsible for disclosing
their disability and requesting accommodations abroad within a reasonable time
frame prior to departure, ideally as early as
program selection. Augsburg Abroad will
work closely with CLASS and ACCESS
offices to determine needs and make
appropriate and possible accommodations
abroad.
Costs and Financial Aid
Study abroad is based on program fees
which is a package of costs that generally
includes tuition, housing, international
health insurance, some meals, excursions,
and study abroad fees however this varies
from program to program. Augsburg
College pays the program provider on the
students’ behalf and then bills the
Academic Information 65
Augsburg student account. This allows students to access their financial aid for study
abroad. Students will always pay a minimum of Augsburg tuition when studying
abroad.
Students who receive financial aid,
scholarships, and/or grants to study at
Augsburg can use that entire package to
cover their study abroad program costs.
Cost estimates for the time abroad are
drawn up to assist the financial aid office
in awarding aid to students studying
abroad.
Students are required to notify
Augsburg Abroad immediately once they
choose not to continue with their study
abroad experience. At the moment of notification non-recoverable costs will be
assessed and charged to the student
account. Depending on the time of notification of withdrawal students may owe
nothing, the deposit, or some, or all, of the
program fee. Students are also subject to
the cancellation and refund policies of
their program provider.
Study Abroad Programs
Students have over 200 programs in
over 60 countries from which to choose. In
addition to the below Augsburg College
programs, students can choose from affiliated program providers. These programs
have been reviewed to meet the Augsburg
experience requirement, diverse needs of
students, and provide quality student service. The programs are reviewed each year.
If students cannot find a program that
meets their needs from the Augsburg
College or Augsburg-affiliated options then
they can apply to do a non-Augsburg program. Students with a strong academic or
financial reason, faculty support (as shown
on the Credit Agreement form), and who
choose a good quality program, may be
approved.
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other students in a community house,
spending several days in a rural setting,
and several weeks living with host families.
In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America,
and from Namibia to South Africa. The
cost of these programs is equivalent to full
tuition, room, and board for one semester
on campus, plus airfare. (Some travel
scholarships are available for Augsburg students.)
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) —
Fall
Learn about the central issues facing
Mesoamerica, with emphasis on the experience and empowerment of women.
Students will engage in gender analysis of
key social, economic, political, and cultural issues in Mexico and El Salvador;
explore the interconnectedness of race,
class, and gender; and learn first hand
from both women and men who are
involved in struggles for sustainable development and social change. The program
offers credit in religion, political science,
women’s studies, and Spanish. Internships
and independent studies are also available.
The program begins with a one-week seminar/orientation in the U.S-Mexico border
region and ends with a two-week seminar
66 Academic Information
in El Salvador. Students stay in guest houses while traveling, spend approximately six
weeks in Augsburg housing, and four to
six weeks living with Mexican host families. Prerequisite: one college-level Spanish
course or its equivalent.
International Business and Global
Citizenship (Mexico) — Fall
apartheid and colonialism, they are faced
with the challenges posed by today’s world:
rapid globalization and under and unequal
development. Decolonizing the mind is a
long-term project. Credit is available in
history, religion, political science, and
interdisciplinary studies. Internships are
also available.
The largest immigrant group in the
United States is composed of people born
in Mexico, and Mexico is front and center
in debates about globalization and U.S.
immigration policy. This program,
designed for international business majors,
will study the important role that Mexico
plays in the U.S. in relation to trade issues,
how to conduct business in and with
Mexico, and use it as a lens to learn about
international business topics that are relevant in many different countries. Students
will have the opportunity to study Spanish
at levels from beginning to advanced, live
with a host family for four weeks, and
develop closer relationships in the community and improve their international business background by completing an internship in a local business or government
office. Prerequisites: ECO 112 or 113, and
BUS 242 or MKT 252, or consent of
instructor.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua) — Fall or Spring
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) — Fall
or Spring
This is an intensive program that
explores issues of migration, immigration,
and globalization. It is ideal for students
who are interested in working with
Spanish-speaking populations in the
United States, as it includes intensive
Spanish language classes, an internship or
independent research opportunity, and
courses that help students understand the
connections between globalization and
migration while learning from diverse
communities that are organizing for positive social change around issues of race,
ethnicity, socio-economic class, gender,
This program examines the crucial
issues of nation-building, globalization,
and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence
in 1990 after decades of apartheid under
South African colonization. South Africa
had its first democratic election in 1994.
As these nations struggle to build nationhood and deal with the legacies of
This is an intensive semester of study
and travel designed to introduce students
to the key issues facing Central Americans.
Students will explore the history, culture,
and struggles of the people of Guatemala,
El Salvador, and Nicaragua, as well as
study approaches towards social and economic development. Course credit may be
earned in Spanish, religion, history,
women’s studies, and political science.
Students spend the first five weeks in
Guatemala, the next four weeks in El
Salvador, and the final six weeks in
Nicaragua. Prerequisites: one college-level
Spanish course or its equivalent is
required.
Migration and Globalization:
Engaging Our Communities (Mexico)
— Spring
Academic Information 67
sexuality, economics, and the environment.
Credit is available in Spanish, history,
women’s studies, political science, and religion. Students spend most of the semester
living in Augsburg housing and approximately six weeks living with Mexican host
families.
Social Work in a Latin American
Context (Mexico) — Spring
tural factors on the human community.
HECUA programs emphasize intense language experience, internships, and field
study.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
This program was created to satisfy the
curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to
develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice. It includes
Spanish language study and social work
courses. Social work field placement is also
available for qualified students. Students
live with Mexican host families for six
weeks.
Scandinavian Urban Studies Term:
Norway—Fall
International Partners
Community Internships in Latin
America: Ecuador—Fall and Spring
International Partners offers a broad
range of learning opportunities in Norway,
Finland, and Germany. Students can
choose from several options: group programs, “tailor-made” individual study programs, and practical professional experiences. Program length varies from one
month to one year. All course work is in
English. Some travel scholarships are available. For further information contact the
International Partners office.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers full semester programs in Norway, Europe, Ecuador,
Ireland, Bangladesh, and the Twin Cities.
All programs emphasize the impact of civic
engagement, social change, and cross-cul-
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, language, and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America.
Northern Ireland: Democracy and
Social Change — Spring
The Northern Ireland: Democracy and
Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven-week internship, students
68 Academic Information
get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy.
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
director.
May/Summer Abroad
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Contact
Augsburg Abroad for the most current list
of programs.
■ THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance
and value for all students to engage in service- and work-based learning experiences
and the exploration of personal and professional vocation throughout their college
years. The center encourages students to
take advantage of Augsburg’s metropolitan
location through the highly successful service-learning, Campus Kitchen, internship,
and career planning programs that link the
College’s academic programs to community
organizations and businesses.
Service- and work-based experiential
education opportunities are closely related
to students’ coursework, majors, and/or
career interests. Learning opportunities
may be in non-profit organizations,
churches, schools, government agencies,
community-based organizations, small and
mid-size companies, and large corporations.
The 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, personal, and
career decisions.
The Center for Service, Work, and
Learning includes the following programs:
Community Service-Learning
Augsburg’s Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and
analysis of community issues in order to
promote personal and educational growth
and civic responsibility. Through connecting classroom content with service,
Augsburg students learn from and about
the organizations where they serve and
deepen their understanding of course
knowledge. This dynamic and interactive
educational approach employs reciprocal
learning between the students and the
community. Community service-learning
examples include tutoring at schools and
literacy centers; volunteering at homeless
shelters, Habitat for Humanity, and community centers; or working with cultural
and environmental groups.
Academic Information 69
The service-learning program also
works closely with the student-directed
Augsburg LINK and campus ministry.
Campus Kitchen at Augsburg
The Campus Kitchen at Augsburg
College (CKAC) is a unique student led
program that brings together Augsburg
student, faculty and staff volunteers, the
campus food service, local food banks, and
neighborhood community organizations to
utilize surplus food to meet hunger and
nutritional needs in our neighborhood.
CKAC volunteers coordinate food donations, prepare and deliver free meals to
area community partners, and teach nutrition education to local youth. Key program
goals are to provide leadership development and service learning opportunities for
Augsburg students, encourage deeper
understanding of hunger issues, and foster
a long-lasting commitment to service and
active citizenship. Affiliated with the
Campus Kitchens Project, a non-profit
organization in Washington, D.C., this program is one of only 12 in the nation.
■ INTERNSHIPS
Academic Credit
An academic internship is a carefully
planned, service- or work-based learning
experience where a student focuses on specific academic and individual learning
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
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. Internships can be registered for 1
course credit or .5 course credit.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 88.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Transcript Notation
Non-credit internships related to a student’s major or career objective can be registered for a zero-credit transcript notation.
The goal is for students to apply theory to
practice in a work setting and reflect on
the experience. Work opportunities typically are part-time during the academic
year and/or full-time in the summer and
can begin and end anytime. Students must
register for the non-credit transcript notation, set learning goals and evaluate their
experience. The director of the Center for
Service, Work, and Learning supervises
transcript notation work experiences.
Academic internships and internships for
zero-credit may be used to fulfill the
Augsburg Experience graduation requirement.
Career Services
Career Services is committed to providing opportunities and programs to help
students discover their unique gifts, talents, skills, and interests, explore career
paths, and grapple with questions of vocation and purpose in a changing world. This
process is viewed as an important part of a
student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning, and coaching. Staff
70 Academic Information
also assist with choosing majors, locating
internships, preparing for job searches,
graduate school applications, and making
connections to community, business, and
alumni resources.
■ GRADUATE PROGRAMS
Augsburg College offers six graduate
degree programs: Master of Arts in
Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of
Business Administration, Master of Science
in Physician Assistant Studies, and Master
of Social Work. Consult the Augsburg
Graduate Studies catalog for complete
information.
The Master of Arts in Education offers
initial licensure coursework at the graduate
level in elementary education, secondary
education, and special education: E/BD and
LD. Students are able to take up to six
licensure courses at the graduate level and
complete their licensure programs with a
combination of graduate and undergraduate coursework. Students can then apply
their graduate level licensure courses to
complete a master’s degree program.
Students will complete their master’s
degrees through a combination of MAL
coursework and graduate level education
coursework (total of nine courses).
Licensed teachers also can pursue special
education: E/BD and/or LD, as well as the
K-12 Reading Licensure Endorsement
licensure at the graduate level. The program is available through the Weekend
College schedule, and the admissions
process begins with the Adult and
Graduate Admissions office. For further
information about the programs, contact
the Education Department or the admissions office.
The Master of Arts in Leadership is
based on a liberal arts approach to leadership studies. This cross-disciplinary pro-
gram directs its academic content and pedagogical approaches to situations, issues,
and problems relevant to organizational
leaders. Augsburg’s program recognizes
that today’s leaders need a broad spectrum
of abilities to provide them with a more
comprehensive understanding of their
world. Designed for working adults, the
program offers courses primarily on alternate Saturdays. (Note: A five-year program
is available to Augsburg undergraduate
accounting majors that would qualify them
for CPA certification and fulfill requirements for a B.A. in Accounting and an
M.A. in Leadership. See the Accounting
major section of the catalog for further
information.)
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health
nursing practice across care settings, with
emphasis on addressing health inequities
among diverse populations. The program
is offered within the context of a Christian
liberal arts education. Graduates are eligible to apply for national certification in
Advanced Community Health Nursing, or
Advanced Nursing Administration through
the American Nurses Credentialing Center
(ANCC), and/or Advanced Certification in
Transcultural Nursing through the
Transcultural Nursing Society (TCNS).
Classes meet on a flexible schedule (every
other week or once per month) that
includes weekdays, weekday evenings, and
Saturdays. Web-enhanced pedagogies are
used for all classes. Practicums include
optional short-term study abroad experiences. Students may choose to study in
Mexico, Guatemala, Namibia, Pine Ridge,
S.Dak., and/or Europe. The Master of Arts
in Nursing Program is accredited by the
Commission on Collegiate Nursing
Education in accordance with its accreditation standards and procedures.
Academic Information 71
The Master of Business
Administration is designed to give students mastery of the skills and knowledge
necessary to advance in their careers and
accept roles of greater responsibility in an
organization. Meeting primarily on one
evening per week, this challenging program is designed to be completed in 23
months. Organized in cohort format, the
program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses
on giving students the ability to think critically and effectively manage in complex
environments. An intensive Management
Consulting course allows students to apply
theory and classroom learning to an actual
business or organizational environment.
Local businesses and organizations provide
a laboratory for students as they complete
comprehensive projects in various disciplines and functions.
The core program can be enhanced
through participation in a number of concentrations including finance, healthcare
management, human resource management, international business, and marketing management.
The Master of Science in Physician
Assistant Studies is designed for students
interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day.
The Master of Social Work, accredited
by the Council on Social Work Education,
prepares students for entering advanced
social work practice. The program builds
on the liberal arts base of the College and
supports the College’s mission to nurture
future leaders in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change, and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration prepares
students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy
toward changing policies that obscure and
oppress people.
A dual degree (Master of Social Work
and Master of Arts in Theology) is also
available and is offered in collaboration
with Luther Seminary. The dual degree is
designed to meet the educational interests
of people planning to serve the spiritual
and social needs of families, individuals,
and communities.
72 Academic Information
■ OTHER PROGRAMS
Continuing Education Program
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations
have included the Departments of
Business, Biology, the Center for
Leadership Studies, Education, Nursing,
Religion, Social Work, Institutional
Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education,
and the Midwest Regional Office of the
College Board. Augsburg College is a
Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the importance of Canadian/U.S. relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges.
College of the Third Age
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community. Approximately 50
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200
classes available for group study only.
To obtain further information about the
program or to request a catalog, call 612330-1139. To ask questions or to schedule
a program, call the program director at the
above number.
Academic Information 73
ACADEMIC POLICIES AND.
PROCEDURES.
■ REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Committee on Student Standing unless the
following apply: cumulative GPA at
Augsburg of 3.00 to 3.49 may take a total
of 5.0 course credits; cumulative GPA at
Augsburg of 3.50 or greater may take a
total of 5.5 course credits without petitioning. All overload registrations must be
done in person at the Enrollment Center.
(Please note: There is an additional tuition
charge for course loads over 4.5 course
credits. This includes combining the credit
load from both the day and WEC programs. Spring day term will include winter
WEC and spring WEC.) Auditing classes
over the 4.5 overload limit will also incur a
tuition charge.
Official academic calendars for all programs are available through the registrar’s
Web page.
The last day to initially register for
courses in the Day program (semesters) is
the Friday before the term begins. Afer initial registration, Day students may add
individual classes to their current schedule
or withdraw without notation through day
10 of the term. The signature of the
instructor is required to add a class after
the fifth day. From day 11 through day 20,
students may still petition the Committee
on Student Standing for permission to add
a class. There is a fee for this petition. Day
20 is the last day to petition for adding a
class.
Students registered for day program
Time 1/Time 2 (T1/T2) courses that meet
only part of the term may add or withdraw
without notation through the fifth school
day after the start of the course. Changing
grade option or withdrawing with a W is
allowed through the fourth week of T1/T2
classes. Specific dates for each term are
listed under “Combined Academic
Calendars” at <www.augsburg.edu/enroll/
registrar>.
Weekend College, Rochester, and
Partner Hospitals program students typically register for one or two course credits
each trimester. Students registered for at
least two course credits in one term are
considered full time for that term. Students
registered for one course credit are considered half-time for the term.
The last day to initially register for
courses in the Weekend College and the
Partner Hospitals program (Weekend
College) is the last business day before the
term begins. After initial registration,
Weekend College students may add individual classes to their current schedule or
withdraw without notation through Friday
after the first class weekend. The signature
of the instructor is required to add a class
after the class meets. Students may petition
the Committee on Student Standing for
permission to add a class through the
Thursday prior to the second class weekend. There is a fee for this petition. The
last day to petition to add a class is the
Thursday prior to the second class weekend.
Students registered for Weekend
College T1/T2 courses may add or with-
74 Academic Information
draw without notation through the Friday
after the first weekend class meeting.
Changing grade option or withdrawing
with a W is allowed through the Tuesday
after the second weekend class meeting.
The last day to initially register for
courses on the Rochester campus is the
last business day before the term begins.
After initial registration, Rochester students may add individual classes to their
current schedule and/or withdraw without
notation through Monday after the first
week of classes. The signature of the
instructor is required to add a class after a
class meets and it must be processed
through the Enrollment Center. Students
may petition the Committee on Student
Standing for permission to add a class
through the Friday prior to the second
week of classes. There is a fee for this petition. The last date to petition to add a class
is the Friday before the second week of
classes.
Students registered for Rochester T1/T2
courses may add or withdraw without
notation through the Monday after the first
week of the class. Changing grade option
or withdrawing with a W is allowed
through the Monday after the second week
of the class.
Separate rules apply to Summer School.
Late course registrations may be subject
to additional late fees.
ACTC school course listings are also
available online and should be checked to
verify the correct meeting times and room
assignment. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Summer session and graduate program
courses are published in separate schedules.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Enrollment Center—612-330-1046
Academic Advising—612-330-1025
Augsburg for Adults—612-330-1782
Crossover Registration Policy
Every Augsburg undergraduate student
is admitted to a “home program,” either
day, Weekend College, or the Rochester
Program. It is expected that students will
complete most of their degree requirements through their home program.
However, full-time students may register
for up to 1.0 credits per term outside their
home program. Enrollment will be based
on class availability.
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are carrying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, will be considered full-time and will be charged the
full-time day program tuition rate. A WEC
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both winter WEC and spring
WEC). The maximum number of credits
that may be included in the day full-time
tuition rate for students who cross-register
is 4.5.
Students have registration priority in
their home program. Crossover registration
Academic Information 75
begins only after the open Web registration
period closes for both programs. A schedule is published on the registrar’s office
Web page. There is a special crossover registration form that must be processed at
the Enrollment Center. This registration
option is not available by Web.
The WEC, Rochester, and Partner
Hospitals programs are not part of the
ACTC (Associated Colleges of the Twin
Cities) tuition exchange program.
WEC/Rochester/hospital students may
NOT crossover to attend ACTC courses.
Students must have completed their
undergraduate degree and be admitted to a
graduate program before taking graduate
level courses from that program. (An
exception is made for approved courses in
the Department of Nursing and the joint
B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay
the graduate rate for those courses. Any
student enrolled in an Augsburg graduate
level program wishing to take an undergraduate course will pay the rate of the
program in which the course is offered
(Day, WEC, or Rochester).
Change of Program
Students may apply to change their
“home program” by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year. A Change of Program
form must be submitted before the term
begins.
Registration
All day students are required to meet
with their academic adviser prior to registration. Incoming first-years and transfer
students may register during summer for
courses in the fall. All currently enrolled
day students may register during the fall
for the spring term and during the spring
for the fall term.
Weekend College and Rochester campus students may register during the designated time prior to the start of each term.
The primary method of registration will
be via the Web through AugNet during the
open registration period. Please reference
the academic calendar on AugNet for specific dates. Day students will be able to
register only after meeting with their faculty adviser. The Enrollment Center is also
available to process registration forms.
Note: Web registration may not recognize
prerequisites fulfilled by transfer work. In
these cases, please process your registration at the Enrollment Center.
When the open registration period
ends, returning students registering for the
first time for the coming term will be
assessed a late registration fee. The
Enrollment Center will process all registration forms after the Web closes.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
College must be completed in the
Enrollment Center. A Withdrawal from the
College form may be obtained at the
Enrollment Center or downloaded from
the registrar’s Web page. The last day to file
for a Withdrawal from College is the last
day of classes prior to finals week.
Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from
College form is returned to the registrar’s
office. Students must re-admit to the
College when they are ready to resume
their studies. The Application for
Readmission form is available from the
76 Academic Information
Enrollment Center or can be downloaded
from the registrar’s Web page.
Students are responsible for keeping
the registrar’s office informed of their current mailing address.
Military Called to Active Duty
Augsburg College will allow students to
withdraw from courses without penalty if
they are called to active duty as military
reservists, National Guard, or for other
military service. This shall include a 100%
refund of tuition and fees upon verification
of call to active duty. The student must
provide a copy of their orders to the registrar.
If the student is called to duty after the
deadline to drop a course, the registrar will
place a W for the course(s) along with a
notation on the transcript that the student
was called to active duty. This is to assist
the student with any financial aid complications that may arise and also indicate
that the withdrawal was outside of the student’s control.
Alternatively, the College supports faculty in enabling students who are called to
active duty and have substantially completed a course, to assign a grade based upon
the coursework completed, or work out an
“incomplete” agreement. Students who are
able to complete some of their courses
would have their refund adjusted to reflect
this.
Students who are being placed on
active duty should contact the registrar
and/or the Dean’s Office as soon as possible
so the College can notify all parties and aid
in this process.
Student Standing Committee
The Student Standing Committee
reviews requests for exceptions to academic policies. Typically, the committee considers requests for:
• Minor exceptions to academic
requirements and/or approval of transfer
course substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or
grade option changes)
Note: Petitions for an exception to published registration deadlines will require a
$50 petition fee attached to the petition.
This fee is non-refundable regardless of the
outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be
submitted within six months of the published registration deadlines for the term
involved.
For petitions requesting a late registration, any student account holds must be
cleared before submitting the petition.
Students who are allowed to add a course
by petition after the published petition
deadline will incur a $150 late registration
fee per course.
In addition, the committee reviews students’ transcripts in determining academic
probation or dismissal from the College on
academic grounds. The committee also
hears appeals from students who have been
dismissed for academic reasons.
The committee reviews student
requests for readmission to the College
after dismissal or returning after leaving
while on probation.
The committee typically meets every
other week throughout the school year
Academic Information 77
(September-April), and once a month during summer.
Petition Process
Step 1: Pick up a petition form at the
Enrollment Center or download from the
registrar’s webpage: <www.augsburg.edu/
enroll/registrar>.
Step 2: Fill out the petition form completely. Include documentation for illness
or family emergency. Have your adviser,
instructor, or department chairs sign and
add comments concerning your request.
Petitions without comments from faculty
will be returned for completion. Note: If
petitioning for a change in registration,
please submit a drop/add form signed by
both the instructor and student.
Step 3: Return the completed petition
form to the Office of the Registrar/
Enrollment Center, include signed
drop/add form and $50 check if applicable.
Step 4: After the committee meets, a
copy of the petition with the committee’s
decision is returned to the student. Day
students will receive this notice in their
campus box. WEC and Rochester student
petitions will be mailed to their home
address.
Catalog Applicability
Students must fulfill the general education requirements in effect when they
matriculated at Augsburg. Students may
elect to satisfy the departmental major
requirements of any of the catalogs in
effect during their years of enrollment.
However, students who are readmitted
after more than six years away from the
College must complete the departmental
major requirements of the most current
catalog at the time of readmission or any
one of the catalogs in effect during their
subsequent years of continuous enrollment
at Augsburg.
Second Majors and Degrees
Students who graduated from Augsburg
and are returning to complete a second
major will not be awarded a second degree
unless it is different from the original
degree awarded. (B.A., B.M., B.S.) Students
cannot earn multiple degrees for the same
major, though it is possible to earn multiple degrees from the same academic
department if the majors are distinct. For
example, a student cannot earn both a B.A.
in computer science and a B.S. in
computer science, but may earn a B.S. in
computer science and a B.A. in computational philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is
completed by the Office of the Registrar
and is based on a student’s official transcripts. College credit is granted for liberal
arts courses completed at regionally
accredited institutions with a grade of
2.0/C or better. Augsburg does not grant
credit for developmental courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of
C-, CD, or below do not transfer to
Augsburg College. The registrar’s office
evaluates coursework for credit and for
applicability toward Augsburg Core
Curriculum requirements. Academic
departments are responsible for evaluating
the applicability of coursework toward a
student’s major or minor. The College
requires that certain courses and a minimum number of courses be taken at
Augsburg. (Refer to the Residence
Requirements section of the catalog.)
Augsburg operates on a course credit
system rather than semester or quarter
hours. Augsburg course credits are equivalent to four semester hours or six quarter
hours. Transfer credits that have been
reported to Augsburg as semester or quar-
78 Academic Information
ter hours are converted to Augsburg course
credits by dividing by four or six respectively.
• The Augsburg Core Curriculum will
be adjusted so students need only to complete the following:
Augsburg College limits transfer credit
from two-year colleges. Students may
transfer a maximum of 64 semester credits
(96 quarter credits) from two-year colleges.
Once a student reaches this credit limit, no
additional credits will transfer from twoyear institutions toward the minimum
number of course credits required for a
baccalaureate degree. However, courses
taken beyond the credit limit can be used
to meet liberal arts and major requirements.
• REL 300 Bible, Christian Theology, and
Vocation
Courses and credits that are accepted in
transfer are reported on the student’s transcript. Grades and grade points from other
institutions are not transferred to Augsburg
and are not included in the student’s
cumulative grade point average.
Students should consult with their faculty adviser and the Office of the Registrar
before taking courses at other institutions
to ensure compliance with transfer credit
policy and residency requirements. (Refer
to the Residence Requirements section of
the catalog.)
MnSCU Transfer Students
Students transferring from the
Minnesota State Colleges and Universities
system who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MnSCU, and
have a 2.50 cumulative GPA (on a 4.0
scale) from the degree-granting institution
will be given transfer status as outlined
below:
• Students will be granted 16 Augsburg
course credits in transfer from two-year
institutions. This will assure admission
with junior standing. No additional credits
will be accepted from two-year institutions.
• One Augsburg Experience
• Senior Keystone Course
• Modern Language requirement (0-2
courses, depending on initial assessment)
• Math Placement Group 3 (or MAT
105)
• HPE 001 Foundations of Fitness or one
HPE lifetime activity course (This requirement is waived for students who have
transferred two equivalent courses.)
*The A.A. degree and Minnesota
Transfer Curriculum must be completed
prior to enrolling at Augsburg in order to
qualify for this transfer status.
Note: Additional prerequisite coursework beyond the A.A. degree may be
required in some Augsburg majors.
Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C –
grades or below will not be accepted as
prerequisites or for application to majors.
Admission to a major — a separate
process from admission to the College — is
sometimes required. Please check with the
Office of Undergraduate Admissions and
consult the departmental section of this
catalog.
Academic Information 79
Advanced Transfer Students
Students who enter Augsburg with 13
or more course credits accepted in transfer
are considered Advanced Transfer
Students. The Augsburg Core Curriculum
will be adjusted for advanced transfer students as outlined below:
• Complete REL 300 Bible, Christian
Theology, and Vocation instead of REL 100
& REL 200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entry-level Critical
Thinking Assessment
• Waiver of one Lifetime Fitness
requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain
unchanged for Advanced Transfer
Students. A full description of these
requirements is found on pages 78-84.
*Waivers for Advanced Transfer are
determined at the time of initial entry into
Augsburg and will not be granted for
courses completed after initial enrollment.
GRADUATION REQUIREMENTS.
The responsibility for ensuring that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the registrar’s office one year prior to graduation.
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the Office of the Registrar
about specific requirements for a second
baccalaureate degree or for the equivalent
of a major. See page 23 — Special Students
(Second Degree).
Each student is required to apply for
graduation at the end of his or her junior
year to confirm remaining graduation
requirements.
Application forms are available at the
Enrollment Center or on the registrar’s
Web page.
All degree and course requirements
must be completed and verified in the
Office of the Registrar in order for the
degree to be conferred. (There may be no
incompletes or open courses on the academic record.)
Requirements For Undergraduate
Graduation:
Degree requirements include completion of a minimum number of credits, a
major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and
in total course work, and residence.
80 Academic Information
1. Completion of 32 course credits
— No more than 13 course credits may be
in one department, except in certain
approved majors: accounting (B.A.) – 14;
music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.)
– 17; and social work (B.S.) – 15; youth
and family ministry (B.A.) – 15.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). To graduate with Latin honors, students may take no more than two elective
P/N graded courses. Each department sets
its own limitations on the number of P/N
graded courses that may be applied toward
the major and minor programs, but normally students may apply no more than
two course credits with P grades toward a
major and no more than one course credit
with a P grade toward a minor. The
Departments of Education and Social Work
are examples of departments that allow
students to apply more than two course
credits with P grades within the major program (two in major field courses plus student teaching or field work practicums).
2. Completion of a Major —
Requirements for each major are listed
under the departmental headings.
3. Completion of the Augsburg
Core Curriculum — Requirements for the
Augsburg Core Curriculum are listed in
the next section.
4. Grade Point Average — Students
must earn a minimum overall grade point
average of 2.00. Additionally, all majors
and minors require at least a 2.00 grade
point average in course work for the major
or minor. Some majors, licensure, and certification programs require a higher grade
point average or a minimum grade in each
course. See the departmental section for
details about the grade and grade point
average for individual majors and minors.
5. Residence — The last year of fulltime study or equivalent (no fewer than
seven of the last nine credits/requirements)
must be completed at Augsburg or within
an approved ACTC exchange program. No
fewer than a total of nine credits are to be
taken at Augsburg College. Contact the
registrar’s office if an official interpretation
is needed. Some departments have a minimum number of courses that are required
to be taken in residence within the major
and minor. Consult the catalog description
of the major/minor or the chairperson of
the department.
Academic Information 81
■ THE AUGSBURG CORE
CURRICULUM
The Augsburg Core Curriculum is
designed to prepare students to become
effective, informed, and ethical citizens
through their engagement in a curriculum
that:
• Provides a liberal arts foundation and
promotes the acquisition of intellectual
and professional skills;
• Calls for common inquiry into questions of Christian faith and the search for
meaning; and
• Cultivates the transformative discovery of, and appreciation for, the student’s
place of leadership and service in a diverse
world — vocatio and caritas.
The curriculum has three major components:
• The Augsburg Signature Curriculum
• The Liberal Arts Foundation
• Skills Requirements
THE AUGSBURG SIGNATURE
CURRICULUM
Christian Vocation and the Search for
Meaning
Augsburg’s Signature Curriculum takes
seriously the College’s identity as a college
of the Evangelical Lutheran Church of
America. Two required courses (REL 100
and REL 200) highlight Augsburg’s commitment to this identity and the college’s
related interest in asking students to think
critically about the concept of vocation.
Faculty who teach these courses make
the following commitments to their students:
• You are welcome — whether you are
Jewish or atheist, Buddhist or seeker,
Catholic or Muslim, Baptist, Lutheran,
uncertain, disinterested, or someone who
is ‘spiritual but not religious.’ Our
Christian understanding is rooted in a generous spirit of hospitality.
• We will treat each other with respect
as we learn how to engage in conversation
(Continues on p. 84)
82 Academic Information
CHECKLIST AND SUMMARY OF
GENERAL EDUCATION REQUIREMENTS.
FOR GRADUATION.
• Complete at least one Augsburg
Experience
• Complete a Senior Keystone course.
This quick reference checklist is an abbreviated version of the requirements for graduation.
As a summary, it is not comprehensive and cannot substitute fully for the complete degree
requirements that begin on page 76. Students
are advised to read carefully the full graduation
requirements and to consult frequently with
their advisers to ensure that all requirements for
graduation are met.
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
All new first-years and all first-year and
sophomore transfer students must complete
the following requirements prior to graduation
(transfer credit may apply to these requirements):
Complete Entry Level Skills Assessments
and Core Skills Requirements:
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
• Humanities
• Fine Arts
• Critical Thinking Assessment
• Mathematics Assessment
• Modern Languages Assessment
• Writing Assessment
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
• Achieve a Math Placement Group score of
three.
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete Effective Writing
Music Performance (B.M.) . . . . . . . . . .14.5
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Youth and Family Ministry (B.A.) . . . . . .15
Other maximums are described on page 80.
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.)
❏ Complete the Augsburg Core Curriculum.
• Complete HPE 001 Foundations of Fitness
and one HPE lifetime activity course.
All advanced transfer students (those
entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these
requirements):
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Complete the Signature Curriculum:
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete two (2) Search for Meaning
courses.
Music Performance (B.M.) . . . . . . . . . .14.5
• Complete the Augsburg First Year requirements. (Sophomore transfer students are
exempt from these requirements.)
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
• Complete the fall orientation and
Augsburg Seminar.
• Complete an Engaging Minneapolis
course.
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Youth and Family Ministry (B.A.) . . . . . .15
Other maximums are described on page 80.
Academic Information 83
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.)
❏ Complete the Augsburg Core Curriculum.
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree must
complete the following requirements prior to
graduation:
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Complete the Signature Curriculum:
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete REL 300 Bible, Christian
Theology, and Vocation course
Music Performance (B.M.) . . . . . . . . . .14.5
• Complete a Senior Keystone course.
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
• Complete one Augsburg Experience
Youth and Family Ministry (B.A.) . . . . . .15
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
• Humanities
• Fine Arts
Complete Entry Level Skill Assessments and
Core Skills Requirements:
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Other maximums are described on page 80.
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.)
❏ Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
• Satisfy entry level skill requirements in
writing.
• Complete REL 300 Bible, Christian
Theology, and Vocation course.
• Achieve a Math Placement Group score of
three.
• Complete a Senior Keystone course.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Complete Entry Level Skills Assessments
and Core Skills Requirements:
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment.)
• Complete one Augsburg Experience
• Complete one college algebra course
course (MAT 105) or a Math Placement
Group 3.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment)
All students are required to file a
graduation application with the
Office of the Registrar one year prior to graduation.
84 Academic Information
with one another about our different
values, commitments, convictions, and
faith traditions.
• We will challenge and support one
another to develop a mature faith for our
time — open to doubts and eager to
explore our questions and the realities of
our world and culture.
• We will equip you with basic knowledge about vocation, religion, the Bible,
and Christianity as well as about Judaism,
Islam, Hinduism, and Buddhism — their
stories, claims, and key concepts.
• We will deepen our study of
Christianity, explore Augsburg’s claim that
“what we believe matters,” and invite you
to continue the process of developing your
own lived theology.
• We will explore the concept of vocation and our understanding that we are
beloved and called to live and serve as
neighbors. We will explore the idea that
vocation is a model and lens for viewing
the connections between our basic beliefs
and the commitments and actions we
make in life.
The Augsburg First Year
In order to help them make the transition to college and their new community,
first-year weekday program students are
required to take courses containing the following components:
• Augsburg Seminar
All students who enter the College as
first-year students in the weekday schedule
program must satisfactorily complete fall
orientation and Augsburg Seminar, a firstyear learning community in their major or
related area of academic interest. Each
week Augburg Seminars devote an hour to
topics relevant to an Augsburg education:
becoming an intentional learner; making
connections to the larger Augsburg learning community; and exploring strategies
for success in the AugSem course(s) and
future college work.
• Engaging Minneapolis
The Engaging Minneapolis requirement
builds on Augsburg’s national leadership in
experiential education as well as its commitment to its urban location. Students
take one course that introduces them to
the city as a resource for intentional learning, typically through civic engagement,
cultural engagement, or service learning.
Most Engaging Minneapolis courses also
fulfill an Augsburg Core Curriculum or
major requirement. They should be taken
during the first year, but may be taken in
the second year.
• Many Voices Project
Embedded in ENL 111, 112, and HON
111 (see core skills requirements), the
Many Voices Project engages first-year students in discussion of a common text
addressing themes of cultural diversity and
global awareness. Emphasizing ways in
which written communication can promote understanding and productive
engagement among different cultures and
points of view, the Many Voices Project is
intended to teach skills and methods that
promote successful communication
between diverse writers and readers.
Augsburg Experience
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College’s commitment to experiential education and
active participation in the broader community, both locally and globally. Five categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships (including field-
Academic Information 85
work, practicums, and student teaching),
faculty-student research, service learning/
community service, study abroad, and offcampus immersion experiences.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrate experiential learning with academic learning and (2) Link on-campus
learning to the goals, mission, needs, or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, credit/no-credit status, and
grading options for approved Augsburg
Experiences will vary.
Senior Keystone
The official list of approved keystone
courses is found on the registrar’s web
page — under the heading ‘General
Education’, click on ‘Senior Keystone’.
THE LIBERAL ARTS FOUNDATION
The Liberal Arts Foundation courses
introduce students to knowledge and
modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the traditional liberal arts provide
the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two courses from two
different departments in each domain. The
list of courses meeting the Liberal Arts
Foundation requirement is available online
at the registrar’s web page and from the
registrar’s office.
The official list of approved LAF
courses is found on the registrar’s web
page — under the heading ‘General
Education’, click on ‘Approved LAF
Courses and Skills Listing’.
The Senior Keystone course provides a
final opportunity for exploring the central
themes of an Augsburg education — vocation and the search for meaning in a
diverse and challenging world. Students
will reflect upon the meaning of their educational experiences and consider issues of
transition as they prepare for their lives
after Augsburg. Most Keystone courses also
meet major requirements.
Natural Sciences and Mathematics
The Senior Keystone course in each
department connects the broad liberal arts
foundation with the professional skills and
in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the
world as leaders and servants.
Economics, Environmental Studies,
Political Science, Psychology, Sociology
Two courses from two different departments: Biology, Chemistry, Mathematics,
Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two courses from two different departments:
Humanities
Two courses from two different departments/programs:
American Indian Studies, Communication Studies, English, History, Philosophy,
86 Academic Information
Religion, Modern Language and Cultural
Studies (literature and culture courses),
Women’s Studies
Note: The signature Search for Meaning
courses do not count as Humanities
Liberal Arts Foundation requirements.
Fine Arts
Two courses or approved activities
from two different departments:
Art, Music, Theatre Arts.
One Fine Arts LAF requirement can be
met with four semesters of participation in
the following major choral ensembles (any
combination of four): MUE 111, MUE 112,
MUE 114, MUE 115.
SKILLS REQUIREMENTS
Entry Level Skills Assessments
There are entry level skills assessments
in:
• Critical Thinking
• Mathematics
• Writing
Placement in writing, math, and critical
thinking courses is determined by the
assessments. These tests are a prerequisite
for (not completion of) core and graduation skills course requirements.
• Critical Thinking Assessment and
Requirement
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking assessment.
Students who do not achieve the minimum entry score on the placement exam
are required to take GST 100 Critical
Thinking.
• Mathematics Assessment and
Requirement
All students are required to have their
math placement group (MPG) determined.
In some cases, students who have transferred a mathematics course taken at
another college may have their MPG determined by the registrar’s office. All other
students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during College registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement exam.
Students may retake the Math Placement
Exam once during their first term of
enrollment. Students are required to take
the Math Placement Exam before registering for the first term and should achieve
MPG 3 by the end of their first year at
Augsburg.
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG 3.
Students in MPG 3 must take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. A grade of Pass
or 2.0 or higher is required to advance to
the next math level.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4
as a prerequisite.
Academic Information 87
• Writing Assessment and
Requirement
This entry level assessment determines
readiness for ENL 111 or 112. Students
who do not place highly enough on the
entry level assessment will be required to
take ENL 101 Developmental Writing
before ENL 111.
Students who have transferred in a
course equivalent to ENL 111 are excused
from the entry level exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment.
Core Skills Requirements
• Effective Writing
ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is
required. Attendance the first day of class
is required.
Students should complete Effective
Writing by the middle of their sophomore
year because it is a prerequisite for Writing
Graduation Skill courses.
• Modern Language
For students who have not previously
studied a modern language, completion of
a two-course sequence in the same language with a minimum grade of 2.0 or P in
both courses is required. The BYU-CAPE
language assessment is offered to students
who have had at least one year of study of
French, German, or Spanish language in
high school. For a language previously
studied, successful completion (minimum
grade of 2.0 or P) of the 112 level satisfies
the requirement. Students placing into 112
must enter at the 112 level. No college
credit will be given for repeat of 111.
Students whose placement test is at 211 or
higher will be exempted from further language study.
Modern language courses accepted in
transfer may be applicable to this skills
area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled the Modern Language Core
Skill.
Students whose first language is not
English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL
requirement. The requirement is satisfied
by successfully completing the ELL
course(s) and achieving a score above the
minimum on the ELL placement exam.
Students who complete the ELL requirement fulfill the Modern Language Core
Skill requirement. Contact Academic
Advising or the English Department for
additional information. More information
about English Language Learners is found
on page 92.
• Lifetime Fitness
Two lifetime fitness courses are
required. HPE 001 Foundations of Fitness
is required of all students. The second
course may be chosen from a variety of different Lifetime Activity courses (HPE 002,
003). Students may test out of the activity
course by demonstrating proficiency from
a selected lifetime activity. Proficiency
exams are offered through the Health and
Physical Education department each
semester. There is a fee to take the lifetime
activity proficiency test. Intercollegiate athletes and Health and Physical Education
majors may not test out of this requirement.
Foundations of Fitness and Lifetime
Activity courses are non-credit courses and
are not included in the 32-course credit
graduation requirement.
88 Academic Information
Graduation Skills Requirements
An Augsburg education includes
enhancement of certain skills during the
years in college. Critical thinking, quantitative reasoning, speaking, and writing
skills are deliberate components of certain
courses. Graduation skill requirements typically are embedded in required courses in
the major. Some departments, however,
designate courses outside the major or
elective courses in the major that fulfill
these requirements. See department and
program pages in this catalog or consult
the department chair for more information.
• Physical Education (teaching licensure only)
• Physics
2. Bachelor of Science/Modern
Language Waiver. Students who elect the
Bachelor of Science/Modern Language
Waiver are not required to complete modern language courses as part of their
degree. The following majors are approved
for the Bachelor of Science/Modern
Language Waiver:
• Biology
• Chemistry
Core Curriculum Modifications
• Clinical Laboratory Science
Some majors that result in a Bachelor of
Science degree give students the ability to
modify their Core Curriculum requirements in one of the following ways.
• Mathematics
1. Bachelor of Science/Liberal Arts
Foundation (LAF) Waiver. Students who
elect the Bachelor of Science/LAF Waiver
must complete at least six of the eight LAF
requirements, provided at least one course
is taken in each of the four domains. (e.g.,
two Natural Science and Mathematics
courses, two Social and Behavioral Science
courses, one Fine Arts course, and one
Humanities course) The following majors
are approved for the Bachelor of
Science/LAF Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Elementary Education
• Health Education (teaching licensure
only)
• Mathematics
• Music Therapy
• Nursing
• Music Therapy
• Nursing
• Physics
EVALUATION AND GRADING.
■ EXPLANATION OF GRADES
The official delivery of end-of-term
grades to students is online via the AugNet
Records and Registration website.
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 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
Academic Information 89
Pass/No Credit
3.0
Students who choose the P/N option
are cautioned:
2.5
• In order to receive a grade of P, a student must achieve at least a grade of 2.0.
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.
1.5
• Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
• 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
Latin Honors. Transfer students should be
especially aware of this requirement.
• To be eligible for graduation with
Latin Honors, students may elect only two
P/N credits.
• See P/N limitations under Graduation
Requirements, page 80.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime activities are graded only
P/N).
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.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
3.5
Achieves highest standards of
excellence
1.0
Achieves above basic course
standards
Meets basic standards for the
course
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.
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission
after determining that a student emergency
may delay completion of coursework.
Students who receive an incomplete grade
should be capable of passing the course if
they satisfactorily complete outstanding
course requirements. To receive an incomplete grade, a student must file an
Application for Incomplete Grade Form
with the Office of the Registrar that states
the reasons for the request, outlines the
work required to complete the course, and
includes the course instructor’s signature.
The instructor may stipulate the terms and
conditions that apply to course completion; however, students may not attend the
same course (or a portion of the same
course) in a following term with an incomplete grade. The student must complete
the outstanding work in enough time to
allow evaluation of the work by the
instructor and the filing of a grade before
the final day of the following academic
term in the student’s program. If the work
is not completed by the specified date of
the following academic term, the grade for
the course becomes 0.0.
90 Academic Information
Extension (X) Grades
Auditing Courses
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
completed, a grade of 0.0 will be assigned.
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their
total credit load is over 4.5 credits. The
charge for part-time and Weekend College
students is listed under Weekend College
Costs in the Financing Your Education section on page 28. The signature of the
instructor is required to register an audit.
Students who audit a course should confer
with the instructor within two weeks of
the beginning of the term to determine
expectations, attendance, and any other
requirements. If expectations have been
met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be
listed with a grade of W. Audited courses
do not count toward graduation and do
not fulfill general education requirements.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
Repeated Courses
A course in which a grade of 0.0, 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 each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average. Courses completed at
Augsburg College must be repeated at
Augsburg to be included in the repeat
policy.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of credits attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Classification is based on the number of
course credits completed.
• Sophomores—7 completed course
credits.
• Juniors—16 completed course credits.
• Seniors—24 completed course credits.
Academic Information 91
■ 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 comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student’s previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
International Baccalaureate Program
(IB)—Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit. IB exams
may fulfill general education and/or major
requirements, but cannot satisfy graduation-level skill requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising
web site.
Advanced Placement Program
(AP)—Augsburg allows students to earn
credit for scores of 3, 4, or 5 on selected
Advanced Placement tests. For some
exams, a minimum score of 4 is required.
AP exams may fulfill general education
and/or major requirements, but cannot satisfy graduation-level skill requirements.
Additional information is available on the
Academic Advising web page and from the
Office of the Registrar.
The College Level Examination
Program (CLEP)—This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. Students who score at or above the
American Council on Education’s recommended score on an approved examination
may receive academic credit for that subject at Augsburg College. CLEP exams may
fulfill general education and/or major
requirements, but cannot satisfy graduation-level skill requirements. Information
about CLEP tests is available from the
Office of the Registrar and the Academic
Advising web page.
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 exam available for the subject area in question.
• There is a faculty member designated
by the department to administer the exam.
• The registrar approves the student’s
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
92 Academic Information
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 or
systematic study of content material found
within liberal arts coursework.
• The learning has been objectively verified by individuals in addition to the presenting student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four credits of academic work at
Augsburg College with a cumulative
Augsburg GPA of at least 2.50. It is strongly recommended that the process not be
used when four or fewer courses remain
for graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Maximum Credit Accepted for
Previous Learning—While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate
degree) to be obtained through previous
experiential learning. In compiling the
eight credits for previous experiential learning, the student may use any combination
of the five assessment processes available in
the APL Program: AP exams, CLEP exams,
IB exams, departmental comprehensive
exams, and credit granted through portfolio
assessment.
■ ENGLISH LANGUAGE LEARNERS
(ELL)
Students whose primary language spoken at home is not English must take the
ELL placement test in conjunction with
the English writing placement test prior to
registering for their first term at Augsburg.
Students’ placement in ELL, ENL 101
Developmental Writing, or ENL 111, HON
111, or ENL 112 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ELL courses) and by a writing sample.
Near the end of each term of the
English Language Learner’s course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ELL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student’s ELL requirement.
Academic Information 93
All students whose native language is
not English must stay enrolled in ENL
217/218 until such time that they pass the
ELL placement test at 85 percent or higher.
The ELL course can be counted only twice
in the total number of courses required for
graduation.
Committee to re-enroll. Students who have
been dismissed may apply for readmission
after one year, at which time the Student
Standing Committee will review the application for readmission accompanied by any
statements and evidence attesting to his or
her commitment to academic success.
Students who fulfill the ELL requirement, by examination or by course
completion, have completed the Modern
Language Core Skill requirement for
graduation.
Students may be removed from probation when the cumulative GPA reaches
2.00. Students placed on probation as firstyears 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 2.00. Students placed on probation as
sophomores for having earned three zero
grades may be removed from probation if
their classification changes to junior and
their cumulative GPA reaches 2.00.
■ ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.00 cumulative grade point
average (GPA).
It should be noted that a minimum GPA
of 2.00 is required for graduation, with certain majors requiring a higher minimum
GPA.
Students whose overall academic
achievement falls below a 2.00 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a first-year who
receives two zero grades or a sophomore,
junior, or senior 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 Student Standing
Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not
to dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission from the Student Standing
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Dean’s List
The Dean’s List, compiled after each
semester, lists undergraduate students
whose grade point average for a semester is
3.50 or better. Students must be full-time
students (a minimum equivalent of three
full course credits for a weekday schedule
student or two equivalent full course credits for a Weekend College student), graded
on the traditional grading system, with no
incompletes in courses offered for credit.
Courses taken outside of a program’s calendar (e.g., crossover courses taken in a
Weekend College trimester term by a day
student or in a semester term by a weekend student) are not calculated when
determining the Dean’s List. If permission
is given by the student, an announcement
94 Academic Information
is sent to the hometown newspaper for
those students on the Dean’s List.
Latin Honors
Augsburg recognizes those students
who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate
degree.
This designation and the standards set
are in effect for all students who complete
degree requirements in May 2004 or later.
Latin honors replaces the previous honors
designation of “With Distinction.” Students
may also receive honors recognition for
departmental honors and for participation
in the honors program. (See individual
department and program descriptions for
details.)
Qualification for Latin honors is determined as follows:
Summa cum laude: 3.90-4.00 GPA plus
successful completion of the summa oral
examination
Magna cum laude: 3.80-3.89 GPA
Cum laude: 3.60-3.79 GPA
To be eligible, a student must complete
a minimum of fourteen traditionally graded credits at Augsburg and have no more
than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N
by the department will not be counted).
For additional information, including
the guidelines for the Summa Cum Laude
oral examination, go to the Latin Honors
section at <www.augsburg.edu/enroll/
registrar>.
Graduation and Commencement
Though the terms are often confused,
the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all
degree requirements. Students graduate
when all requirements for the degree have
been fulfilled, meaning that one can graduate at any point during the academic year
provided that all requirements are complete.
Commencement is a ceremony. It is an
opportunity for students, family, friends,
and the Augsburg College community to
celebrate academic accomplishment.
Participation in commencement, however,
does not mean that a student has graduated. A student will not graduate and a
degree will not be conferred until all
requirements are met, regardless of participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to
accommodate the College’s different student populations. The May commencement ceremony is for students in the Day
undergraduate program and for students in
the Physician Assistant Studies graduate
program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate
students in Weekend College, Rochester
campus, and the Partner Hospitals program.
Undergraduate students who have not
completed all degree requirements may
participate in commencement if: (1) no
more than three requirements will remain
in their program at the conclusion of
spring term; and (2) the remaining requirements will be completed in the summer or
fall terms immediately following commencement.
Academic Information 95
Enrollment/Degree Verification
Augsburg College has authorized the
National Student Clearinghouse to act as
its agent for verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreeverify@studentclearing
house.org
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the V. A.
Certifying Official in the Office of the
Registrar about completion of enrollment
verification and the forwarding of other
information to the Department of Veterans
Affairs. Veterans will need to meet the
requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review education records—You have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review your
records.
Right to request amendment of
education records—You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy. This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to give permission for disclosure of personally identifiable information —You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information
contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission. One
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted
(such as an attorney, auditor, or collection
agent); a person serving on the Board of
Trustees, or a student serving on an official
committee, such as a disciplinary or grievance committee, or assisting another
school official performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review
an education record in order to fulfill his
or her professional responsibility.
96 Academic Information
Right to withhold disclosure of
“directory information”—FERPA uses
the term “Directory Information” to refer
to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider
very carefully the consequences of any
decision by you to withhold directory
information. Should you decide to inform
Augsburg College not to release Directory
Information, any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
“Directory information” includes
the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of
study;
• The student’s academic class level;
• The student’s enrollment status
(FT/HT/LHT);
• The student’s participation in
officially recognized activities and
sports;
• The student’s degrees and awards
received (including dates);
• The weight and height of members of
athletic teams;
• The student’s dates of attendance;
• Previous educational agencies or institutions attended by the student; and
• The student’s photograph.
Augsburg College will honor your
request to withhold all Directory
Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no
liability for honoring your instructions that
such information be withheld. The Office
of the Registrar must be notified in writing
of your intent to withhold your Directory
Information. If the notice is not received
by the registrar prior to Sept. 15 (or within
10 school days of the start of a subsequent
term for a new student), it will be assumed
that all Directory Information may be disclosed for the remainder of the current
academic year. A new notice for withholding disclosure must be completed each academic year.
Right to complain to FERPA
Office—You have the right to file a complaint with the Family Educational Rights
and Privacy Act Office, U.S. Department of
Education, 400 Maryland Ave. S.W.,
Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with
FERPA.
Reporting Educational Information
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
Departments and
Programs
Course Descriptions with Major
and Minor Requirements – 98
Department majors and
programs are listed
alphabetically.
Also see index.
98
DEPARTMENTS AND PROGRAMS
A
s a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
COURSE DESCRIPTIONS.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College’s program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall and/or
spring terms unless otherwise indicated.
The schedule of classes offered through the
Associated Colleges of the Twin Cities
(ACTC) for fall and spring terms is only
available online.
Weekend College classes are available
online.
Since some courses are offered 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 Summer
Session, the Master of Arts in Education,
Master of Arts in Leadership, Master of
Arts in Nursing, Master of Business
Administration, Master of Science in
Physician Assistant Studies, and Master of
Social Work courses are published in a
separate Graduate Studies catalog.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered. Unless noted, all courses are one
course credit. A full course is valued as
four semester credits or six quarter hours.
Most day program courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work. All full credit
Weekend College courses meet for eight
three-and-one-half-hour sessions during
fall and for seven four-hour sessions during winter and spring term.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for first-years, 200s for sophomores,
300s for juniors, and 400s for seniors.
Departments and Programs 99
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course. Some prerequisites (such as
ENL 111, math placement, and critical
thinking) cannot be waived by the
instructor.
NOTE: Not all courses are offered in all
schedules. Refer to Augnet Records and
Registration for information on when specific courses are offered.
INTERNSHIPS AND
.
INDEPENDENT STUDIES.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
■ INTERNSHIPS
Registration for internships consists of
the following steps:
1. Obtain the internship registration
permission form and secure the signatures
of the faculty supervisor and director of
the Center for Service, Work, and
Learning.
2. Register: Turn in the completed
internship registration form (with all signatures) to the Enrollment Center. You
must register the internship for the academic term that coincides with the internship experience.
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
196
197
198
199
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the term/registration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
396
397
398
399
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
100 Departments and Programs
the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected.
Prior to the beginning of the term/registration, interested students must consult
with the departmental internship coordinator or a faculty member and the Center
for Service, Work, and Learning regarding requirements and permission to register.
(Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.)
■ DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent Study/Research
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
ACCOUNTING
See listing under Business Administration.
AMERICAN INDIAN STUDIES
A
merican Indian studies is a major
that gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, cul-
ture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
American Indian Studies Faculty
Eric Buffalohead (Chair), Elise
Marubbio
American Indian Studies 101
Adjunct Faculty
Sophia Jacobson, Richard Gresczyk,
Dale Weston
DEGREE AND MAJOR REQUIREMENTS.
American Indian Studies Major
Ten courses including;
AIS 105 Introduction to American
Indian Studies
AIS 205 Contemporary American
Indians
ENL 255 American Indian Literature
or AIS 264 American Indians in the
Cinema
HIS 236 American Indian History
REL 370 American Indian Spirituality
and Philosophical Thought
AIS 499 Senior Research Project
In addition, students must complete
four electives. At least four of the courses
toward the major must be upper division.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Minor:
Five courses including AIS 105. At least
two must be upper division.
COURSE OFFERINGS AT AUGSBURG COLLEGE.
AIS 105
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian
Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language.
OJB 111, 112 Beginning Ojibwe I, II
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.
AIS 205
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary
American Indians, including tribal sovereignty and identity politics, treaty
rights, language retention and education, religious freedom, and Indian
activism.
AIS 208
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by putting
into conversation a variety of voices that talk back to or address mainstream
stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by
examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women.
102 American Indian Studies
AIS 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.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
AIS/ENL 255 American Indian Literature
American Indian Literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking
skills through in-class presentation and small group discussion.
AIS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by
Hollywood and television. Focusing on films from the 1910s to the present,
the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century,
and how it is reflective of Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements
through site visits and interaction with Indigenous organizations.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles
and contributions of women in past and present tribal cultures. It explores the
continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how
American Indian women have crossed cultural boundaries and influenced
non-tribal communities through their activism and traditionalism. This course
is cross-listed with women’s studies.
American Indian Studies 103
AIS 332
Native American Storytelling
The objective of this course is to study Native American storytelling from a
cultural perspective. An appreciation of oral traditions will be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
AIS/ENL 355 Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
AIS 364
Indigenous Filmmakers
Indigenous Filmmakers introduces students at the junior and senior level to
the exciting and expanding field of indigenous media—specifically films made
by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary
range in perspectives and views that inform Native American cultures.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
AIS 408
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by putting
into conversation a variety of voices that talk back to or address mainstream
stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by
examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.:
WST 201 or any 2xx women’s studies course; or AIS 105 or any 2XX
American Indian studies course; or consent of instructor.)
AIS 490
Keystone Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements
through site visits and interaction with Indigenous organizations.
104 American Indian Studies
AIS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Minnesota
Indians, Contemporary Indigenous Issues of North and South America, and
American Indian Literature Seminar.
AIS 499
Independent Research
An independently designed research project.
ART—ART
A
rt is essential. It teaches us to see,
claim beauty, make sense of pain, explore
the world, and express ourselves.
At Augsburg College, inspiration and
creativity grow from the diversity of ideas
experienced on a small campus in the
heart of a major metropolitan area. We balance a solid foundation of drawing, design,
and history with technical skills, critical
thinking, and creative exploration in a
range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs
creative curriculum for traditional disciplines in drawing, painting, ceramics,
sculpture, and photography with emerging
disciplines in hand papermaking, book
arts, architecture, and digital media. Class
sizes are small; we will get to know each
other.
Galleries and museums surround us;
art club, studio visits, and guest artists provide art in real time; service learning,
internships, and study abroad are integral
to our program. We reach an average of
700 students a year from all disciplines,
graduating 25-30 majors annually with
B.A. degrees in art history, studio art, art
education; and certificates in studio art and
graphic design.
For over 40 years, students have been
earning degrees in art and art history at
Augsburg College. We’re excited to be here
in the center of the city. We think you will
be, too.
Art Faculty
robert k. tom (Chair), Kristin
Anderson, Lynn Bollman, Kim Bowden,
Tara Sweeney
DEGREE AND MAJOR REQUIREMENTS.
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
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 257 Watercolor Painting I
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Art 105
or ART 280 Hand Papermaking and
Book Arts I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in a solo or
two-person show with a senior review, and
the annual senior group exhibition.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: Studio art majors may choose from
ART 102, 225, 382 and 389 to satisfy the
speaking skill.
W: Studio art majors may choose two
of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387.
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 Modern Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: Art history majors may choose from
ART 102, 225, 382 and 389 to satisfy the
speaking skill.
W: Art history majors may choose two
of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387.
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: Students planning a double
major in studio art and art history or a
major/minor combination should meet
with a department adviser to plan appropriately.
106 Art
Departmental Honors
Art History Minor
GPA of 3.50 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Graphic Design
Eight art courses, including four in
graphic design, one in art history, and
three studio electives.
Architecture Minor
Five courses including ART 105, ART
210, ART 243, ART 244, and ART 249 or
349.
ART COURSES.
Note: All studio courses require work outside of class sessions. Some studio courses have
lab fees.
■ STUDIO ART FOUNDATIONS
ART 102
Design
A study of design is the unifying foundation for the visual arts. Two- and
three-dimensional projects demonstrate theory and application of basic design
elements and principles.
ART 107
Drawing
Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis
is placed on foundational drawing concepts.
■ STUDIO ART
ART 100, 300 Topics
Selected courses dealing with special topics, offered occasionally in the department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
Art 107
ART 106
Chinese Calligraphy and Painting I
Introduction and practice of Chinese calligraphic painting and writing.
ART 118
Painting I
Introduction to painting media and technique in acrylic or oil. Emphasis is
placed on color, perception, and expression.
ART 122
Plein Air Sketching I
This foundational course in plein air sketching introduces observational skills
and sketching on-site in the midst of daily life as a meditative way of seeing
deeply and responding to place. Students explore media, technique, and subject matter, visit sites and museums to understand context and meaning, and
respond creatively.
ART 132
Photography I
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
$200-225.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission)
ART 215
Web Design I
This course explores the theory and practice of web design. Focus is placed on
effective design and usability. Students will become familiar with
Dreamweaver, Photoshop, and Illustrator.
ART 221
Sculpture I
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design.
Theory and practice of coordinating visual imagery and typography for print
publications using page layout software.
ART 225
Graphic Design I
Graphic Design I is an introduction to the principles and practices of visual
communications focusing on text and image using grid layouts.
108 Art
ART 247
Life Drawing
An introduction to the methods and techniques of drawing the human form
through the use of live models. Emphasis will be placed on perceptual drawing
skills and accurately rendering the human form in a spatial environment.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and throwing techniques combined with theory, concept, and form.
ART 257
Watercolor Painting I
Introduction to transparent watercolor; emphasizes perceptual observation to
explore color theory, media, and technique. Class sessions often include painting outside on location.
ART 280
Hand Papermaking and Book Arts I
Introduction to hand papermaking, box building, and contemporary bookmaking; emphasizes the interplay of text and image in the handmade book.
ART 306
Chinese Calligraphy and Painting II
Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART
106)
ART 315
Web Design II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterforms using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
ART 322
Plein Air Sketching II
This advanced course in plein air sketching is a continuation of ART 122,
which introduces observational skills and sketching on-site in the midst of
daily life as a meditative way of seeing deeply and responding to place. As
advanced students develop mastery of technique and expression of personal
subject matter and style, it is expected that there will be significant, experiential engagement with artistic, cultural, and historical*h resources, as well mentoring of beginners. (Prereq.: ART 122 or permission of instructor)
ART 330
Graphic Design II
Graphic Design II explores visual communications in the retail environment —
developing advertising materials, sales promotions, packaging, and displays.
Art 109
ART 332
Photography II
Advanced study in black and white film photography. Projects will encourage
the refinement of technical and formal skills and the development of a personal approach to subject matter and content. Students will be introduced to
archival print methods, expanded film exposure and development styles, portfolio presentation, develop the vocabulary to write an artist’s statement, and
research contemporary photographers. (Prereq.: ART 132)
ART 340
Digital Imaging
Exploration of visual communications in the electronic environments using
various software programs to create digital images, animation, and digital
games.
ART 351
Ceramics II
Advanced work in ceramics explores clay, glaze, and firing technology with a
continued emphasis on throwing and handbuilding techniques combined with
theory, concept, and form. (Prereq.: ART 250)
ART 355
Painting II
Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118)
ART 357
Watercolor Painting II
Advanced exploration in transparent watercolor; emphasizes individual
expression. (Prereq.: ART 257)
ART 368
Print Making II
Continued exploration of intaglio, relief, and mono/unique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
ART 380
Hand Papermaking and Book Arts II
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq: ART 280)
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
■ ART AND ARCHITECTURAL HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times.
110 Art
Note: The following courses are offered intermittently, usually two or three sections per year.
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning since 1750, as illustrated by Western
and non-Western examples.
ART 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for ART 349)
ART/THR 265 Computer Drafting for the Stage and Architecture
(See Theatre Arts section for course description.)
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art
spanning from pre-European contact into the present while exploring the
political nature of that trajectory as it encounters cultural change, Western
aesthetics, and Western concepts of art. Students will meet Native artists, visit
a variety of Native American art galleries and exhibitions, and learn about the
cultural, social, and political context surrounding a Native American art.
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 arts of Native American women. (Prereq.: ENL 111 or
112 or HON 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENL 111 or 112 or HON 111)
Art 111
ART 388
Modern Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENL 111 or 112 or HON 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ART 299
Directed Study
See description on page 100.
ART 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ART 499
Independent Study/Research
See description on page 100.
112
AUGSBURG CORE CURRICULUM—
AUG/KEY/GST
THE SIGNATURE CURRICULUM .
Augsburg Seminar
AUG 101
Augsburg Seminar (.0 course)
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial
to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to
complete the seminar if the student withdraws from the linked content
course(s) is at the discretion of the instructor(s). (P/N grading only)
Senior Keystone
KEY 480
Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by
challenging them to apply the diverse perspectives acquired while studying
abroad and to analyze issues that transcend national boundaries. In English
with readings in a language other than English. Open to international students
and to upper-division students who have advanced knowledge of a language
other than English or have studied abroad for a full semester (including in
English-speaking countries with consent of instructor).
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where
the major program does not include a keystone element. It draws together all
facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add
dimension to each student’s reflective writing.
LIBERAL ARTS FOUNDATION .
Connections Courses
Students may fulfill Liberal Arts Foundation requirements through disciplinary courses
(listed under academic departments) or through interdisciplinary Connections courses.
FIA 130
Arts and the City
Using the arts resources of the city, this course will explore how to understand
and appreciate various art forms: theatre, music, opera, visual arts, dance, and
film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF)
HUM 120
Medieval Connections: Medieval Life in 12th-century Europe
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli-
Augsburg Core Curriculum 113
gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, spring)
SBS 100
Environmental Connections
An interdisciplinary introduction to current environmental issues. The course
depends on ecological visions of the world and examines the connections we
share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights
offered by political science, biology, economics, literature, sociology, chemistry,
and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday
lives, and a central feature of the course is the application of knowledge
gained in the class to a campus project. (Social and Behavioral Sciences LAF,
fall)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences
LAF. Prereq.: SCI 110)
SKILLS.
Entry Skills
GST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability
of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to
complete GST 100 with a minimum grade of 2.0 or better. Students who have
passed the Critical Thinking Assessment may take the class only with the permission of the instructor.
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
114 Biology
Graduation Skills
GST 200
Quantitative Reasoning/Statistical Literacy
This course focuses on critical thinking about statistics and its use as evidence
in arguments, with an emphasis on interpretation, evaluation, communication,
and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance.
Common techniques involving statistical opportunism, conditional reasoning
using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the
influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.:
MPG 3)
Other General Studies Courses
GST 009
Internship Transcript Notation (.0 course)
A transcript notation is given for the academic learning inherent in an
approved not-for-credit/internship/work experience. Reflection activities and
work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or
seniors will fulfill the Augsburg Experience graduation requirement.
BIOLOGY—BIO
W
e are in the midst of a revolution in biology. From the unraveling of
information locked within the human and
other genomes to the complexities of interactions between organisms in diverse
ecosystems in changing environments,
biologists and members of the public are
grappling with an almost overwhelming
flood of new information. By focusing on
the core principles of biology, students are
given the tools with which to interpret
results coming out of the revolution, and
by early exposure to original independent
research projects, given the opportunity to
themselves contribute to our understanding of the natural world. Integration across
biological sub-disciplines is emphasized,
paralleling the integration taking place in
the maturing field of systems biology. As
biological phenomena become amenable to
the analytical tools of chemistry, physics,
mathematics and computer science, biology is increasingly a multidisciplinary venture, Thus, a firm background in these sciences is also important for the successful
study of biology. Biological forces have
many profound effects on society and in
turn humanity has strongly affected our
biosphere. Thus, service-learning opportunities are tightly integrated within the curricula.
For many, an undergraduate major in
biology serves as a springboard for further
study. Augsburg graduates have gone on to
graduate studies in the life sciences, leading to careers in college or university
teaching, basic and applied research, and
public health. Many have entered professional programs in medicine, veterinary
medicine, and dentistry. Other graduates
Biology 115
have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural
resources, and environmental education.
Biology Faculty
Dale Pederson (Chair), Jennifer
Bankers-Fulbright, Ralph Butkowski,
William Capman, Brian Corner, David
Crowe
DEGREE AND MAJOR REQUIREMENTS.
Students may choose one of the following degree options: Bachelor of Science in
Biology, Bachelor of Arts in Biology, or
Bachelor of Arts in Life Sciences.
Bachelor of Science in Biology
Nine courses including:
BIO 151 Introductory Biology
BIO 152 Evolution, Ecology, and Diversity
BIO 253 Introductory Cellular Biology
and
BIO 361 Plant Biology
or BIO 481 Ecology
Required Supporting Courses for
Bachelor of Science
CHM 105/106 Principles of Chemistry
or CHM 115/116 General Chemistry
CHM 351/352 Organic Chemistry
PHY 121/122 General Physics
MAT 145/146 Calculus
Bachelor of Arts in Biology
The same biology course requirements
as for the Bachelor of Science degree, but
with the following supporting courses:
Required Supporting Courses for
Bachelor of Arts
CHM 105/106 Principles of Chemistry
or CHM 115/116 General
Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 145 Calculus I
or MAT 163 Introductory
Statistics
or PSY 215 Research Methods:
Design, Procedure, and Analysis I
and five upper division biology electives
chosen from the following list:
Bachelor of Arts in Life Sciences
BIO 351
BIO 353
This major is appropriate for students
also seeking secondary teaching licensure
in biology.
BIO 355
BIO 361
BIO 369
BIO 440
BIO 471
BIO 473
BIO 474
BIO 476
BIO 481
BIO 486
BIO 495
Invertebrate Zoology
Comparative Vertebrate
Anatomy
Genetics
Plant Biology
Biochemistry
Plant Physiology
Advanced Cellular and
Molecular Biology
Animal Physiology
Developmental Biology
Microbiology
Ecology
Immunology
Special Topics in Biology
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four (rather than five) upper division biology electives are required, along
with:
Two additional science courses, chosen
from the following list:
PHY 101
SCI 106
An introductory geology course
116 Biology
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. The graduation
skill in Speaking (S) is met by completing
COM 115. Consult your department chair
or academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Transfer course policy for majors and
minors
All transfer courses, including ACTC
courses, must be approved in writing by
the department, subject to review by the
chair. Only those biology courses successfully completed (2.0 or above) within the
last 10 years will be considered. No more
than two upper division courses from
other institutions may be applied toward
the major.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 151 and 152 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 253 and Organic Chemistry
(when appropriate) in the second year.
Students should complete their math
requirements early in their college careers.
A GPA of 2.00 for BIO 151, 152, and 253
is a prerequisite for enrollment in upper
division biology courses. A grade of 2.00
or above is required for all upper division
courses applied toward the major.
Biology for Health Sciences
GPA of 3.50 in biology and 3.00 overall, one course of approved independent
study (BIO 499) or a research internship
combined with BIO 498, public presentation of results along with a written report.
Project proposals should be made to the
department by Sept. 30 of the senior year
or Feb. 28 in the case of students planning
to graduate in the following December.
Prerequisite requirements for health
sciences vary with the program and the
institution. Care should be taken to study
the requirements for every program well in
advance of making application. In general,
medical schools require a two semester
sequences in calculus, physics and organic
chemistry. Biochemistry is also commonly
required and in some instances statistics
and literature. Programs in physician assistant training, veterinary medicine, physical
therapy and such typically have a more
extensive list of prerequisites. Students
considering a post-baccalaureate program
in these areas should consult early and
often with health science advisers — Dixie
Shafer and Dale Pederson.
Minor
Graduate Training in Biology
A course in general chemistry and five
biology courses including BIO 151, 152,
253, and two upper division courses. The
majority of courses in biology must be
taken at Augsburg College.
Graduate programs in biological fields
typically require two semesters of general
chemistry, organic chemistry, calculus and
physics. Also required is extensive involvement in research through Aug Experience,
internships and/or independent study.
Careful consultation with the Biology
Departmental Honors
Biology 117
adviser is recommended to select among
course work and research options.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major.
The state requirements may be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure
must be completed before beginning student teaching.
Beta Beta Beta
Membership in the Augsburg Chapter
of this national biology honor society is
open to those students who have completed at least one upper division biology
course and have a GPA of 3.00 in biology.
Cooperative Education and Service
Learning
The department works with the Center
for Service, Work and Learning in identifying and defining cooperative education
experiences in laboratories and other settings in the Twin Cities.
Augsburg Student Association for
Health Sciences
The Augsburg Student Association for
Health Sciences exists to serve all students
preparing for post-baccalaureate study
and/or careers in medicine and allied
health professions. It facilitates volunteer
and work opportunities, provides contact
with admissions representatives from several professional schools, and arranges visits with alumni in several health fields.
BIOLOGY COURSES.
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
SCI 280
Introduction to Research
This is a topics course for discovery-based research introducing concepts and
skills based on instructor-generated research projects. It is offered through a
selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an
AugExperience as an experiential course in research if the student project
results in presentation of the work in subsequent semesters. All are welcome
to apply. (Prereq: Invitation to participate in course; 0.5 course)
118 Biology
BIO 102
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 and propose and test hypotheses are considered.
(Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply
to the major or minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121
and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another
chemistry course strongly recommended. Spring)
BIO 121
Human Biology and Lab
An introduction to basic biological principles with a human perspective and
application. Includes discussion of the molecular and cellular basis of life,
genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student
may not receive credit for both BIO 121 and 103. Does not apply to the major
or minor in biology. Students are strongly encouraged to take CHM 100 before
taking this class. Fall and spring)
BIO 151
Introductory Biology
First of a three-semester sequence. An introduction to biology for science
majors, including cell and molecular biology, energy metabolism, genetics. BIO
151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.
Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration
in CHM 105/115. Fall)
BIO 152
Ecology, Evolution, and Diversity
Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and
253 must be taken in sequence except by permission of instructor. (Three
hours of lecture, four hours laboratory. Spring)
BIO 253
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory.
Prereq.: BIO 151, 152. Fall: alternate years)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology
of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151,
152. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253.)
Biology 119
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three hours lecture,
four hours laboratory. Prereq.: BIO 151, 152. Fall)
BIO 369
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall)
BIO 440
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253. Spring)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three hours lecture, four hours laboratory. Prereq.: BIO 369.)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions,
emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253.)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur
during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253,
junior standing.)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.:
BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall)
BIO 486
Immunology
This course is a study of the body’s immune defense. The course investigates
the structure and mechanisms of human body’s three lines of immune defense.
Protection from microorganisms and parasites, and cancer surveillance are
considered. The role of immunity in vaccination and transplantation, and
mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prereq.: BIO 369 (Three hours of lecture, four hours laboratory. Spring)
120 Biology
SCI 490
Integrated Keystone
The Natural Science Keystone explores the connections of science with the
world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science
in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major; P/N for 0.5 course)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by our other course
offerings. Topics may vary.
Internships and Independent Study Courses:
BIO 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 151, 152. P/N only)
BIO 299
Directed Study
BIO 399
Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 253. P/N only)
BIO 499
Independent Study/Research
(Prereq.: BIO 253. P/N only)
DEPARTMENT OF
BUSINESS ADMINISTRATION—
BUS, ACC, FIN, MIS, MKT
O
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
Magdalena M. Paleczny-Zapp (Chair
and International Business Coordinator),
William Arden (Management
Coordinator), Nora M. Braun (MIS
Coordinator), John C. Cerrito, Peggy M.
Cerrito, C. Lee Clarke, David Conrad, John
Furia, R. Brooks Gekler, Marc D. Isaacson,
Amin E. Kader, Ashok K. Kapoor (Finance
Coordinator), Steven J. LaFave
(Accounting Coordinator), Laura K. Lazar,
Lori L. Lohman, Rosanne Malevich, Marc
McIntosh, Fekri Meziou, Lori A. Peterson,
Milo A. Schield, David G. Schwain
(Marketing Coordinator), Kathryn A.
Schwalbe, Peter Stark, Stuart M. Stoller,
Steve Zitnick
Business Administration 121
GENERAL REQUIREMENTS.
Majors
The Department of Business
Administration offers five majors: business
administration (BUS), accounting (ACC),
finance (FIN), management information
systems (MIS), and marketing (MKT—day
program only).
Specializations
Specializations provide students majoring in a field of study the opportunity to
deepen their knowledge of a particular
aspect of this major area. Within the business administration major there are four
specializations: management, marketing
(WEC only), music business, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to
students majoring in fields outside the
Department of Business Administration, in
addition to students majoring in other
areas in the Department of Business
Administration. The Department of
Business Administration offers six minors:
business administration, international business, music business, accounting, management information systems, and marketing.
Certificate Programs
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The department
offers certificates in information technolo-
gy, business management, and finance
through the Weekend College program.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimum
number required (see page 80), students
must avoid taking too many electives in
the major or minor or exceeding the 13course limit per academic department (14
courses for accounting majors). Courses
designated as ACC, BUS, FIN, MIS, and
MKT are considered as being in the same
academic department. Taking extra electives, or choosing a particular combination
of major and minor may require students
to complete more than the minimum
number of credits required for graduation.
Exceptions are noted in the major.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Advising
Students who plan to major in business
administration, accounting, finance, MIS,
or marketing are strongly encouraged to
select a departmental adviser who teaches
in their major. This should be done by the
end of the sophomore year at the latest. In
addition to advising, departmental faculty
can counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
122 Business Administration
Internships
International Business
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship
(BUS/ACC/FIN/INS/MIS/MKT 399) during
their junior or senior year. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Advisers should be consulted
about internships.
The international business faculty
actively support international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
BUSINESS ADMINISTRATION—BUS
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three 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.
DEGREE AND MAJOR REQUIREMENTS.
Business Core
Nine courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or BUS 264 Statistical Literacy for
Managers
FIN 331 Financial Management
Note: All business majors are encouraged
to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement. (See course description
under Augsburg Core Curriculum.)
Specialization in Management
Business core plus four courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Business Administration 123
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the business administration major, management
specialization. The graduation skill in
Speaking (S) is met by completing the following courses:
S: MIS 376 or ECO 318
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) and
Writing (W) graduation skills.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Specialization in International
Business
Business core plus four courses:
BUS 362 International Business
BUS 465 International Management
MKT 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). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the business
administration major, international business specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Specialization in Music Business
Business Core* plus seven courses:
MUS/BUS 105 The Music Business
MUS/BUS 245 Arts Management and
Concert Promotion
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — or — 2 MUS credits and 1
MUE credit, selected from: (2 credits must
be in residence at Augsburg):
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(other MUS courses as approved by adviser)
*Music Business majors are exempt from
BUS 379 and may substitute BUS 254 in
place of BUS 242 or 200.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: MUS/BUS 105 or MUS/BUS 245
W: MUS/BUS 105 and MUS/BUS 245
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
124 Business Administration
Specialization in Marketing (Weekend
College students only)
Business core plus three courses:
MKT 352 Marketing Research
MKT 355 Marketing Communications
or MKT 357 Advertising
MKT 450 Marketing Management
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the business
aministration major, marketing specialization. Consult your department chair or
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Combined Major in Business
Administration and Economics
Eleven courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or FIN 331 Financial Management
and one other upper division business
administration, accounting, finance, MIS
or marketing course.
ECO 112
ECO 113
ECO 312
ECO 313
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Macroeconomics
Intermediate Microeconomics
and one other upper division economics
course
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the combined
major in business administration and economics. Consult your department chair or
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 or 200, MKT 252, FIN 331 or BUS 264
or 379. Other configurations may be permitted with the approval of the department
chair.
This minor is automatically completed
while completing a major in accounting,
finance, MIS or marketing.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
200 or MKT 252, and three courses in
international business (one may be in
international economics).
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Minor in Music Business
Eight courses including:
MUS/BUS 105, ECO 113, MIS 260, ACC
221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two
additional music course credits beyond
MUS 105 and MUS 399 (maximum of 1
credit in MUE and/or MUP courses).
Business Administration 125
This minor is a collaborative program
between the music and business departments. The minor is a course of study
designed both for the music major desiring
additional preparation in business and for
the non-music major interested in pursuing a career in the music industry.
Departmental Honors
See Business Administration
Department Chair.
BUSINESS ADMINISTRATION COURSES.
BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing,
Recording
An introduction to the music industry. Topics include copyright, licensing,
contracts, publicity and marketing. Other topics include the record industry,
agents and managers. Musical genres and historical periods are compared and
analyzed. This course is also offered as MUS 105.
BUS 200
Exploring Business as Vocation
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be
exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and
international business.
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/MUS 245 Arts Management and Concert Promotion
A study of the role of the artist manager in career development and the role of
the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry
topics and in benefiting from practical field experience. (Prereq.: BUS/MUS
105)
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully. Examines the construction of a viable business plan with
attention to the resources needed for success.
126 Business Administration
BUS 264
Statistical Literacy for Managers
Critical thinking about statistics as evidence for management decisions.
Analysis of business cases involving non-financial data. Focus on predicting,
understanding, and managing variation: modeling, sampling, optimizing, etc.
Reviews descriptive and inferential statistics. Uses spreadsheets for statistical
analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting.
Communicate results in a form that facilitates decisions by non-quantitative
managers. Attention to alternate choices, sub-optimization, and unanticipated
consequences. Optional topics include process control, six-sigma, data mining,
and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC &
Evening schedule: Additional evening sessions are required.)
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
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 or BUS 200)
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111)
BUS 379
Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics
include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either
MPG 3 or completion of MAT 171. WEC and evening schedule: Additional
sessions are required, usually on a weekday evening.)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242 or BUS 200)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.)
Business Administration 127
BUS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 299
Directed Study
See description on page 100.
BUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
BUS 499
Independent Study/Research
See description on page 100.
ACCOUNTING—ACC
T
he 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 certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) 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. Both the CPA and CMA designation 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
after graduation.
128 Business Administration
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs). This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year bachelor’s
degree plus a master’s degree.
DEGREE AND MAJOR REQUIREMENTS.
Accounting Major
Business Core Requirements
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics or
MAT 373 Probability and Statistics I
BUS 301 Business Law
FIN 331 Financial Management
Required Accounting Courses
Four courses including:
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice II
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students should take the courses in the
sequence given above.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
accounting major. The graduation skills in
Speaking (S) and Writing (W) are met by
completing the following courses:
S: ACC 423 or ACC 424
W: ACC 423 and ACC 424
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement. (See course description under
Augsburg Core Curriculum.)
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Joint B.A. in Accounting and Master
of Arts in Leadership
A B.A. in Accounting and an M.A. in
Leadership (MAL) can be earned in this
five-year program designed for students
who wish to qualify for CPA certification
and obtain a master’s degree. By the end of
the 5th year and successful completion of
all requirements, the student receives both
a B.A. in Accounting and an M.A. in
Leadership and will have fulfilled the 150-
Accounting 129
hour requirement to qualify for the CPA
certification. The MAL program offers a
large number of courses on a weekend
schedule. Please refer to the MAL program
catalog for a complete list of course offerings.
It is recommended that the students
meet with an accounting adviser to create
an effective plan for successful completion
of the five-year program.
Requirements:
1. Students must apply for admission to
the MAL program at the end of their junior
year. The application process includes:
submission of a completed application
form, three letters of recommendation (two
from professors and one from an employer), a personal statement, an example of
their writing in an academic paper, a GPA
of at least 3.30, and an interview with a
three-person panel from the MAL program.
2. Students must also have faculty
endorsement from the accounting program.
3. Students must complete at least on
year of accounting work experience (either
a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
Six courses including:
ACC 221, 222, FIN 331 or ACC 324, ACC
322, 323
and one of the following: MIS 260, BUS
379, ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
ACCOUNTING COURSES.
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 cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
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)
130 Accounting
ACC 323
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)
ACC 324
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 or BUS
200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPA’s role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or
BUS 200, BUS 379 or MAT 163 or 373, FIN 331, MIS 260 or 270, MKT 252)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ACC 299
Directed Study
See description on page 100.
ACC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ACC 499
Independent Study/Research
See description on page 100.
FINANCE–FIN
T
he finance major prepares students
for professional careers in corporate
finance and the financial services industry.
Besides careers in the finance/accounting
area in all businesses large and small, this
major leads to careers in banking, brokerages, insurance, and investment banking.
Courses focus on financial theory and
practice, investments, accounting theory,
money and banking, and international
finance.
Students are encouraged to complete an
internship prior to graduation.
Proficiency in the use of spreadsheets
such as Excel is expected.
Coursework provides a foundation for
graduate school and professional career
examinations such as the Chartered
Financial Analyst (CFA) conducted by the
CFA Institute.
DEGREE AND MAJOR REQUIREMENTS.
Finance Major
Finance Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
131
BUS 301
FIN 331
Business Law
Financial Management
Required Finance Courses
Five courses including:
ACC 322 Accounting Theory and
Practice I (Prereq: ACC 222)
FIN 433 Financial Theory: Policy and
Practice (Prereq: FIN 331)
FIN 438 Investment Theory (Prereq:
ENL 111 or 112 or HON 111
and FIN 331)
FIN 460 International Finance (Prereq:
FIN 331)
ECO 315 Money and Banking (Prereq:
ECO 112)
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
Finance major. The graduation skill in
Speaking (S) is met by completing the following course:
S: FIN 438
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) and
Writing (W) graduation skills.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: Finance majors are encouraged to
take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core
Curriculum Senior Keystone requirement.
(See course description under Augsburg
Core Curriculum.)
132 Finance
FINANCE COURSES.
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate
planning.
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management.
(Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring, and corporate governance. (Prereq: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331)
FIN 460
International Finance
This course develops tools for practicing multinational financial management
including: currency exchange rates, risk, forecasting, spot and forward
rates, hedging, international monetary and trade flows as represented in
the accounting and macroeconomic identities for current account and
trade deficits. This course extends the framework of financial management
to include international transactions as well as ethical considerations.
(Prereq: FIN 331)
MANAGEMENT INFORMATION
SYSTEMS—MIS
T
he major in management information systems prepares students for professional careers in information systems such
as application developer, business systems
analyst, IT consultant, or project manager.
MIS studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and develop
new systems. MIS is an extensive major
(16 courses) and includes courses from
computer science, mathematics, economics, business, accounting, finance, and
marketing as well as from MIS.
DEGREE AND MAJOR REQUIREMENTS.
Management Information Systems
Major
Business Core Requirements
Seven courses including:
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
FIN 331 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
or BUS 264 Statistical Literacy for
Managers
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
MKT 252 Principles of Marketing
MIS 260 Problem Solving for Business
Required MIS Courses
Five courses including:
MIS 270 Data Management for Business
MIS 375 Management Information
Systems in the Organization
MIS 376
MIS 475
MIS 476
Project Management
Systems Analysis and Design
Information Systems Projects
Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to
Networking and
Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the MIS major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement. (See course description
under Augsburg Core Curriculum.)
Minor in MIS
Six courses including:
MIS 260, ACC 221, MIS 375, ECO 113,
BUS 242 or 200 or MKT 252, and MIS 376
or ECO 318.
133
134 MIS
MIS COURSES.
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver, and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3)
MIS 270
Data Management for Business
Introduces the concepts of data modeling, database structures, and relational
databases. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or
112 or HON 111)
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 260, 270, and 375)
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Marketing 135
Internships and Independent Study Courses:
MIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MIS 299
Directed Study
See description on page 100.
MIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MIS 499
Independent Study/Research
See description on page 100.
MARKETING—MKT
T
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects.
Augsburg’s metropolitan location makes it
easy for marketing students to complete
marketing plans, research studies, and
other projects for leading Twin Cities companies and not-for-profit organizations.
DEGREE AND MAJOR REQUIREMENTSS
Marketing Major
Business Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 301 Business Law
FIN 331 Financial Management
MIS 260 Problem Solving for Business
BUS 379 Quantitative Methods for
Business and Economics
136 Marketing
or BUS 264 Statistical Literacy for
Managers
Required Marketing Courses
Five courses including:
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
MKT 350 Consumer Behavior
or MKT 354 Sales Management
MKT 355 Marketing Communications
or MKT 357 Advertising
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the marketing
major. Consult your department chair or
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement. (See course description under
Augsburg Core Curriculum.)
Minor in Marketing
Five courses including:
MKT 252, MKT 355 or MKT 357, MKT
352, and two additional marketing courses.
This minor is recommended for anyone
who wishes to further their knowledge of
the marketing field.
MARKETING COURSES.
MKT 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.
MKT 350
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
MKT 352
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379 or 264, ECO 113, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics with
consent of instructor. Augsburg statistics courses that will automatically fulfill
the BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or
PSY 215.)
Marketing 137
MKT 354
Sales Management
Formulation, implementation, evaluation and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas,
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 357
Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as
important elements in modern marketing and communications. Note: Either
MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
MKT 466
International Marketing
Examination of issues and activities unique to marketing in an international
setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252)
MKT 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MKT 299
Directed Study
See description on page 100.
MKT 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MKT 499
Independent Study/Research
See description on page 100.
138
CHEMISTRY—CHM
C
hemistry is the science that examines and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas
that excite and offer opportunities to better
the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
•To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
•To provide programs of study for professional goals in addition to the traditional positions as chemists.
•To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
•To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
•To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Ron L. Fedie,
Arlin E. Gyberg, David R. Hanson, Sandra
L. Olmsted
DEGREE AND MAJOR REQUIREMENTSS.
■ BACHELOR OF ARTS
Major in Chemistry
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of
Chemistry I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
One course in biochemistry and one additional course from:
CHM 364 Physical Chemistry II
Chemistry 139
CHM 367
CHM 464
CHM 481
CHM 482
CHM 470
Properties of Polymers
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, II
Calculus I, II
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the first year and PHY 121, 122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Professional
Students
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Other pre-health and preprofessional students (physician assistant,
pharmacy, engineering, etc. — see pre-professional program listings in the Academic
Information section) should consult members from the chemistry department for
assistance in course planning early in their
college careers.
■ BACHELOR OF SCIENCE
American Chemical Society Approved
Major
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of Chemistry
I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361, 363 Physical Chemistry and
Laboratory I
CHM 364, 365 Physical Chemistry and
Laboratory II
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course in biochemistry
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, II, III
PHY 121, 122 General Physics I, II
(should be taken in sophomore year)
Recommended: Modern Physics, additional
mathematics, research experience, and computer proficiency.
General Education Accommodation
B.S. chemistry majors are allowed a two
course reduction in the general education
program. See Graduation Requirements
modification section of this catalog.
Graduation Skills
The Critical Thinking and Writing
graduation skills are embedded throughout
the chemistry major for both B.A. and B.S.
degrees. ENL 111 should be taken in the
140 Chemistry
first year. Consult members of the chemistry faculty concerning the Quantitative
Reasoning (QR) graduation skill. The
Speaking skill is met through COM 115
(or COM 111) and further developed in
upper division chemistry courses.
all; one course or summer of approved
research; participation in seminar.
Departmental Honors
Note: Credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics, 3.00 over-
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351, 352, and CHM 353.
CHEMISTRY COURSES.
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
CHM 100/102 Chemistry for Changing Times
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor. CHM 102 includes a lab section; CHM 100 does not have a lab section. Students may not take both CHM
100 and CHM 102 for credit. (Prereq.: MPG 2)
CHM 105
Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. and concurrent registration with MAT 105, or MPG 3. Fall)
Chemistry 141
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 4. Fall)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
CHM 351, 352 Organic Chemistry I, II
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. QEM course. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
Physical Chemistry Laboratory I
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration. Fall)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
142 Chemistry
CHM 365
Physical Chemistry Laboratory II (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent
registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352, 353, 361 or consent of instructor. Fall)
CHM 470
Principles of Medicinal Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: CHM 352. A course in biochemistry is recommended.
Spring, alternate years)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory consists of preparations using a
variety of techniques. (Three one-hour lectures, one three-hour laboratory.
Prereq.: CHM 352, 361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.0 course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
Chemistry 143
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
CHM 299
Directed Study
See description on page 100.
CHM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
CHM 499
Independent Study/Research
See description on page 100. (Prereq.: junior or senior standing)
144
CLINICAL LABORATORY SCIENCE—CLS
C
linical laboratory scientists perform
complex biological, microbiological, and
chemical tests on patient samples. They
also use, maintain, and troubleshoot
sophisticated laboratory equipment in the
performance of diagnostic tests. The clinical laboratory scientist analyzes these test
results and discusses them with the medical staff. He/she also possesses the skills
required for molecular diagnostic tests
based on DNA and RNA technologies. In
addition, the clinical laboratory scientist
will find opportunities in test development, experimental design, administration,
and education.
The curriculum requires a minimum of
six semesters on campus to complete the
pre-requisite curriculum. Students spend
an additional 12 months of clinical education in a hospital-sponsored, accredited
program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course
work.
Admission to the clinical laboratory science major is on a competitive basis.
Students apply for admission to the clinical
laboratory science program early in the fall
semester of the academic year just prior to
the beginning of their professional studies,
typically in the junior year. Formal acceptance into the hospital-sponsored program
is based on the submission of an application for admission to the major, personal
recommendations, review of academic performance, and interview with the Program
Admission Committee. A minimum grade
point average of 2.75 overall as well as in
science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the
College. The hospital program affiliated
with Augsburg is the Fairview Health
Services. The program is accredited by the
National Accrediting Agency for Clinical
Laboratory Sciences (NAACLS), 8410 W.
Bryn Mawr, Suite 670, Chicago, IL, 60631,
773-714-8880.
During the clinical component in an
accredited hospital program, students will
register for 12.25 credits. The clinical
phase routinely begins in June with anticipated graduation the following spring.
Graduates of the program are eligible to sit
for certification examinations offered by
national certification agencies.
Hospital affiliates of Augsburg College
Fairview Health Services
Fairview Lakes Medical Center
Fairview Northland Regional
Medical Center
Fairview Red Wing Medical Center
Fairview-Ridges Hospital
Fairview-Southdale Hospital
UMMC, Fairview-Riverside
UMMC, Fairview-University
Generalized four-year academic plan for
clinical laboratory science (CLS) majors
To complete the program in four years,
students must:
a. achieve MPG 3 or 4, AND
b. qualify for ENL 111, AND
c. score above 45 on the critical thinking exam, AND
d. do not require ENL 217/218, AND
e. meet graduation skills requirements
within the major and supporting courses,
AND
f. satisfy the Engaging Minneapolis
requirement with BIO 151/152
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. The graduation
skill in Speaking (S) is met by completing
COM 115. Consult your department chair
Clinical Laboratory Science 145
or academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
First year:
Fall Term:
BIO 151: Introductory Biology
CHM 105 or CHM 115: General Chemistry
REL 100: Search for Meaning
Elective
Spring Term:
BIO 152: Ecology, Evolution and Diversity
CHM 106 or CHM 116: General Chemistry
ENL 111
Elective
Second Year:
Fall Term
BIO 253: Introductory Cell Biology
CHM 351: Organic Chemistry I
REL 200: Search for Meaning
Elective
Spring Term
BIO 355: Genetics
CHM 352: Organic Chemistry II
MAT 163: Statistics (QR)
Elective
Third Year:
Fall Term
BIO 369: Biochemistry
BIO 473: General Physiology
Elective
Elective
Spring Term
BIO 476: Microbiology
BIO 486 Immunology
Elective
Elective
Fourth Year: Clinical Program
Summer Session
CLS 400: Introduction to CLS
CLS 405: Body Fluids
CLS 410: Clinical Hematology/Hemostasis
CLS 415: Clinical Immunology
CLS 425: Clinical Chemistry
Clinical Rotations:
Fall & Spring Semester
CLS 450: Applied Clinical Chemistry
CLS 455: Applied Hematology/Hemostasis
CLS 460: Applied Immunology
CLS 465: Applied Immunohematology
CLS 470: Applied Clinical Microbiology
Fall Semester
CLS 420: Immunohematology
CLS 430: Clinical Microbiology
CLS 433: Virology/Mycology/Parasitology
CLS 435: Molecular Diagnostics
Clinical Rotations
Spring Semester
CLS 440: Laboratory Management &
Education
CLS 445: Research Design & Methods
LS 475: Advanced Applications in CLS
CLS 480: Advanced Topics in CLS
CLS 485: Advanced Studies in CLS
SCI 490: Keystone course
Clinical Rotations
Special core requirement courses and
professional courses must be completed
with a grade of “C” (2.0) or above.
Students must meet all College graduation
requirements including General Education,
grade point, College residency, and total
credits.
146 Clinical Laboratory Science
CLINICAL LABORATORY SCIENCE COURSES.
CLS 400
Introduction to Clinical Laboratory Science
CLS 405
Body Fluids
Course is designed to provide the CLS student with the basic laboratory skills
required for the laboratory component of the curriculum. This course will also
provide teamwork, leadership, and interpersonal skills needed by healthcare
professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353;
BIO 355 and 476; and admission to the CLS program)
Covers concepts related to the formation, distribution, and function of body
fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of
results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program)
CLS 410
Clinical Hematology/Hemostasis
Course is designed to provide the CLS student with the basic knowledge of
hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the
correlation of results will be covered. Laboratory component will focus on
specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO
355, 476 and 486; and admission to the CLS program)
CLS 415
Clinical Immunology
Course in the application of immunologic and serologic techniques used for
the specific diagnosis of immunodeficiency diseases, malignancies of the
immune system, autoimmune disorders, hypersensitivity states, and infection
by specific microbial pathogens. Laboratory sessions offer exercises in methods
for detection of antigens and antibodies in patient specimens. (Prereq.: CHM
352; BIO 476 and 486; and admission to the CLS program)
CLS 420
Immunohematology
Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing,
storage, preservation, components, records, and regulations for blood banks.
The laboratory section includes performance of blood bank procedures, donor
processing, compatibility testing, antibody screening and identification.
(Prereq.: BIO 355, 369, and 486; and admission to the CLS program)
CLS 425
Clinical Chemistry
The focus of the course is on the physiology of body analytes and the organ
systems, with an emphasis on the corresponding clinical laboratory procedures
and human disease states. Discussion will include the clinical correlations of
the analytical procedures data with the diseases. The laboratory section covers
skills necessary to the performance of clinical chemistry test procedures.
(Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program)
Clinical Laboratory Science 147
CLS 430
Clinical Microbiology
Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma
as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of
transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be
placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and
Immunology; and admission to the CLS program)
CLS 433
Virology, Mycology, and Parasitology
Study of viruses, fungi, and parasites as they relate to diseases in humans.
Topics include clinical signs and symptoms of the disease process, specimen
collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality
assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program)
CLS 435
Molecular Diagnostics
A course on the composition, structure, function and characteristics of DNA.
Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and
practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the
CLS program)
CLS 440
Laboratory Management and Education
Course is designed to introduce the clinical laboratory science student to the
principles of laboratory administration. The seminar-format course will focus
on human resource management, operations management, and educational
methodologies appropriate for the supervisor and laboratory manager (Prereq.:
admission to the CLS program)
CLS 445
Research Design and Methods
The course applies scientific method to clinical laboratory research problems,
systematic applications of hypothesis formation and decision making through
research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered.
(Prereq.: MAT 163 and admission to the CLS program)
CLS 450
Applied Clinical Chemistry
Rotation with daily lecture which applies the principles of clinical chemistry
in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS
400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS
program and CLS 400 and 425)
148 Clinical Laboratory Science
CLS 455
Applied Clinical Hematology/Hemostasis
Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience
processing and analyzing patient’s specimens with a wide variety of complex
procedures and instruments. Students will also expand their identification and
diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410)
CLS 460
Applied Immunology
Rotation with daily lecture which applies concepts and techniques learned in
CLS 415. Using patient specimens, students will gain experience in the clinical
immunological techniques, methods, and management of antigen-antibody
reactions and identify the relationship to diseased states. The rotation also
includes the fundamentals of HLA testing and Flow Cytometry techniques
with interpretation of results. (Prereq.: admission to the CLS program and CLS
400 and 415)
CLS 465
Applied Immunohematology
Rotation with daily lecture which extends the concepts and skills learned in
CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management,
solving of patients’ blood compatibility problems, apheresis, and cell therapy.
(Prereq.: admission to the CLS program and CLS 420)
CLS 470
Applied Clinical Microbiology
Rotation with daily lecture which applies the principles of CLS 430. Student
will process a variety of patient specimens in the microbiology laboratory and
gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS
430 and 433)
CLS 475
Advanced Applications in CLS
Selected study in one aspect of the practice of clinical laboratory science, such
as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and
lecture included. (Prereq.: admission to the CLS program and enrollment in
applied courses)
CLS 480
Advanced Topics in CLS
This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory
testing with an emphasis placed on its impact on current laboratory practice
and outcomes assessment. (Prereq.: admission to the CLS program and CLS
405, 410, 415, 420, 425, 430, 433, 435, and 440)
Communication Studies 149
CLS 485
Advanced Studies in CLS
A capstone research project required for satisfactory completion of the CLS
program. Student will complete a research project under the supervision of
a mentor. Course culminates in a major paper and presentation. Area of
emphasis will be in one of the specialty or subspecialty areas included in the
clinical laboratory practice. (Prereq.: admission to the CLS program and senior
standing)
CLS 499
Independent Study in CLS
Individual reading or research under the guidance of a CLS instructor.
(Prereq.: admission to the CLS program; repeatable for maximum of one
credit)
COMMUNICATION STUDIES—COM
O
ur discipline is grounded in rhetorical and scientific principles and is guided
by the need to make communicative choices that are artful, ethical, and effective.
Students who major in communication
studies are concerned with: interpersonal
relationships, mass media, public advocacy
and social influence, group and organizational dynamics, and intercultural dimensions of communication.
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.
Communication Studies Faculty
Deborah Redmond (Chair), Kristen
Chamberlain, Wes Ellenwood, Robert
Groven, Daniel Hanson, David Lapakko
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Communication Studies Major
Twelve courses overall — eight required
core courses and four courses within one
of eight emphases. For transfer students, at
least six of these courses must be taken at
Augsburg.
Required of all communication studies
majors:
COM 111
Public Speaking
COM 280
Introduction to
Communication Studies
COM 351
Argumentation
COM 352
Persuasion
COM 354
Interpersonal
Communication
COM 355
Small Group
Communication
150 Communication Studies
COM 321
Business and Professional
Speaking
or COM 329 Intercultural
Communication
COM 490 Senior Keystone
Professional Communication Emphasis
This emphasis is intended for students
interested in studying communication from
an artistic and humanities perspective. It is
appropriate for career interests such as:
communication graduate school; other
professional graduate programs (e.g. law
school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional
speaker, or speech writer.
Four additional electives from the following: COM 321 (required), COM 329,
345, 399, 499; THR 350, 360; BUS 242,
301; ENL 220; POL 326, 342, 370; PSY
271, 325; REL 383; SOC 362, 363
Organizational Communication
Emphasis
Appropriate for: business related
careers such as professional manager, sales,
management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate
programs in organizational studies.
Human Relations Emphasis
Appropriate for students pursuing the
study of how organizations manage their
internal structure and personnel. People
who work in this area deal with such
issues as discrimination, work rules,
employee relations, etc.
Four additional electives from: BUS 340
(required); COM 321, 326, 329, 345, 399,
410; PSY 373, 385; SOC 265, 349, 375
Marketing Communication Emphasis
Courses in this emphasis focus on the
communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in
an organizational role in marketing communication.
Four additional electives from: MKT
252 (required); COM 321, 326, 329, 399,
410, 480; MKT 352, 355, 357, 450; POL
342
Public Relations and Advertising
Emphasis
Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An
internship in public relations, advertising,
or a related field is required.
Four additional electives from the following: COM 345 (required), COM 321,
326, 329, 399, 410, 480, 499; BUS 242,
340; PSY 271, 325, 373; SOC 265, 349,
375
Four additional electives from: ENL
227 (required); COM 321, 326, 329, 345,
399, 410, 480; ART 132, 224, 225; BUS
242, 379; MKT 252, 355, 357; PSY 373;
SOC 349, POL 342
Supervisory Management Emphasis
Mass Communication and Journalism
Emphasis
Appropriate for students seeking management careers.
Four additional electives from: BUS 242
or 440 (required); COM 321, 326, 329,
399, 410, 480, 499; BUS 340; ENL 223;
MIS 260; PSY 373; SOC 349
Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and
production), media criticism and policy, or
graduate school in mass communication or
journalism.
Communication Studies 151
Four electives from the following: ENL
227 (required); COM 247, 321, 329, 343,
348, 399, 499: ART 132, 215, 224, 225,
315, 330, 340; ENL 226, 228, 241, 324,
327; POL 342; THR 232, 233, 325, 350,
360; BUS 254, ENL 328
Graduate Study Emphasis
Courses in this emphasis would be
especially helpful for students planning to
do graduate work in such fields as communication studies, education, or law.
Four electives from the following: SOC
362 or ENL 420 (required); COM 321,
329, 499; PHI 230; POL 483; PSY 215,
315; SOC 363, 375
For All Eight Emphases
We encourage all majors to participate
in Augsburg’s interscholastic forensics program. Students should be aware that the
tournament season is essentially from
October through mid-March, and should
plan schedules accordingly.
All day majors should plan to include
at least one internship (COM 399) as one
of their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: COM 111 or 115
W: COM 351 and any 200 level writing
course in English
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Communication Arts/Literature
Teacher Licensure Major
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.50 in the major. All
requirements in the major must be completed prior to student teaching. The
course requirements for this program are
listed in the Department of English section
of the catalog.
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.50 GPA
in the major and a 3.00 GPA overall, and,
as part of their major program, complete a
substantial independent project of honors
quality (COM 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
152 Communication Studies
Communication Studies Minor
Required of all Film Majors:
Six courses including:
COM 111 Public Speaking
COM 280 History of Rhetorical and
Communication Theory
POL 342 Mass Communication in
Society
or COM 343 Studio Production
COM 351 Argumentation
or COM 352 Persuasion
COM 354 Interpersonal Communication
COM 345 Organizational Communication
or COM 355 Small Group
Communication
Six Core Courses
FLM/THR 216 Film Production I
ENL 241
Intro to Cinema Arts
ENL 371
History of Cinema
FLM/THR 420 Issues in Contemporary
Cinema
COM 247
Documentary
THR 232
Acting
or THR 233 Acting for Camera
Film Major
The Augsburg film major reflects our
belief that students are transformed
through a well-rounded curriculum that
encourages creativity, critical analysis and
inquiry, ethical considerations, and an
understanding of the synergy between theory and practice. The major explores the
tension between art and commerce
through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist
series. Students will gain experience in
scripting, directing, editing, and acting for
both 16mm film and digital. Students will
be introduced to the study of film theory,
criticism, and culture. Students are encouraged to double major or to seek minors in
related fields such as art, English, theatre,
philosophy, communication studies,
women’s studies, and American Indian
studies, to name a few.
Film Faculty
Deb Redmond (Program Director),
Kristin Anderson, Julie Bolton, Michael
Burden, Robert Cowgill, Cass Dalglish,
Wesley Ellenwood, Darcey Engen, Doug
Green, Martha Johnson, Elise Marubbio,
Robert Thom
Five electives (three must be upper
division) must be chosen from the three
defined tracks below in consultation with
your adviser who is designated by the
program director. Note that not all elective
courses are offered every year, so alternatives within the track may have to be
chosen.
Film majors should fulfill the Senior
Keystone requirement in either the English
Department or Art Department.
Track #1 Production: This track is
designed for students interested in producing films/videos. Electives include:
FLM/THR 312 16mm Film II, COM 343
Studio Production, COM 348 Digital Video
Production, COM 499 Independent Study,
Art 132 Photography, ART 215 Design for
New Media I, ART 315 Design for New
Media II, ART 340 Digital Imaging, ENL
228 Broadcast and Online Journalism,
MUS 130 Intro to Music and the Fine Arts,
PHY 119 Physics for the Fine Arts, THR
328 Stage Design
Track #2 Performance: This track is
designed for students interested in acting
and directing. Electives include: THR 233
Acting for the Camera, THR/ENL 325
Playwriting, THR 366 Stage Direction,
THR 328 Theatrical Design, THR 360
Interpretive Reading, THR 350 Voice for
Stage and Screen,THR 499 Independent
Study, ENL/FLM 328 Screenwriting, PHY
119 Physics for the Fine Arts
Communication Studies 153
Track #3 Theory & Culture: This track
is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221
Expository Writing about the Arts and
Popular Culture, ENL 228 Broadcast and
Online Journalism, ENL 240 Introduction
to Literary Study, ENL 430 Advanced
Studies in Theory and Method, COM 499,
AIS 364 Indigenous Filmmakers, AIS 264
American Indians in Cinema, AIS 208/408
Native American Women & Film, ART 240
Art History, PHI 260 Philosophy and the
Arts, PHI 120 Ethics, PHY 119 Physics for
the Fine Arts, SPA 248 Spanish and Latin
American Culture Through Film, REL 309
Religion at the Movies
Film Minor
Six courses including:
ENL 241 Introduction to Cinema Art
FLM/THR 216 Film Production I
THR 233 Acting for Camera
COM 343 Studio Production
FLM/THR 420 Issues in Contemporary
Cinema
Plus one of the following:
THR/ENL 325 Playwriting
or ENL/FLM 328 Screenwriting
THR 328 Stage Design
COM 247 Documentary
COM 348 Digital Video Production
THR 366 Stage Direction
AIS 364 Indigenous Filmmakers
Note: For transfer students, at least
three of these six courses must be courses
offered at Augsburg. Prospective minors
must obtain prior approval from a film faculty adviser.
COMMUNICATION COURSES.
COM 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take only
one of either COM 111, COM 112, or COM 115 for credit. Fall, spring)
COM 112
Contest Public Speaking
Theory and practice of preparing speeches for delivery in formal and contest
situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis.
(Note: Students may take only one of either COM 111, COM 112, or COM
115 for credit. Fall)
COM 115
Scientific and Technical Public Speaking
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public
speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical
fields, with special attention to distinguishing expert or lay audiences, and the
use of technical vocabulary and notation systems. (Note: Students may take
only one of either COM 111, COM 112, or COM 115 for credit.)
154 Communication Studies
FLM/THR 216 Film Production I
This course demonstrates the basics of 16mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
FLM/THR 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the art of scenic painting for the
stage, film, and faux application. Through a series of foundational painting
projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays
in artistry of theatre and film.
COM 247
Documentary
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
COM 280
Introduction to Communication Studies
An introductory survey course designed to acquaint students with the world
of ideas that serves as the foundation for the field of communication studies.
(Fall)
FLM/THR 312 Film Production II
The focus of this course builds on the lessons learned in FLM/THR 216 and
adds the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
COM 321
Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or
115)
COM 326
Building Working Relationships
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following courses —
SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
COM 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years)
Communication Studies 155
COM 343
Studio Production
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall)
COM 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems.
COM 348
Digital Video Production
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
COM 343 or 247)
COM 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: COM
111 or 115 or consent of instructor. Fall)
COM 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: MPG 3;
COM 111 or 115 or consent of instructor. Spring)
COM 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
COM 355
Small Group Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles, and conflict management. (Spring)
COM 410
Communicating a Self in the Modern Organization
Understanding through 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. Collateral readings, open dialogue, and individual projects. (WEC only)
FLM/THR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 371)
156 Communication Studies
COM 480
Public Relations/Promotional Communication
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
COM 490
Communication Studies Keystone: Critical Conversations About
Communication and Vocation
A synthesis of communication theories and application of those theories to
each student’s sense of vocation. This course satisfies the Keystone requirement.
COM 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
COM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
COM 299
Directed Study
See description on page 100.
COM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
COM 499
Independent Study/Research
See description on page 100.
ELECTIVES.
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 340
BUS 440
BUS 450
CSC 160
ENL 226
ENL 227
ENL 228
ENL 241
ENL 327
ENL 430
INS 325
MIS 175
MIS 379
MKT 252
MKT 352
MKT 355
PHI 230
POL 342
POL 375
PSY 215
PSY 315
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 363
SOC 375
THR 232
THR 325
THR 350
THR 360
COMPUTER SCIENCE—CSC
T
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The coursework provides students a strong base in computer science,
with emphasis on concepts rather than on
applications. We encourage students to
strengthen their coursework by electing an
internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such
experiences for students, and allows them
to add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett,
Charles Sheaffer, Erik Steinmetz, Shana
Watters
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Computer Science Major
Twelve courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 385 Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
and two electives from
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least one elective must be an upper division course.
The Critical Thinking (CT) and
Writing (W) graduation skills are embedded throughout the offered courses and
met by completing the major. Consult your
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill. The graduation skill in
Speaking (S) is met by:
a) COM 111 or 115 (115 recommended), or
b) A sequence of courses and presentations approved in consultation with the
Computer Science Department. Consult
your academic adviser for details.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
■ BACHELOR OF SCIENCE
Computer Science Major
Sixteen courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
157
158 Computer Science
CSC 385
Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 145 Calculus I
MAT 146 Calculus II
Two courses from:
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 271 Discrete Mathematical
Structures (recommended)
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least two electives must be upper division courses.
The Critical Thinking (CT) and
Writing (W) graduation skills are embedded throughout the offered courses and
met by completing the major. Consult your
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill. The graduation skill in
Speaking (S) is met by:
a) COM 111 or 115 (COM 115 recommended), or
b) A sequence of courses and presentations approved in consultation with the
Computer Science Department. Consult
your academic adviser for details.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Computational Economics
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science, six from economics, and a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Charles Sheaffer, Department of Computer
Science
Major in Computational Economics
Thirteen courses including:
MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or EC0 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
Computer Science 159
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Computational Philosophy
Computational philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires seven courses from computer science, six from philosophy, and a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 373 Symbolic Programming and
Artificial Intelligence
CSC 385 Introduction to Formal Logic
and Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242
History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 History of Philosophy IV: 20th
Century Philosophy
PHI 365 Philosophy of Science
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Departmental Honors
GPA of 3.50 in computer science major
courses, GPA of 3.10 overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170,
210, 345, one additional upper division
computer science course, and one of MAT
171 or MAT 145.
A course must be completed with a
grade of 2.0 or higher to be counted as
completing a major requirement. A course
must also be completed with a grade of 2.0
or higher to count as a prerequisite for a
subsequent computer science course.
160 Computer Science
COMPUTER SCIENCE COURSES.
CSC 160
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3)
CSC 170
Introduction to Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, one-and-one-half
hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and
one of MAT 145 or MAT 171)
CSC 240
Introduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT
145 or MAT 171)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210 and MPG 4)
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 373
Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as
Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210)
CSC 385
Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Computer Science 161
Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145
or MAT 171)
CSC 431
Introduction to AI Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: CSC 210)
CSC 440
Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCP/IP 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 240 and 345)
CSC 450
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 345 or concurrent registration, CSC 385 or concurrent registration, and
CSC 320)
CSC 451
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, CSC 450, and CSC 385)
CSC 457
Computer Graphics
A study of the foundational algorithms required for computer graphics. Topics
include geometric algorithms, geometric modeling, graphics techniques,
graphical user interfaces, human-centered software development, computer
animation, virtual environments and 3D immersive rendering. (Prereq: CSC
210, MPG 4)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. P/N grading only.
CSC 299
Directed Study
See description on page 100.
CSC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. P/N grading only.
CSC 499
Independent Study/Research
See description on page 100.
162
ECONOMICS—ECO
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the field of computer science. The combined economics/business administration
major allows students great flexibility in
order to explore both fields. Finally, the
teaching major in political science/economics allows secondary education licensure students to obtain a solid
background for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management information systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Augsburg offers degrees in economics,
applied economics, business and economics, computational economics, and economics and political science (education
majors only.) For the economics and
applied economics majors, the capstone
experience is Economics 490 Research
Methods in Econometrics. Students in
other majors should consult their adviser
for other alternatives.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Note: Transfer students must complete
at least three upper division economics
courses for a major and two for a minor.
Transfer classes must have been completed
in the last 10 years with at least a 2.0
grade.
Economics Faculty
Jeanne Boeh (Chair), Keith Gilsdorf,
Stella Hofrenning
DEGREE AND MAJOR REQUIREMENTS.
Major in Economics
Economics Core:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
and three other upper division economics
courses
Economics 163
Supporting Classes
Statistics Class:
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics
Mathematics Class:
MAT 114 Precalculus
or MAT 145, 146 Calculus I & II
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Combined Major in Economics and
Business Administration
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 350 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163
ENL 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human Identity
Major in Computational Economics
See Computer Science.
Five economics courses:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course.
Six accounting/business administration/MIS courses:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
MKT 252 Principles of Marketing
FIN 331 Financial Management
or BUS 379 Quantitative Methods for
Business and Economics
and one other upper division business
course.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
164 Economics
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Teacher Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students, therefore, should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; a senior thesis and comprehensive
oral examination in the major field of concentration.
Minor in Economics
ECO 112, 113, 312, 313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Note: Students who plan to major in the
department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
ECONOMICS COURSES..
ECO 110
Economics of Urban Issues
This course studies the economic implications of many problems facing a
metro-urban environment especially in the areas of education, housing, and
transportation and is designed for those students who do not plan to major in
economics, business administration, or MIS.
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113)
Economics 165
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring and alternate winter
trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall and alternate winter trimester)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years)
ECO 318
Management Science
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall trimester and spring semester)
ECO 350
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO
113. Spring: alternate years)
ECO 360
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. Spring:
alternate years)
ECO 365
Environmental Economics
This course applies economic principles to the management and utilization of
society’s environmental resources. It analyzes the role of externalities and the
public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined
include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
(Prereq.: Econ 113. Spring: alternate years)
166 Economics
ECO 370
International Economic Development
This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income
inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade
and foreign assistance. (Prereq.: Econ 112 or Econ 113. Spring: alternate
years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122. On demand)
ECO 490
Research Methods in Econometrics
This course provides an introduction to the application of statistical models
and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone
requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON
111)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. (P/N Grading only.)
ECO 299
Directed Study
ECO 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. (Prereq.: 50% of the major or consent of instructor.
P/N grading only.)
ECO 499
Independent Study/Research
EDUCATION—EED, ESE, EDC, EDU, SPE
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in life
science, chemistry, and physics, grades 5-8
in general science, and K-12 specialist
licenses in visual arts, physical education,
music, and special education: EBD and LD.
(Note: special education: EBD and LD are
available in WEC only.) The K-12 Reading
Licensure Endorsement is also available at
the graduate level to already licensed
teachers.
Degree and/or licensure programs are
available in both weekday and weekend/
evening formats. Weekend College degree
and licensure programs are limited to elementary, communication arts/literature,
social studies, visual arts, and special education. Additional teaching majors are
available through the weekday program
and open to weekday and weekend students who can take courses on a weekday
schedule. All prerequisite, elementary core,
and professional education courses except
field work and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during
regular weekday hours. All students must
have some time available each term for
field experiences.
A graduate level licensure option is
available in weekend/evening format to
those already holding a B.A. degree.
Graduate courses taken for licensure can
be applied to a Master of Arts in Education
degree. Contact the Education Department
or the Adult and Graduate Admissions
Office for information.
Students in all degree and/or licensure
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for
licensure: PPST, Principles of Learning and
Teaching Test, and one or more subject
matter tests.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are assigned an education
department adviser at the outset of coursework. All students are expected to become
knowledgeable of programs and follow
through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching program. Those interested in further information should contact the education department at least one year prior to
student teaching. Students who teach
abroad will do part of their student teaching in the Twin Cities area under direct
Augsburg faculty supervision.
167
168 Education
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. No one may be licensed under programs described in catalogs prior to 2002.
Students who entered the College under
earlier catalogs must comply with the
requirements of the new licensure programs.
Education Faculty
Lynn Lindow (Chair), Chris Brown,
Joseph Erickson, Jeanine Gregoire,
Gretchen Irvine, Mary Jacobson, Anne
Kaufman, Gregory Krueger, Susan
O’Connor, Vicki Olson, Donna Patterson,
Ron Petrich, Linda Stevens, Barbara West
ELEMENTARY EDUCATION—EED/EDC
Elementary Major and Licensure
Requirements:
SCI 110
SCI 111
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the
bachelor of science Liberal Arts
Foundation requirements.
Option B is for weekday, weekend and/or
transfer students with at least one college
level science course accepted in transfer or
for weekday students who have already
started this sequence.
PHY 103 Conceptual Physics
or EED 203 Elementary Education
Physical Science (summer
school only; does not fulfill
general education requirement)
or EED 200 Elementary Education Earth
Science (summer school only;
does not fulfill general education requirement)
BIO 102 The Biological World
Non-departmental core courses (requirements subject to change—see Education
Department for most current list):
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Math sequence for non-math specialty
students
MPG 3:
MPG 4:
MAT 137 Math for Elementary
Teachers I (required)
MAT 138 Math for Elementary
Teachers II (required)
MAT 137 (optional)
MAT 138 (required)
Science sequence for non-science specialty
students
Option A is for weekday students who do
not have college level science courses in
their background.
Natural Science I
Natural Science II
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 211 MN American Indians (.5)
or EDC 206 Diversity/MN American
Indians
Foundations Block II (courses from this
point and on require admissions to the
department)
Elementary Education 169
EDC 310 Learning and Development
Methods Block I
EED 311 K-6 Methods: Health (.25)
EED 312 K-6 Methods: Physical
Education (.25)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
Arts/Children’s Literature
Methods Block II
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies/Thematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 Learners with Special Needs
EDC 490 School and Society
Student Teaching Block
EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major
who do not complete student teaching can
graduate through the elementary education
non-licensure major.
Middle School Specialty Areas (requirements subject to change — see Education
Department for most current list)
Communication Arts Specialty
ENL 220 Intermediate Expository
Writing
ENL 240 Introduction to Literary Study
COM 329 or 351 or 354 or 355
EED 331 Middle School Writing Methods
(.5)
ESE 350 5-12 Methods: Adolescent
Literature/Reading in the
Content Areas
Social Studies Specialty
POL 121 American Government and
Politics
HIS 120, 121 or 122 US History
ECO 113 Microeconomics
Choose 1: HIS 103: HIS 104; PSY 105;
SOC 121; SOC 141
ESE 495 Topics: Human Geography
ESE 311 Middle School Methods: Social
Studies (.5)
Math Specialty
MPG 4 or MAT 114 Precalculus
MAT 145 Calculus I
MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
MAT 252 Exploring Geometry
MAT 271 Discrete Mathematics
MAT 287 History of Mathematics
ESE 331 Middle School Methods:
Mathematics (.5)
Science Specialty
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
CHM 106 Principles of Chemistry II
or CHM 116 General Chemistry II
BIO 121 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
SCI 106 Meteorology
Geology (take elsewhere — see Education
Department for suggestions)
ESE 341 Middle School Methods:
Science (.5)
A minimum GPA of 2.50 overall, 2.50
in the major, 2.00 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
teaching, is the maximum allowed within
the elementary education major requirements.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
170 Elementary Education
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
A graduate-level elementary licensure
option is available through Weekend
College. Licensure is obtained through a
combination of graduate and undergradu-
ate credits. The graduate credits can be
used toward the MAE degree. Contact the
Education Department or the Adult and
Graduate Admissions Office for information.
Pre-Primary Specialty: A pre-primary
specialty for elementary is currently being
developed. Contact the Education
Department for further information.
SECONDARY EDUCATION—ESE/EDC
I
PROGRAM REQUIREMENTS.
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication arts/literature, health,
mathematics, music, physical education,
physics, social studies, and grades 5-8 general science.
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 211 MN American Indians (.5)
or EDC 206 Diversity/MN American
Indians
EDC 220 Educational Technology (.5)
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Methods Block I
ESE 300 Reading/Writing in the Content
Area
ESE 325 Creating Learning
Environments
Non-departmental requirements:
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Capstone Block
EDC 410 Learners with Special Needs
EDC 490 School and Society
Foundations Block II (Courses from this
point and on require admission to the education department.)
EDC 310 Learning and Development
Methods Block II
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Student Teaching Block
ESE 481, 483, 485 Student Teaching (2.03.0)
Elementary Education 171
A minimum GPA of 2.50 overall, 2.50
in education, 2.50 in the teaching major,
and P in student teaching are required for
licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or
better.
Art, Music, and Physical Education
Licensure (K-12)
Students preparing for licensure in one
of these areas follow the secondary education program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary
levels. Note: Recommendation for teacher
licensure in music is granted only to students who successfully complete the
requirements for the bachelor of music
education major.
Art, music, and physical education
teacher education programs lead to licensure for grades K-12.
Students may no longer license in a
minor field of study.
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Contact the Education Department or the
Adult and Graduate Admissions Office for
information.
EDUCATION CORE COURSES - EDC.
EDC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EDC 200
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 required. This course meets Engaging Minneapolis
requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing)
EDC 206
Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide
an awareness and critical analysis of how prejudice, discrimination, and
stereotypes impact us personally, as well as how these elements impact our
schools and communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural content, worldview,
and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and summer only)
EDC 210
Diversity in the Schools (.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.
EDC 211
Minnesota American Indians (.5)
An overview of cultural content, world view, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and
culture.
172 Elementary Education
EDC 220
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course.
EDC 310
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
EDC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EDC 410
Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis
on techniques and resources to help all students achieve maximum outcomes,
and special focus on needs of urban students. Fieldwork experience required.
(Prereq.: PPST and admission to department or special permission of instructor)
EDC 490
School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and
professional development. Serves as final theoretical preparation for student
teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST
and admission to department)
ELEMENTARY EDUCATION - EED.
EED 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EED 200
Elementary Education Earth Science (summer, only)
This course is designed to provide hands-on investigations that model modern
inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course.
Plan to spend much time outside of class reading and completing assignments.
EED 203
Elementary Education Physical Science
Students will participate in hands-on experiments to explore properties of and
changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts
learned, students will develop demonstrations and lessons for K-5 classrooms.
Assessment is based on written assignments, a technology project,
lessons/demonstrations, and classroom participation. (Prereq.: PPST and
admission to department; students must be Elementary Education majors —
this course does NOT meet the Science Lab graduation requirement. Summer
only)
Elementary Education 173
EED 299
Directed Study
See description on page 100.
EED 311
K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the
kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 312
K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for physical education
at the kindergarten and elementary levels. (Prereq.: PPST and admission to
department)
EED 320
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 required. (Preq.: PPST and admissions to department)
EED 330
K-6 Methods: Language Arts/Children’s Literature
Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EED 331
Middle School Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing,
and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: PPST and admission to department)
EED 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. (Prereq.: PPST and admission to depart-
ment)
EED 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)
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department. MAT 137 recommended)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department)
174 Secondary Education
EED 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST
and admission to department. Day students register concurrently with EED
380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to
department)
EED 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required
for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg
Experience requirement. (Prereq.: PPST and admission to department)
SECONDARY EDUCATION - ESE.
ESE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ESE 299
Directed Study
See description on page 100.
ESE 300
Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. (Prereq.:
PPST and admission to department. Note: Students seeking the 5-12
Communication Arts/Literature license do not need to take this course.)
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 required. (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 required. (Prereq.: PPST and admission to department. Note: Students
seeking 5-12 Health and K-12 PE licenses do not need to take this course.)
Secondary Education 175
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 required. (Prereq.: PPST and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
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.
Also required for elementary concentration in communication arts/literature.
Fieldwork experience required. (Prereq.: PPST and admission to department)
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 required.
(Prereq.: PPST and admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required.
(Prereq.: PPST and admission to department)
ESE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Secondary licenses require two courses. K-12 licenses require two to
three. Successful completion of student teaching occurs upon satisfactory
completion of licensure program and program portfolio. Meets Augsburg
Experience requirement. (Prereq.: PPST and admission to department)
176
SPECIAL EDUCATION:
EMOTIONAL/BEHAVIORAL DISABILITIES
AND/OR SPECIAL EDUCATION:
LEARNING DISABILITIES—SPE
T
EED 350
EED 360
SPE 315
SPE 400
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
he special education EBD and LD
majors are available only through Weekend
College; ideally, to people who are currently in schools working with students with
this label. These majors lead to Minnesota
teaching licensure in special education
with a specialty in emotional/behavioral
disabilities and/or learning disabilities.
Courses labeled SPE are to be taken during
the final year of coursework while students
are working in an EBD or LD setting.
Variations on this ideal are possible; see the
Education Department for more information.
Required Non-major Courses:
HPE 115
ENL 111
Chemical Dependency (.5)
Effective Writing
Required Education Courses for EBD:
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 211 Minnesota American Indians
(.5)
or EDC 206 Diversity/MN American
Indians
EDC 220 Educational Technology (.5)
EDC 310 Learning and Development
EDC 410 Learners with Special Needs
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts/
Children’s Literature
K-6 Methods: Math
K-6 Methods: Science
Critical Issues Seminar (.5)
Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 490 Parent and Professional
Planning
SPE 481, 483, 485, 487 Student Teaching
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Required Education Courses for LD:
All courses for the EBD major, with the
exception of SPE 430, plus:
SPE 424 Etiology and Origins of
Learning Disabilities
SPE 434 Teaching Content Areas to
Students with Learning
Disabilities
Special Education 177
SPE 315
Critical Issues Seminar
(.5 course)
The purpose of this course is to discuss critical issues in the field, create a
final portfolio synthesizing your coursework and experience, and prepare for
student teaching. (Prereq.: PPST and admission to department)
SPE 400
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
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and
how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. (Prereq: PPST and admission to the department)
SPE 420
Planning, Design, and Delivery
This course provides students with skills to write and implement individual
program plans and to create effective learning environments for students
labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST
and admission to the department)
SPE 424
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning disabilities (LD).
This includes an in-depth look at the origin of learning disabilities, as well as
various theoretical models (sociological, biological, psychological, cognitive,
and behavioral) applied to understanding learning disabilities. The course will
also provide a critique of current philosophical positions in the field. Students
will also acquire knowledge related to accessing information relevant to the
field of learning disabilities. (Prereq.: PPST and admission to department)
SPE 430
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)
178 Special Education
SPE 434
Teaching Content Areas to Students With Learning Disabilities
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as
having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in
these areas and the planning process involved. (Prereq.: PPST and admission
to department)
SPE 490
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. This course along with SPE 315 meets the
Senior Keystone requirement in the core curriculum. (Prereq: PPST and
admission to department)
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Student teaching occurs during the last year of coursework within
an internship context. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
SPECIAL EDUCATION MINOR.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor is
available through the weekday program.
Required courses:
EDC 410 Learners with Special Needs
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
EDC 410
PSY 105
Principles of Psychology
Choose one from the following:
PSY 250 Child Development
PSY 251 Adolescent and Young Adult
PSY 252 Aging and Adulthood
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Assessment
Interested students should contact the
director of special education at the outset
of coursework.
Learners with Special Needs
(see EDC course descriptions)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
ENGINEERING
A
ugsburg College has cooperative
arrangements with two universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; or Michigan Technological
University, Houghton, Michigan. Because
of the special requirements and opportunities of these programs, early consultation
with the Augsburg engineering adviser is
necessary. Applications for these programs
require the recommendation of the
Augsburg engineering adviser. Contact Jeff
Johnson, Physics Department,
612-330-1070.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Arts/Bachelor of
Engineering (B.A./B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
179
Bachelor of Arts/Master of
Engineering (B.A./M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the
B.A./B.E. curriculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate curriculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A./M.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A./M.E.
program are not guaranteed admission to
the Institute of Technology.
180 Engineering
Michigan Technological University
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University. Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
DEGREE AND MAJOR REQUIREMENTS.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENL 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics II
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the first year.
Students interested in chemical engineering also should take CHM 351, 352.
ENGLISH—ENL
T
hose 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 all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life’s
complexity, experience life as others do,
and better understand the world in which
we live and work. Students majoring in
English have the opportunity to choose
one of four concentrations: Literature,
Language and Theory; Media Writing;
Creative Writing; and Secondary Licensure
in Communication Arts/Literature.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English
Language Learners (ELL) students, or
tutoring in the writing lab.
181
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Doug Green (Chair), Robert Cowgill,
Cass Dalglish, Suzanne Donksy, Douglas
Green, John Harkness, Colin Irvine, Dan
Jorgensen, Deborah Kuhlmann, Dallas
Liddle, Scannell (James) McCormick, John
Reimringer, John Schmit, Kathryn
Swanson, Mzenga Wanyama, Cary
Waterman, Susan Williams
DEGREE AND MAJOR REQUIREMENTS.
Choosing a Concentration
The English Literature, Language, and
Theory concentration provides students
various approaches to the life-enhancing
study of the written word and visual text.
Spotlight courses focus on specific authors,
genres, or themes, and provoke discovery
of new literary experiences. Courses in
African American, Native American, Asian
American, and post colonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English,
American, and world literatures are organized by historical periods and provide a
classically structured framework of study.
Courses in literary theory demand the
intense and intellectually challenging
engagement of text, culture, and self.
While some of our courses foreground
theoretical approaches to literature and
deeply examine race, class, and gender in
the consideration of their subject matter,
all of our courses infuse these concerns
into their engagement with primary works
182 English
of fiction, poetry, creative non-fiction, film,
and drama.
All literature classes involve students in
dynamic and enjoyable literary examination, and are taught by professors who love
teaching and who love literature. Our
classes develop and demand the skills of
aesthetic receptivity, perceptive and critical
reading, open and clear speaking, and analytical and engaging writing — skills of the
educated and employable citizen.
The literature, language, and theory
concentration offers courses of study crosslisted with American Indian Studies, Art,
Communication Studies, Film, Theatre
Arts, and Women’s Studies.
The English Writing concentration is
for students who intend to develop professional skills in either Creative or Media
Writing. Over the course of their study,
students will master terminology; understand historical, legal, and ethical issues
relevant to the field; and study the works
of established writers and professionals.
The writing major emphasizes expanding
competencies in observation, research, and
analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will
understand the interdisciplinary demands
inherent in creative and media writing
(including issues of design) and will
enhance their appreciation of the aesthetic
possibilities inherent in the writing life.
Writing courses are taught by dedicated
professors who are practicing writers themselves. The writing concentration offers
courses of study cross-listed with Art,
Communication Studies, and Theater Arts.
The Communication Arts/Literature
Teacher Licensure major is for students
who seek to be licensed to teach in
Minnesota in Communication
Arts/Literature. Students are encouraged to
take courses toward their major during the
first and sophomore years, and to apply for
the education licensure program no later
than the spring of their junior year.
Students in both programs must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major. Should licensure not be possible, graduation can be
achieved through an English major, which
requires at least two additional, specific
courses, or through a Communication
Studies major.
Graduation Skills
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
MAJOR REQUIREMENTS.
English Literature, Language, and
Theory Concentration
The concentration requires nine
courses above ENL 111, or HON 111, or
ENL 112.
Students must take at least two 200level literature courses as prerequisites for
upper division courses in English, as well
as either ENL 220 or ENL 221. No more
than two 200-level literature courses may
count for the major.
Students must take at least five 300level courses, with one each in British liter-
English 183
ature, American literature, and world literature.
Majors must take at least one 400-level
course with concurrent enrollment in ENL
490 English Keystone. Any 300-level
course serves as a prerequisite for the 400level.
Minor in English Literature, Language,
and Theory
Five courses above ENL 111, or HON
111, or ENL 112 are required. One course
must be ENL 220 or ENL 221; the remaining four must be literature, language and
theory courses, three of which must be
upper division courses.
Media Writing Emphasis
Two introductory courses are required:
Either ENL 227 or 228; and
Either ENL 220 or 221.
Also required, ENL 327 Quantitative
Journalism; ENL 390 Media Ethics and
Theory; and two additional courses from
the following: ENL 226, 227, 228, ENL
324; ENL/FLM 328; ENL/THR 325; an
approved ACTC writing/reporting course;
or an internship.
And ENL 420, the Keystone writing course.
Additional art classes are required: Web
Design I (ART 215) and Graphic Design
(ART 225).
English Writing Concentration
Minor in Writing
Students must take 10 or 11 courses
above ENL 111, or HON 111, or ENL 112,
including three Literature, Language, and
Theory courses. At least one of these must
be at the 300-level or higher.
A minor with an open emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112, including
at least one course from the 200-level and
two from the 300-level.
Creative Writing Emphasis
Two introductory writing courses at the
200-level:
ENL 226 (required) and either ENL 220 or
221.
And a 300 level writing sequence:
Either Fiction I and Fiction II (ENL 320
and 321), or Poetry I and Poetry II (ENL
322 and 323).
And one elective from the following:
ENL 227; ENL 228; ENL 320 or ENL 322;
ENL 324; ENL/FLM 328; ENL/THR 325;
an approved ACTC creative writing course;
or an internship.
And ENL 420, the Keystone writing course.
An additional art class is required, either
Web Design I (ART 215) or Graphic
Design (ART 225).
A minor with a creative emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112 and must
include ENL 226, and at least three upper
division creative writing courses, two of
which must be a 300 two-course writing
sequence.
A minor with a media emphasis
requires six courses above ENL 111, or
HON 111, or ENL 112, and must include
ENL 227 or 228, ENL 390, one design
course, and three upper division media
writing courses.
Communication Arts/Literature
Teacher Licensure Major
Prerequisite: ENL 111, or HON 111, or
ENL 112
Major Requirements (eight courses in
English):
184 English
ENL 220
ENL 240
ENL 365
ENL 380
ENL 396
Intermediate Expository
Writing
Introduction to Literary Study
Contemporary Post Colonial
Fiction
Introduction to the English
Language
Internship in Teaching Writing
And three upper-division ENL Literature
courses, one each in British, American, and
world literature.
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval).
Additional Courses (outside the English
Department):
COM 112 Contest Public Speaking
COM 343 Broadcast Production I
COM 352 Persuasion
COM 354 Interpersonal Communication
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
ESE 351 5-12 Methods: Speaking and
Listening (.5 course)
ESE 352 5-12 Methods: Media Literacy
(.5 course)
Additional ESE and EDC courses are
required for licensure. They include EDC
200, 210, 211, 220, 310; ESE 325, 350,
351, 352; EDC 410, 490; student teaching.
Contact an education department adviser
for information about education courses.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; submit proposal to department
chair by early Oct. in senior year for
department approval. Submit and defend
paper before faculty committee. Honors
project may receive independent study
credit (refer to departmental guidelines).
OTHER REQUIREMENTS.
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who 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 Developmental Writing
(ENL 101) where they receive more individual instruction than is possible in
Effective Writing (ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of 2.0 or higher
before enrolling in Effective Writing (ENL
111).
Note: Students should register for ENL
101 during the first semester of attendance
if possible. ENL 111, 112, or HON 111
should be completed, if possible, during
the first year.
Students in Developmental Writing
(ENL 101), Effective Writing (ENL 111),
HON 111, or ENL 112 can elect the traditional grading system or P/N grading in
English 185
consultation with their instructor up
through the last week of class (without
special permission/petition). Students who
choose to receive a traditional grade in
either course will receive a grade of N (one
time only) if their work is below a 2.0. A
student who repeats ENL 101 or 111 and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
ENGLISH COURSES.
Service Courses: The department offers these service courses for students as required by a
placement test. Note: First day attendance in all writing courses is mandatory for a student to
hold his/her place in the course.
ENL 101
Developmental Writing
A preparatory course for ENL 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENL 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.
HON 111
Effective Writing for Liberating Letters
This course takes a problem-based, process-oriented approach to expository
writing. Attention is given to choosing, organizing, and developing topics;
thinking critically; reading closely; and revising carefully for clarity and style.
The minimum passing grade is 2.0.
ENL 112
Advanced Effective Writing
Advanced Effective Writing follows the same purposes and procedures as ENL
111; placement is determined by a writing sample submitted by students upon
entry to the College. The minimum passing grade is 2.0.
ENL 217/218 English for Language Learners
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in
ELL until the requirement is completed but can receive credit for only two
courses.
186 English
Literature, Language, and Theory Courses: The 200-level courses in the literature, language,
and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses
require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
ENL 240
Introduction to Literary Study
This course develops students’ critical and analytical skills in reading and
appreciating all kinds of literary texts and genres, including poetry, fiction,
and drama. Emphasis is placed on learning fundamental terms and concepts
that serve future literary inquiry and enjoyment. Required for Communication
Arts/Literature Teacher Licensure major. (Prereq or co-req.: ENL 111, or HON
111, or ENL 112)
ENL 241
Introduction to Cinema Arts
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL 250
Introduction to African American Literature
American literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different
collection of those voices. A specific minority literature, such as Hispanic
American literature, Asian American literature, or African American literature,
is usually emphasized each term; sometimes the course explores the writing of
women or gay writers. Determine which version of the course is being offered
in any given section by checking the departmental web page, or get a detailed
course description in the English department. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL/AIS 255 American Indian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature and the ways in which
literature reflects and illuminates American Indian culture and traditions. The
course emphasizes close readings of literature and public speaking skills
through in-class presentation and small group discussion. Course cross-lists
with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or
ENL 112)
English 187
Spotlight Courses — Offered Alternating Terms (Content for each will vary by term—check
online course descriptions)
ENL 260
Authors
A chance to investigate closely an author of significant influence in various
cultural contexts. Course subjects may include “Shakespeare on Page, Stage,
and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson
Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or
HON 111, or ENL 112)
ENL 270
Themes
This course traces a specific theme through changing historical, literary, and
cultural contexts. Course subjects may include “The Heroic Journey,”
“Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111,
or HON 111, or ENL 112)
ENL 280
Genres
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course
subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports
and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and
others. Check the departmental Web page for the title of a given section.
(Prereq or co-req.: ENL 111, or HON 111, or ENL 112)
ENL 290
Explorations in Language and Theory
An introductory course in applied literary or language theory. Course subjects
may include “Cinema and Sexuality,” “Strategies in Reading the Novel,”
“Challenging the Gaze,” “Language and Society,” and others. Check the
departmental Web page for the title of a given section. (Prereq or co-req: ENL
111, or HON 111, or ENL 112)
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by
employing techniques, terminology, and research methods of the discipline, resulting in effective
and substantive expository writing about the subject. Students must take ENL 220 or 221 (see
writing courses), and two 200-level literature courses, or gain consent of the instructor as a
prerequisite.
British Literature
ENL 330
Shakespeare
Study of the bard’s major plays — comedies, histories, tragedies, and romances
— for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or
221, or a 200-level literature course or THR 250, or consent of instructor.)
188 English
ENL 332
Renaissance and Reformation
A survey of 14th- to 17th-century British literature, with attention to its
European contexts. Begins with the Reformation of the 14th century and
Canterbury Tales and ends with the Puritan Revolution and Paradise Lost.
Themes include “the enchantment of evil”; the hero as lover and courtier;
utopian dreams and the literature of conquest; the writer as politician; and the
challenges to religious certainty in a post-Ptolemaic universe. Major writers
include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220
or 221 and two 200-level literature courses, or consent of instructor.)
ENL 333
British and American Literature of the 17th and 18th Centuries:
Strange Shores
British and American writers of this period are surveyed, with attention to the
historical, intellectual and social influences of the major literary movements
on both sides of the Atlantic. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.)
ENL 334
British Literature: Reason and Romanticism
This class investigates the literary texts now called Romanticism within the
history and culture of late 18th- and early 19th-century Britain. The famous
“big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be
studied in the context of poetic predecessors and influences (Burns, Cowper,
Smith) and contemporary talents in other genres, including Austen,
Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.)
ENL 336
British literature: The Age of Victoria
If America was the world’s cultural and political leader in the 20th century,
Britain was the leader of the 19th century. Students will study the literature
and culture of Queen Victoria’s England and her empire from the 1830s
through 1914 in all four major genres of poetry, fiction, drama, and essay.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
ENL 337
The British Novel: Love and Learn
This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and
19th centuries. The course spans 150 years of literary history, while studying
and critiquing the ways literary theorists and historians have explained and
theorized British fiction. Authors surveyed include Defoe, Richardson, Austen,
Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 and two 200level literature courses, or consent of instructor.)
English 189
ENL 338
Readings in British and Commonwealth Drama
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include
“Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,”
and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or
221 and two 200-level literature courses, or one 200-level literature course
and THR 250, or consent of instructor.)
ENL 339
Modern British and Irish Writers
Writers of the first half of the 20th century are surveyed, with attention paid
to their contribution to modernism, experimentation, and literary form.
Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H.
Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
American Literature
ENL 350
Readings in American Minority and Alternative Literatures
A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The
course’s focus varies. A specific ethnic literature or a specific writer may be
emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s
emphasis. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or
consent of instructor.)
ENL 351
19th Century American Literature
Covers the intellectual and social environment that affected the writers of the
period. Many different genres — slave narratives, romances, tall tales, epic
poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne,
Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.)
ENL 352
American Literature from 1900 to 1945
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major
developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
ENL 353
American Literature from 1945 to the Present
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich,
Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as
well as contemporary fiction writers represented by the Best American Short
Stories anthologies. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or consent of instructor.)
190 English
ENL 354
Contemporary American Poetry
A survey of the work of poets who have come into prominence since mid-20th
century as represented in the anthology Contemporary American Poetry.
Attention will be given to younger and/or less prominent poets represented in
the Best American Poetry series. (Prereq.: ENL 220 or 221 and two 200-level
literature courses, or consent of instructor.)
ENL/AIS 355 Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221 and
two 200-level literature courses, or consent of instructor.)
ENL 358
Readings in American Drama
A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include
American Families, Blacks and Whites, and Sex and Self on the American
Stage. Readings range from O’Neill and Treadwell to Shanley and Parks.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200level literature course and THR 250, or consent of instructor.)
World Literature in Translation
ENL 360
The Classical Tradition
A study of the major works of Greek and Roman literature, including Homer,
Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference
to their mythological foundations, their cultural background, their influence
on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 and
two 200-level literature courses, or consent of instructor.)
ENL 361
The Medieval World
A survey of medieval literature from the collapse of the Roman Empire to the
14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga,
romance, hagiography); the literature of courtly and profane love; and visions
of heaven and hell. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or consent of instructor.)
ENL 362
Renaissance to Modern Literature
Study of masterpieces of literature, chiefly European, from the Renaissance to
the modern period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or consent of instructor.)
English 191
ENL 365
Contemporary Post Colonial Fiction
This examination of contemporary world fiction includes work by authors
from Latin America, Africa, Asia, and the Middle East, and fiction written by
indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts.
Cross-listed with Women’s Studies. Required for Communication
Arts/Literature Teacher Licensure major. (Prereq.: ENL 220 or 221 and two
200-level literature courses, or consent of instructor.)
ENL 367
Women and Fiction
The course studies novels and short stories by women across cultures.
Emphasis on the conditions that have affected women’s writing (including race
and class), the reflection of women’s unique experience in their writing, and
the ways in which women writers have contributed to and modified the
Western literary heritage. This course is cross-listed with Women’s Studies.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
ENL 368
Readings in World Drama
A variable survey of drama in translation from around the world, organized
historically and/or thematically. Sample topics include Classical Theaters,
Spanish and Latin American Drama from the Renaissance to the Present,
Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or one 200-level literature course and THR 250, or consent of instructor.)
Language, Media, and Theory
ENL 371
History of Cinema
A chronological survey of the development of cinema from the inception of
the moving image in the late 19th century through the emergence of film as
one of the most important popular art forms of the 20th century. Emphasis
will be placed on important international cinematic artistic movements, such
as Italian neo-realism and the French New Wave, on cultural contexts that
influenced the reception of film art, and on technological advancements that
altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent
of instructor.)
ENL 380
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Required for
the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or 221
and two 200-level literature courses, or consent of instructor.)
192 English
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a
means of establishing, maintaining, or revoking power. They will also pay
attention to gender differences in the use of language and analyze ways in
which speakers and writers can both create and revise reality via the language
they use. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or
consent of instructor.)
ENL 390
Media Ethics and Theory
This course acquaints students with the concepts and functions of the news
media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized
information world. Students will study the special position given the media in
the United States and will consider First Amendment protections and the
media’s responsibilities to inform the public in a free and democratic society.
Cross listed with Communication. (Prereq.: ENL 220, or 221, or 226, or 227,
or 228, and two 200-level literature courses.)
ENL 394
Composition Theory and Practice
Students will examine composition as a relatively new field of study, one in
which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and
written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks.
Recommended for licensure and potential graduate students. (Prereq.: ENL
220 or 221 and two 200-level literature courses, or consent of instructor.)
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and
theory, and ask students to write and speak professionally about literary texts. Any 300-level
literature course or consent of the instructor serve as a prerequisite for the 400-level. One
400-level course must fulfill the keystone requirement.
ENL 410
Advanced Studies in Literature
Potential course subjects include “The Beats,” “American Indian Writers
Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black
and White and Red All Over: Film Noir, Communism, and Race,” and others.
Check the departmental web page for the subject of a specific term, and get a
complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor)
English 193
ENL 430
Advanced Studies in Language, Theory, and Method
Through a focus on particular issues and problems in literary studies, this
course engages students in a variety of past and current critical theories.
Possible course topics include “Is There a Gay Literature?” “Realism
Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and
the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course
description in the English Department. (Prereq.: Any 300-level literature
course or consent of instructor)
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her
place in the course.
ENL 220
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing. Its
workshop format stresses style and organization, the process of revision, self
and peer evaluation, and the relationship between reading and writing.
(Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 221
Expository Writing about the Arts and Popular Culture
A variant of English 220, this course also builds on the methods of Effective
Writing, but in this version students work on content related to subjects in the
world of art and literature. Particularly aimed at art, theatre arts, and film
majors. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 223
Writing for Business and the Professions
This practical course is designed to improve writing skills for those entering
business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111,
or ENL 112)
ENL 227
Journalism
An introductory newswriting course with an emphasis on writing for the print
media. Students consider how to recognize news, gather and verify facts, and
write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 228
Broadcast and Online Journalism
This is an introductory newswriting course with an emphasis on writing for
broadcast and online media. Students use an intensive practice model to learn
the basics of newsgathering, writing, and production for television, radio, and
the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112)
194 English
ENL 320
Fiction One
Students draft a collection of short stories and critique others’ work in the
writing workshop environment. Throughout the term, students will also read
classic and contemporary short fiction, analyzing and examining the work of
established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226)
ENL 321
Fiction Two
A writing workshop in which students will revise a body of short fiction,
redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one
new work of short fiction during this workshop term. (Prereq.: ENL 320 or
review and acceptance by instructor of four story drafts written by the student
and offered as work the student will refine in Fiction Two.)
ENL 322
Poetry One
Students draft a collection of poems and critique others’ work in the writing
workshop environment. Students will learn to identify successful poetry as
they create their own poems; they will read published poetry and listen to new
and established poets reading their own work. (Prereq.: ENL 226)
ENL 323
Poetry Two
A writing workshop in which students will revise a body of poetry, redrafting
and polishing a collection of poems for inclusion in a portfolio of work.
Students will also be expected to create new work during this workshop term.
(Prereq.: ENL 322 or review and acceptance by instructor of a collection of
poetry written by the student and offered as work the student will refine in
Poetry Two.)
ENL 324
Creative Nonfiction
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.: ENL 220 or 221 or 226)
ENL/THR 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and
junior or senior standing, or consent of theatre department chair. THR 250 or
ENL 226 recommended.)
ENL 327
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 news reports
and news features. This course is designed for persons wishing to explore the
use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228)
English 195
ENL/FLM 328 Screenwriting
An introductory course in writing for film, this course will take students from
story outline to the creation of a screenplay draft. In addition to writing their
own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or
228)
ENL 420
Advanced Studies in Writing
The writing keystone is a final, summative seminar emphasizing collaboration,
professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page.
(Prereq.: Any 300-level writing course)
ENL 490
English Keystone
(.0 course)
Students seeking keystone credit must register for this no credit, P/N course,
along with ENL 410, 420, or 430.
Directed Studies, Internships, and Independent Studies
ENL 299
Directed Study
ENL 396
On-Campus Internships
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101,
Developmental Writing. Interns prepare class presentations, assess student
writing, and learn methods useful in teaching composition.
ENL 399
Off-Campus Internships
ENL 499
Independent Study and Honors Projects
Honors studies must be directed by a professor chosen by the student and
approved by the department. Independent study projects not designated for
honors must be approved by the Chair of the department.
196
ENVIRONMENTAL STUDIES
E
nvironmental studies is the interdisciplinary investigation of human relations
with the natural environment. The program pursues a multifaceted examination
— across the natural sciences, social sciences, humanities, and professional studies
— of the interdependence shared by people
and nature. It provides an understanding
of the material world as well as the ecological, social, and cultural processes and
problems that bind that world together.
Through the study of politics, biology, literature, chemistry, social work, economics,
and history, environmental studies students
focus on the most pressing local, regional,
national, and global issues of our day.
Augsburg College’s location in the city
offers a particular opportunity for the close
study of complex urban environments.
Although many equate environmental
issues with rural areas, most people live in
cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption, transportation, and industrial production. In
turn, cities often serve as the settings in
which environmental injustice flourishes.
With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social
justice.
The program provides undergraduate
training leading to a B.A. or a minor in
Environmental Studies. Upon completion
of the program, students will be able to
comprehend ecological processes, recognize the many and varied forms of nature
in the city, distinguish stakeholders’ interests in policy debates, decipher the context
and variety of human experiences in
nature, identify inequities in the access to
and use of natural resources, and articulate
responses grounded in multiple discipli-
nary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the CedarRiverside neighborhood, the upper
Mississippi River Valley, and Mexico, graduates of the program pursue vocations in
non-profit organizations, government policy and planning positions, law, education,
ministry, and corporate settings.
Environmental Studies Faculty
Michael Lansing (History, Director),
Kristen Chamberlain (Communication
Studies), Christina Erickson (Social Work),
Keith Gilsdorf (Economics), John
Harkness (English), Colin Irvine (English),
Joan Kunz (Chemistry), Joe Underhill
(Political Science), John Zobitz
(Mathematics).
Major
14 Courses (standard track or HECUA
track)
Standard Track Requirements (14 course
credits):
Core courses:
SBS 100 Environmental Connections
SCI 106 Introductory Meteorology
SWK 210 Environmental Justice and
Social Change
POL 241 Environmental and River
Politics
or INS 342 River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/WST 341 Environmental
Politics (CGE)
or SOC 381 The City and Metro Urban
Planning
ENL 270 Rites of Thematic Passage
(Literature and Landscape)
or REL 313/WST 313 Environmental
Theology and Ethics (CGE)
HIS 316 U.S. Urban Environmental
History
Environmental Studies 197
ECO 365 Environmental Economics and
Sustainable Development
INS 399 Internship
SBS 499 Environmental Studies
Independent Project (Keystone)
Biology requirements:
BIO 151 Introductory Biology
BIO 152 Ecology, Evolution, and
Diversity
BIO 481 Ecology
Chemistry requirements:
CHM 105 Principles of Chemistry I
CHM 106 Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116 General Chemistry II (depends
on MPG score)
HECUA Track Requirements (14 course credits):
SBS 100 Environmental Connections
SWK 210 Environmental Justice and
Social Change
ENL 270 Rites of Thematic Passage
(Literature and Landscape)
or REL 313/WST 313 Environmental
Theology and Ethics (CGE)
HIS 316 U.S. Urban Environmental
History
INS 345, INS 346, INS 399 (HECUA
ENVIRONMENTAL SUSTAINABILITY
SEMESTER, 4 course credits)
SBS 499 Environmental Studies
Independent Project (Keystone)
Biology requirements:
BIO 151 Introductory Biology
BIO 152 Ecology, Evolution, and
Diversity
BIO 481 Ecology
Chemistry requirements:
CHM 105 Principles of Chemistry I
CHM 106 Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116 General Chemistry II (depends
on MPG score)
Minor
(7 courses)
SBS 100 Environmental Connections
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
BIO 151 Introductory Biology
BIO 152 Ecology, Evolution, and
Diversity
SWK 210 Environmental Justice and
Social Change
HIS 316 U.S. Urban Environmental
History
or ENL 270 Rites of Thematic Passage
or REL 313/WST 313 Environmental
Theology and Ethics (CGE)
POL 241 Environmental and River
Politics
or INS 342 River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/WST 341 Environmental
Politics (CGE)
or ECO 365 Environmental Economics
and Sustainable Development
or SOC 381 The City and Metro-Urban
Planning
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
198 Health, Physical Education, and Health Fitness
FILM
See listing under Communication Studies.
FINANCE
See listing under Business Administration.
FOREIGN LANGUAGES
See listing under Languages and Cross-cultural Studies.
FRENCH
See listing under Languages and Cross-cultural Studies.
GERMAN
See listing under Languages and Cross-cultural Studies.
HEALTH, PHYSICAL EDUCATION, AND
HEALTH FITNESS—HPF
A
ll students at Augsburg College will
interact at some point during their college
experience with the Department of Health,
Physical Education, and Health Fitness.
The philosophy of the department is to
provide quality experiences, preparation
for the professions, and an education that
leads to lifelong participation in physical
activity. Both recreational participants as
well as athletes will find ample opportunity
for developmental activities.
The physical education program prepares students for careers in physical education endeavors in the schools and in
allied professions. It also provides general
education in physical activity for all
Augsburg students.
The health education program prepares
students for careers in school health education and wellness. This program offers a
comprehensive view that examines prevention and promotion needs for individuals,
schools, and the community.
The health fitness program prepares
students with practical application of the
knowledge needed to become a health fitness or community health professional.
Interested students will also be prepared to
move on to graduate or professional school
Health, Physical Education, and Health Fitness 199
in any of the allied health fitness professions.
All students seeking teaching licensure
must receive a grade of 2.0 in all required
courses with an HPF prefix.
Health, Physical Education, and
Health Fitness Faculty
Eileen Kaese Uzarek (Chair), Sam Barber,
Jennifer Britz, Chris Brown, Anthony
Clapp, Carol Enke, Marilyn Florian, Paul
Grauer, Aaron Griess, Frank Haege,
Melissa Lee, Mike Navarre, Joyce Pfaff,
Jessica Rinehart, Missy Strauch
DEGREE AND MAJOR REQUIREMENTS.
■ HEALTH EDUCATION
Health Education Major
HPF 104 Components of Fitness
Training
HPF 110 Personal and Community
Health
HPF 114 Health and Safety Education
HPF 115 Chemical Dependency
Education
HPF 205 Introduction to Health,
Physical Education, and Health
Fitness
HPF 215 Exercise and Health Psychology
HPF 316 Human Sexuality
HPF 320 School Health Curriculum
HPF 357 Measurement in Health,
Physical Education, and Fitness
HPF 358 Assessment in Health and
Physical Education
HPF 390 Instructional Methods and
Materials in Health Education
HPF 410 Administration and Supervision
of the School Health Program
HPF 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 250 Child Development
OR
PSY 252
Adolescent and Young Adult
Development
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Health Education Minor
HPF 104, 110, 114, 115, 316, 320, 390,
450, BIO 103. (There is no teaching minor
in Minnesota public schools)
Teaching Licensure
The Minnesota Board of Teaching has
specific licensing requirements for teachers
that may be subject to change after the
publication of this catalog. It is the responsibility of the student to consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure.
Students must consult with a faculty adviser concerning the Augsburg Core
Curriculum requirements under the
Bachelor of Science option.
■ PHYSICAL EDUCATION
Physical Education Major
HPF 104 Components of Fitness
Training
HPF 114 Health and Safety Education
HPF 115 Chemical Dependency
Education
200 Health, Physical Education, and Health Fitness
HPF 205
HPF 220
HPF 254
HPF 275
HPF 324
HPF 334
HPF 335
HPF 340
HPF 350
HPF 351
HPF 357
HPF 358
HPF 473
BIO 103
Introduction to Health,
Physical Education, and Health
Fitness
Motor Learning
Introduction to Developmental
and Adapted Physical
Education
Prevention and Care of Athletic
Injuries
K-6 PE Games and Activities
7-12 Sport Skills and Activities
Outdoor Education
Organization and
Administration of Physical
Education Programs
Kinesiology
Physiology of Exercise
Measurement in Health,
Physical Education, and Fitness
Assessment in Health and
Physical Education
Physical Education Curriculum
Human Anatomy and
Physiology
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Physical Education Minor
HPF 104, 115, 205, 324, 334, 351.
(There is no teaching minor in Minnesota
public schools)
Coaching Certification
The Minnesota Board of Teaching does
not require coaching certification. The fol-
lowing courses are recommended for those
interested in coaching in Minnesota public
schools:
HPF 114
HPF 275
HPF 280
Safety Education
Prevention and Care of Athletic
Injuries
Coaching Theory
The MSHSL requires all head varsity
coaches of interscholastic sports to complete a coaching effectiveness program
offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has
specific licensing requirements for teachers
that may be subject to change after the
publication of this catalog. It is the responsibility of the student to consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure.
Students must consult with a faculty advisor concerning the Augsburg Core
Curriculum requirements under the
Bachelor of Science option.
■ HEALTH FITNESS
Health Fitness Major
HPF 104 Components of Fitness
Training
HPF 110 Personal and Community
Health
HPF 114 Health and Safety Education
HPF 115 Chemical Dependency
Education
HPF 205 Introduction to Health,
Physical Education and Fitness
HPF 215 Exercise and Health Psychology
HPF 275 Prevention and Care of Athletic
Injuries
Health, Physical Education, and Health Fitness 201
HPF 300
HPF 305
HPF 350
HPF 351
HPF 357
HPF 430
HPF 445
Nutrition (Prior to Fall 2010,
HLTH 345 Nutrition at Univ. of
St. Thomas)
Stress Management (Prior to
Fall 2010, HLTH 375 Lifetime
Stress Mgmt. at Univ. of St.
Thomas)
Kinesiology
Physiology of Exercise
Measurement in Health,
Physical Education, and Fitness
Epidemiology (Prior to Fall
2010, HLTH 400 Epidemiology
at Univ. of St. Thomas)
Health Fitness Seminar (Prior
to Fall 2010, HLTH 449 Health
Promotion Seminar* at Univ. of
St. Thomas. *=HLTH 449 does
not satisfy the keystone
requirement. Students completing HLTH 449 will complete
the keystone requirement outside of the major)
HPF 450
HPF 499
Current Health Issues
Internship in Health Fitness
Select and complete one (1) of the following two (2) courses:
HPF 315 Exercise Testing and
Prescription
HPF 330 Community Health Methods
BIO 103 Human Anatomy and
Physiology
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS COURSES.
HPF 001
Foundations of Fitness
(.0 course)
This course is required of all Augsburg students outside the HPF major. It
seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health
and well being. This course is designed to not only provide knowledge but the
skills an individual can use to assess, monitor, and discipline him/herself to
maintain a lifestyle of fitness and wellness. (Fall, spring)
HPF 002, 003 Lifetime Activity
(.0 course)
Lifetime activity courses are designed to improve proficiency in a selected
physical activity. Students will be able to understand and demonstrate basic
skills, strategy, and rules of the activity. (Fall, spring)
HPF 104
Components of Fitness Training
This course implements a performance-based approach designed to enable the
student to become well educated in strength and cardiovascular training. The
proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for
improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
202 Health, Physical Education, and Health Fitness
HPF 110
Personal and Community Health
Concepts and practices of health and healthful living applied to the individual
and the community. (Prereq,: ENL 111. Fall)
HPF 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPF 115
Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be done for the abuser.
Includes information about school health education and services. (Fall,
spring)
HPF 205
Introduction to Health, Physical Education, and
Health Fitness
(.5 course)
An introduction to the professional field of health, physical education, and fitness. Includes history, current trends and professional opportunities related to
health, human performance, and wellness. Students also will examine the
components of a healthy lifestyle found on the wellness continuum, which
includes physical, intellectual, spiritual, social, emotional, environmental, and
occupational health. (Spring)
HPF 215
Exercise and Health Psychology
Study of the impact of psychological, behavioral, social, and biological interactions on health. Health promotion, adherence and maintenance, prevention
and treatment of illness, stress management, and healthy lifestyles will be
emphasized. (Spring)
HPF 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring)
HPF 254
Introduction to Developmental/Adapted Physical
Education
(.5 course)
A general overview of developmental/adapted physical education from early
childhood through grade 12. The role of school based health and physical education programs for students with disabilities will be addressed. (Fall)
HPF 275
Prevention and Care of Athletic Injuries
(.5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPF 114. Spring)
HPF 315
Exercise Testing and Prescription
(.5 course)
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to
clinical exercise testing and to develop a basis for the exercise prescription in
health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI)
certification exam. (Prereq.: MPG III, HPF 357. Fall)
Health, Physical Education, and Health Fitness 203
HPF 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality (Prereq.: HPF 110. Spring)
HPF 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health based upon
growth and development for grades K-12. Examination of National Standards
and pedagogy for health education, curriculum, and assessment included.
(Prereq.: HPF 110. Fall even years)
HPF 324
K-6 PE Games and Activities
(.5 course)
This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring)
HPF 334
7-12 Sport Skills and Activities
(.5 course)
Theory and practice in skills, teaching and officiating elected games and activities. (Fall)
HPF 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPF 104, HPF 114, HPF 205. Fall even years, spring even years)
HPF 340
Organization and Administration of Physical Education
Programs
(.5 course)
A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPF 205. Fall)
HPF 350
Kinesiology
A study of the mechanics of movement with an emphasis on the use of the
muscular system. An analytic approach to the study of movement and how it
relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Fall)
HPF 351
Physiology of Exercise
The major effects of exercise on the systems of the body and physiological
principles applied to exercise programs and motor training. A lab accompanies
this course. (Prereq.: ENL 111, BIO 103. Spring)
HPF 357
Measurement of Health, Physical Education, and Health
Fitness
(.5 course)
Concepts of statistics and the use of statistical procedures in health, fitness
and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Prereq.: MPG 3, HPF 104, HPF 220, and either HPF 110 or HPF 205.
Fall)
HPF 358
Assessment of Health and Physical Education
(.5 course)
Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPF 104, 220, 357 and either HPF 110 or HPF 205.)
204 Health, Physical Education, and Health Fitness
HPF 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K6. An in depth view of all aspects of teaching physical education to elementary
aged children. (Prereq.: HPF 104, HPF 324. Fall)
HPF 368
Physical Education Methods (7-12)
Procedures, materials, and issues involved in teaching physical education in
secondary schools. (Prereq.: HPF 104, HPF 334. Spring)
HPF 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis on teaching/learning strategies and student assessment.
Evaluation and development of materials included. (Prereq.: HPF 110. Spring)
HPF 410
Administration and Supervision of the School Health
Program
(.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Prereq.: HPF 110. Fall
even years)
HPF 450
Current Health Issues (.5 course)
This course uses critical thinking skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPF 110. Fall odd years)
HPF 473
Physical Education Curriculum (.5 course)
Techniques for developing a course of study in physical education based upon
growth and development for grades K-12. Examination of National Standards
and pedagogy for physical education, curriculum, and assessment included.
(Prereq.: HPF 205. Fall)
Internships and Independent Study Courses:
HPF 199
Internship
See descriptions for this and other internship options (on-campus, off campus,
credit options ) on page 99.
HPF 299
Directed Study
See description on page 100.
HPF 399
Internship
See descriptions for this and other internship options (on-campus, off campus,
credit options ) on page 99.
HPF 499
Independent Study/Research
See description on page 100. Open only to junior or senior majors.
HISTORY—HIS
H
istory 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 that
makes scattered individuals into a community.”
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 many fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Jacqueline deVries (Chair), Phil Adamo,
Bill Green, Don Gustafson, Michael
Lansing
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses (including HIS 280 and
480). 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
205
medieval, modern Europe, United States,
and non-Western.
Graduation Skills
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. Speaking and Writing skills are also
developed throughout the major, but are
given special emphasis in the following
courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00
overall; except in special instances, application before the end of the first term of
the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one
course credit) to be defended before a faculty committee.
206 History
Medieval Studies
Prerequisites
The History Department also hosts the
major in Medieval Studies. For more information, please refer to “Medieval Studies”
in this catalog.
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
OTHER REQUIREMENTS.
First-year students should enroll in
one or more of the 100-level courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
HISTORY COURSES.
HIS 101
The Beginning of 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.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 120
America to 1815
A survey of the relations between Native, European, and African peoples from
first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period.
Themes include the legacies of massive ecological and demographic change,
the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States,
and internal as well as foreign conflicts in that nation’s early years.
HIS 121
19th-Century United States
A survey of United States history from 1815-1900, drawing on social, cultural,
and environmental history as well as political and economic history. The
course will move topically as well as chronologically through the years in
which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system,
and economy, slavery, expansion, and empire-building, regional differences,
the Civil War and its aftermath, and industrialization.
History 207
HIS 122
20th-Century United States
A survey of United States history from 1900 to the present, drawing on social,
cultural, and environmental history as well as political and economic history.
The course will move topically as well as chronologically through the modern
era. Themes include industrialization and urbanization, the significance of
gender, race, and ethnicity in American culture, the growth of a strong federal
government, the emergence of the United States as a world power, the creation
of a consumer society, the rise of identity politics, and the passing of American
hegemony.
HIS 150/350 Latin American History
This course examines the histories of Mexico, Central America, and the
Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin
American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions
shared with the United States. Special attention will be paid to independence
movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350)
HIS/WST 155/355 Cultural Conflict and Change in Latin America
Center for Global Education course. See International Studies, Sustainable,
Development and Social Change (Guatemala, El Salvador, Nicaragua)
HIS 162/462 20th-Century South Asia
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan,
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 195
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 225
History of the Twin Cities
The Minneapolis and St. Paul area serves as a case study for the themes of
frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political, and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
208 History
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
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 HIS 242 with special emphasis on the contributions of
W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood
Marshall, and Martin Luther King, Jr.
HIS 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for HIS 349)
HIS 280
The History Workshop
This course introduces history majors and minors to the historian’s craft.
Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also
gain and sharpen the research and writing skills critical to their success in
upper-level history courses. Guest speakers and off-campus site visits will
enhance course content. (Prereq.: ENL 111 or 112)
HIS 282
The History of Women Since 1848
This course examines in comparative perspective women’s changing political,
economic, social, and sexual status since the 19th century, with attention
given to social, racial, and ethnic, and sexual differences among women.
HIS 311
Topics in Women’s History
Exploration of selected topics in women’s history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 316
U.S. Urban Environmental History
A chronological exploration of the interactions between Americans and the
nonhuman world, with particular attention to urban and suburban areas.
Topics include the commodification of nature, the death of the organic city,
political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally,
students will use both primary sources and fieldwork to explore the specific
environmental history of a Minneapolis neighborhood.
History 209
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China’s isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 327
Racism and Resistance in Southern Africa and the U.S.
Center for Global Education course. See International Studies section, Nation
Building, Globalization, and Decolonizing the Mind (Namibia)
HIS 331
Topics in United States History
In-depth exploration of selected topics in United States history not regularly
examined in other departmental offerings. The specific topics to be offered will
be announced prior to registration.
HIS 332
History of United States Foreign Relations
A survey of United States foreign relations from the American Revolution
through the Cold War, emphasizing changing definitions of war and peace,
tensions between internationalism and isolationism, and the emergence of the
United States as an economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modern legal system.
HIS 343
The North American West
This course reckons with the contest of colonial powers in North America, the
American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the
important role that the West plays in modern American culture. Themes
include the persistence of Native peoples, ethnicity, race, and gender in
Western daily and political life, the creation of an international borderlands,
and the ecological transformation of Western landscapes.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (International Studies—
Namibia)
210 History
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
HIS 350
Cultural Conflict and Change in Latin America
For course description, see HIS 150.
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modern
Germany, focusing on the question of Germany’s sonderweg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and Ireland
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 355
Cultural Conflict and Change in Latin America
A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for
Global Education. Cross-listed with Women’s Studies.
HIS 360
Ancient Egypt and Classical Greece
This course examines the history of ancient Egypt and classical Greece from c.
3200 to 323 BC, and uses a variety of written and visual sources in an attempt
to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
HIS 361
Hellenistic Greece and Rome
This course examines the history of Hellenistic Greece and Rome from c. 800
BC to 476 AD, and uses a variety of written and visual sources in an attempt
to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c. 300
to 1350 AD, and uses a variety of written and visual sources in an attempt to
understand medieval society. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of medieval life.
HIS 370
The Late Middle Ages to 1648
This course examines the history of Europe from c. 1300 BC to 1648 AD, and
uses a variety of written and visual sources in an attempt to understand late
medieval society. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in this period.
HIS 374
Medieval Crusades
This course examines Western Europe’s crusading era (1095-1291 AD), a time
when warriors from the Christian West attempted to “take back” the Holy
Land from its Muslim occupiers. Through a close reading of primary sources,
History 211
we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will
pay particular attention to the question of historical representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the
Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and
visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres.
Cross-listed with REL 378.
HIS 440
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.
HIS 462
20th-Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe’s discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 480
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. This
course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered
fall and spring terms.)
Internships and Independent Study Courses:
HIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
HIS 299
Directed Study
See description on page 100. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
HIS 499
Independent Study/Research
See description on page 100. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.50 GPA in history)
212
HONORS PROGRAM—HON
T
he Augsburg Honors Program offers
an adventurous education where students
with a passion for ideas can be their best.
We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to build their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Honors Review of
Undergraduate Scholarship, participate in
an intramural debate league, belong to an
Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so students can learn from talented
professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program Director,
e-mail at <honors@augsburg.edu>.
Honors Program Recognition
Students who finish the Honors
Program requirements satisfy all general
education requirements, except those for
physical education and modern language.
Honors students also receive special
transcript notation, special graduation
recognition, résumé-building positions,
and special access to academic advising
and career options.
Honors Admissions Requirements and
Academic Scholarships
Students with a demonstrated record of
achievement are eligible to enter the
Augsburg Honors Program. Prospective
students may demonstrate achievement in
a variety of ways. Most students who are
admitted have a composite ACT score of
27 or higher (or a combined SAT score of
1250 or higher), and a high school G.P.A.
of 3.50 or higher. However, students without these numeric requirements may be
eligible if they have exceptional records of
extracurricular activity or other exceptional experiences. All students are encouraged
to apply. To apply, students should fill out
the online application located at
<www.augsburg/honors.edu>.
Students applying for the Honors
Program also automatically apply for the
College’s highest academic-based scholarships, the President’s, Honors Regents’, and
Harwick/Agre Scholarships.
Qualifying Advanced Placement,
International Baccalaureate, and PostSecondary Option courses may satisfy
Honors Program requirements, and/or be
granted college credit. Contact Academic
Advising or the Honors director for further
information.
Students may enter the Honors
Program at three points: first semester of
first year, second semester of first year, or
first semester of sophomore year. Students
who enter during the second semester of
the first year must fulfill all remaining
Honors requirements, may substitute REL
100 for HON 100, and may be excused
from taking HON 120. Students who enter
the first semester of the sophomore year
must fulfill remaining Honors requirements, and may substitute REL 100 for
HON 100, may substitute two non-Honors
Honors Program 213
Humanities liberal arts foundation courses
for HON 130, may substitute ENL 111 for
HON 111, and may be excused from taking HON 120.
Scholars Program for Advanced
Transfer Students
Students with more than 16 credits in
transfer work may enter the Scholars
Program but may not enter the Honors
Program. The Scholars Program allows students to enroll in Honors courses, join an
Honors House, and participate in all
Honors Program activities. In order to
graduate with the Scholars Program transcript designation, students must: join an
Honors House and participate in required
meetings, maintain an overall GPA of 3.50
or higher, and take: HON 340, HON 490
and any two other Honors courses.
Honors Co-Curricular Activities
Honors Houses: All Honors students
must belong to an Honors House for the
purpose of receiving academic advising
and program information. All Honors students are required to attend mandatory
meetings of the Honors Program or of their
Houses. These meetings are necessary for
advising, information, and governance.
When students enter the Honors Program
they choose to join one of the four Honors
Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship,
major award or prize opportunities, and
graduate school placement for all Honors
students. Crockett House also organizes
events related to scholarship such as
College scholarship events and high school
research fairs.
The Pike Stewards House coordinates
public relations, job placement, and fund
raising opportunities for all Honors students. Pike House also organizes events for
alumni and fund raising.
The Griffin Citizens House coordinates recruiting, social activities, admission
and scholarship applications, and the
Honors website opportunities for all
Honors students. Griffin House also organizes events for recruiting and socializing,
such as banquets, parties, and high school
recruiting trips.
The Hesser Servants House coordinates service learning, social justice, experiential learning, and political activity
opportunities for all Honors students.
Hesser House also organizes related events,
such as honors service days and Augsburg
experiences.
Augsburg Honors Review: Students
manage, edit, write, and publish an interdisciplinary journal of undergraduate
scholarship. The Review accepts submissions from students at Augsburg and other
colleges and universities around the
nation.
Honors Disputation League:
Students organize, coach, research, write,
and rehearse as teams which then compete
in intramural debate tournaments held
four times each year.
Student House Presidents, Debate
Captains, and Student Councils:
Students elected to leadership within their
Honors House may serve as House
Presidents or Debate Captains. The House
Presidents sit on the Honors Student
Presidents Council and make critical decisions about program courses and
resources. House Debate Captains organize
the Inter-House Disputations and judge
disputes among the Honors Houses.
214 Honors Program
Student-Created Learning Experiences
(SCLE)
Honors students may learn through
established courses or through studentcreated learning experiences. These student created experiences may substitute for
Honors curricular requirements, or may
simply enrich a student’s education. Such
student-created experiences may count
toward requirements in majors and satisfy
Honors requirements at the same time, or
simply be an elective.
Student-created learning experiences
may take any form. Some possible forms
include:
• Student Created courses (created in collaboration with faculty)
• Full course (10-20 students)
• Reading Groups (2-9 students)
• Individual Reading and Examination
(individual study)
• Student/Faculty Research (may be one or
many students)
Process: A student-created learning
experience may be proposed by any
Honors student or by any Augsburg faculty
or staff person. The interested student
should speak with either an Honors
Council Member or the Honors Program
Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the
proposal should be submitted by the student to the Honors Program Director who
will carry the proposal to the Honors
Council for review.
Honors Established Curriculum
These requirements are normally taken
in the order listed below, but can be taken
out of order if schedule conflicts require it.
First Year
Fall
• First-year students select Honors House
membership.
• First-year students not permitted to join
Augsburg Honors Review or Honors
Disputation League.
• HON 100 Christian Vocation and the
Search for Meaning I
• HON 120 Scholar Citizen (includes
theatre lab, critical thinking skill)
Spring
• HON 130 Liberating Letters (humanities
LAF and speaking skill)
• HON 111 Effective Writing (or advanced
placement or transfer)
Second Year
Fall
• Students invited to join HON 450
Augsburg Honors Review or HON 460
Honors Disputation League
• HON 220: Scholar Scientist (one natural
sciences and mathematics LAF and quantitative reasoning skill)
Spring
• HON 240: Science, Technology, and
Citizenship (one natural sciences and
mathematics lab LAF)
Third Year
Fall
• Students invited to join HON 450
Augsburg Honors Review and HON 460
Honors Disputation League
• HON 250: Social Scientist (social and
behavioral sciences LAF)
• HON 340: Junior Colloquium (President
or Dean teaches. P/N, no credit, meets
twice each semester for 90 minutes)
Spring
• HON 230: Arts and the City (fine arts
LAF)
• HON 340: Junior Colloquium (same as
Fall semester)
Honors Program 215
Fourth Year
Fall
• Students may join HON 450 Augsburg
Honors Review and HON 460 Honors
Disputation League in their fourth year
• HON 200: Christian Vocation and the
Search for Meaning II
Spring
• HON 490: Honors Senior Seminar
Research Requirement: At some point
before graduating, students must take at
least two semesters of the following:
• HON 450 Augsburg Honors Review
• HON 460 Honors Disputation League
• HON 470 Student/Faculty Research
Collaboration
Summary Notes:
• The Honors recommended sequence satisfies all general education requirements
except foreign language and physical
education.
• Students past first year may take courses
out of the recommended sequence without prior permission.
• Residency: All Honors students must
complete seven full-credit courses in the
Augsburg Honors Program to meet the
Honors residency requirement for graduation.
HONORS COURSES.
HON 100
Christian Vocation and the Search for Meaning I
Honors section of REL 100. Some students (e.g. some science majors) may
need to defer the course and take HON 100 in another term.
HON 120
The Scholar Citizen
An introduction to the Honors Program. Course content focuses on great (and
significant) primary texts focusing on the connections between learning and
citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on the
medieval liberal arts trivium (grammar, rhetoric, logic). (includes theatre lab)
HON 130
The Liberating Letters
Problem-based or question-based interdisciplinary humanities course.
Emphasizes public uses of knowledge; uses resources of Cities; and satisfies
the public speaking skill.
HON 111
Honors Introduction to Effective Writing
Linked with HON 130, this effective writing course employs a rhetoric-based
and argument focused approach to writing.
HON 200
Christian Vocation and the Search for Meaning II
Honors section of REL 200.
HON 220
The Scholar Scientist
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy,
music), this course addresses systems of quantitative thought, including logic,
computing, formal systems. Fulfills graduation QR requirement.
216 Honors Program
HON 230
Arts and the City
Interdisciplinary fine arts course where students attend museums, galleries,
concerts, plays, and other significant arts events.
HON 240
Science, Technology, and Citizenship
Multi-disciplinary/interdisciplinary lab science course. Physics, biology, and
chemistry are used to critically examine a key national or global issue.
HON 250
The Social Scientist
Problem-based/question-based course in social sciences involving at least two
social science disciplines and several faculty. Makes substantial use of the
resources of the Twin Cities.
Travel Seminar
May include a Center for Global Education 10-day seminar, other international travel, or
domestic immersion trip.
HON 340
Junior Colloquium: The Scholar as Leader
Taught by the dean and/or president of the College, this seminar explores
themes of leadership and service in the public context. (P/N; 0.0 credit, meets
twice a semester for 90 minutes each seminar.)
HON 380
Student-Created Learning Experience (SCLE)
Following the guidelines set forth above, SCLEs may take many forms as
determined by the student and faculty creating the learning experience (may
be .5 or 1.0 credit, may be traditional or P/N).
HON 450
Augsburg Honors Review: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the Augsburg Honors Review. (0.0 credit, P/N
only)
HON 460
Honors Disputation: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving in the Disputation League. (0.0 credit, P/N only)
HON 470
Student/Faculty Collaboration: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the student/faculty research collaboration.
(0.0 credit, P/N only)
HON 490
Honors Senior Seminar
This course integrates and synthesizes themes from all four years of the
Honors Program. It also expands upon the themes of HON 120 by studying
several great primary texts related to philosophy, rhetoric, vocation and meaning.
INTERDISCIPLINARY STUDIES—INS
I
nterdisciplinary studies programs draw
upon and combine coursework from multiple academic disciplines to provide both
broad perspective and in-depth focus on an
area of study. Through interdisciplinary
programs and courses, students can gain
greater insight and understanding of cultures and perspectives different from their
own. Augsburg offers a number of majors
that are interdisciplinary in nature. They
include:
American Indian Studies
Environmental Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
These majors, their descriptions and
requirements are listed alphabetically within the Departments and Programs section
of the catalog. Other interdisciplinary
course offerings are listed under
International Studies.
LEADERSHIP STUDIES MINOR.
Coordinator
Norma Noonan
The world of the 21st century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
Required courses: (4)
BUS 242
Principles of Management (no
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor)
COM 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) This course is the
only integrative course in the
minor.
Required electives: (2)
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242 or 200)
HIS 122 20th-Century United States
INS 325 Building Working Relationships
(WEC/Day)
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105)
COM 321 Business and Professional
Speaking
COM 355 Small Group Communication
(no prereq.)
COM 410 The Self and the Organization
(WEC)
MIDDLE EAST STUDIES MINOR.
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
217
218 Interdisciplinary Studies
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
ences, with at least one course to be selected in each area.
1. Language courses: one year (two
courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
See International Relations, page 220.
PEACE AND GLOBAL STUDIES MINOR.
3. Area courses: three courses distributed among the humanities and social sciINTERDISCIPLINARY COURSES.
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and
Islamic patterns of life.
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.
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
INTERNATIONAL RELATIONS
I
nternational relations is an interdisciplinary major which provides students with
the basis for informed global citizenship,
preparing them for graduate study or
careers in foreign service, nonprofit, or
international business. The student may
focus on a discipline or geographic area of
the world. The program consists of a core
of seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study
opportunities throughout the year.
Competency in one language is required,
and some students study two languages.
All majors complete a significant senior
research project and thesis on a topic of
their own choosing.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business, or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Joseph Underhill
DEGREE AND MAJOR REQUIREMENTS.
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modern World
or HIS 104 The Modern Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modern language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362, 368, 465
ECO 317, 360, 365
HIS 323, 346, 348, 350, 352, 354, 440, 474
MKT 466
PHI 355
POL 350, 351, 359, 382, 459
REL 356, 420
SOC 141
COM 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modern Languages)
SWK 230
Seminars, independent study, topics
courses, and courses at other colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second foreign language.
219
220 International Relations
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
The Critical Thinking (CT) and
Writing (W) graduation skill is embedded
throughout the offered courses and is met
by completing the major. The graduation
skill in Speaking (S) is met by completing:
GPA of 3.50 in the major; 3.00 overall.
In addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
S: one of the following IR electives:
ECO 365, HIS 350, or PHI 355
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
International Relations Major with
International Business Concentration
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
Departmental Honors
International Relations Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modern
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Peace and Global Studies Minor
The peace and global studies minor
focuses on the centrality of justice, tolerance, and inter-cultural understanding in
moving toward a less violent world; it
takes advantage of the campus resources of
the Peace Prize Forum (co-hosted each
year by Augsburg College) and the Center
for Global Education. The minor is structured as a learning community that
involves students, faculty, staff, and community members; it focuses on experiential
learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw
International Studies 221
on study abroad in taking local actions to
address global issues.
The minor consists of two required
courses (POL 160 and SWK 230), two
upper division electives (chosen from ECO
365, REL 366, HIS 332, HIS 350, INS/WST
311, POL/WST 341, REL 313, POL/WST
359, INS 312, REL 346, HIS 346, POL 353,
ECO 495, SOC 240, ENL 365, and other
topics or study abroad courses, with
approval of program director), a senior
keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International
Relations program director for full program
description.
INTERNATIONAL STUDIES
I
nternational study at Augsburg aims to
provide students the skills needed to be
successful in today’s global world. The
College’s strong commitment to a global
perspective and its mission to “...nurture
future leaders in service to the world,” provide the foundation to include international study in every student’s degree program.
In addition to the following courses,
students have over 200 programs in over
sixty countries from which to choose the
best opportunity for their discipline and
personal needs. Contact Augsburg Abroad
for advising on study abroad programs,
finances, and academics. Augsburg Abroad
is the front door for students and faculty
interested in study abroad. More information about study abroad is located in the
Augsburg Abroad section of this catalog.
CENTER FOR GLOBAL. EDUCATION COURSES.
■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA
(MEXICO)—FALL
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and learn first-hand from both women and men who are involved
in struggles for sustainable development and social change. The program begins with a
one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week
seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing
approximately six weeks, and with Mexican host families for four to six weeks.
All students will be expected to take POL/WST 359, REL/WST 366, and at least one
Spanish course. In addition, they may choose between taking a second Spanish course or
completing an internship or field research (independent study).
Prerequisite: one college-level Spanish course or its equivalent.
222 International Studies
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
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. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or or equivalent.)
POL/WST 359
Women, Gender, and Social Change in Latin America
An exploration of gender politics in Latin America. Particular attention is
given to women’s organizing efforts around issues of domestic and political
violence, ecology, human rights, democracy, political participation, and revolutionary social change.
International Studies 223
REL/WST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
HIS/INS/POL/REL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequistes: SPA 212 or equivalent, internship application,
and Spanish reference forms)
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ INTERNATIONAL BUSINESS AND GLOBAL CITIZENSHIP (MEXICO) — FALL
This program, designed for international business majors, will study the important role
that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and
with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. The program includes intensive Spanish language instruction, a four-week family stay, a week-long seminar on international business in Mexico
City, and short trips to other nearby regions in order to develop a broader perspective on
globalization and international business issues.
All students will take two Spanish language courses and BUS 495. For their fourth
course, they may take Topics in Business Spanish, or complete an internship or independent study.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selection Latin American and Spanish texts that stimulate intellectual growth and promote culture understanding students review all
the basic structures of Spanish and build conversational skills through class
discussions. Taught by Mexican instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
224 International Studies
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility through oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversations in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. Taught by Mexican
instructors.s (Prerequisite: SPA 311 or equivalent.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices on contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or the equivalent.)
BUS 495
Global Business Issues and Developing Countries: Mexico and
Beyond.
This course examines global economic conditions today and explores vital
issues, such as exchange rates, trade balances, international joint ventures,
resources, tariffs, trade barriers, government regulations’ shipping option, etc.
Emphasis is on understanding issues from the perspective of both developed
and developing countries, using Mexico as a case study. (Prerequisites.: ECO
112 or 113, and BUS 242 or MKT 252, or consent of instructor).
BUS/HIS/INS/POL/REL/SPA/WST 399 Internship
The internship seminar is a rigorous academic course that involves not only
approximately 100 hours of work experience and/or participant observation in
a Mexican business, government agency, school, or other organization, but
also participation in a seminar that explores cultural issues, organizational
analysis, and personal and professional development through class discussions
and written and oral assignments. Students seeking Spanish credit must
receive approval from department chair to enrollment.
International Studies 225
SPA 495
Topics in Business Spanish
Aims to enable intermediate and advanced Spanish language students develop
proficiency in the vocabulary, grammar, and cultural competencies necessary
to successfully conduct business in Spanish-speaking countries, with an
emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.)
HIS/INS/POL/REL/WST 499 Independent Study
Students who are highly independent and self-motivated may conduct independent, field-based research during the last third of the semester and participate in a seminar that explores fieldwork methods and cultural and ethical
issues. This course option is intended for serious students who want to begin
research related to a senior thesis or capstone project.
■ MIGRATION AND GLOBALIZATION: ENGAGING OUR COMMUNITIES
(MEXICO)—SPRING
This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship
or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities
that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment.
Credit is available in Spanish, history, women’s studies, political science, and religion.
Students spend most of the semester living in Augsburg housing and approximately six
weeks living with Mexican host families.
All students will be expected to take HIS/WST 357 and three of the following:
POL/WST 341, one to two Spanish courses, an internship or independent study.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
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. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
226 International Studies
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
HIS/WST 357 Mexican History, Culture, and Cosmovision
This course traces the historical development of gender, class-based, and
racial/ethnic oppression in Latin America from the Conquest to the present
day, and explores the history of resistance and social change in Latin America.
POL 341/WST 341 Globalization, Social Struggles, and the Environment
Explores issues of globalization and social change in Mexico and analyzes
political, social and economic policies that promote and/or hinder sustainable
development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest
in Mexico.
HIS/INS/POL/REL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequisites: SPA 212 or equivalent, internship application,
and Spanish reference forms)
International Studies 227
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING
This program was created to satisfy the curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice.
Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course
or its equivalent. (Students may choose to study Spanish in Mexico during the month of
January, prior to the start of the semester.) Priority is given to social work majors.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
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. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
228 International Studies
SWK 294
International Social Welfare: The Mexican Context
Develops students’ understanding of current social, economic, political, and
cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign
policy in Mexico. Aims to frame students’ knowledge of contemporary social
welfare and social work practice with migrants and immigrants in the
Minnesota and the United States at large.
SWK 316
Social Work Practice II: With Families and Groups
Develops student understanding and working knowledge of human behavior
in families and in groups. The Mexican context of family and group work will
be examined and uniquely Mexican models will be explored and discussed in
relation to current family and group theory. Groups can be used to accomplish
individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A
six-week home stay with a Mexican family will provide an opportunity to
learn about Mexican family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent
participants in efforts to achieve change in social policies and programs. This
course in comparative social policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social
workers and citizens in formulating, implementing and evaluating policy
responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical
analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours to the practicum hours
required for the BSW degree for those students with Spanish language oral
competency. Involves sharing of experiences with other students in a small
group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent
with SWK 316. P/N grading only).
■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA,
EL SALVADOR, NICARAGUA)—FALL OR SPRING
This program introduces students to the key issues facing Central Americans. For two
decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war
on the lives and culture of the people and the environment of Guatemala, El Salvador, and
Nicaragua.
International Studies 229
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador,
and the final six weeks in Nicaragua. All students will take the following four courses:
1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) POL 459.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Guatemalan instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
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. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211
for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Guatemalan instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite:
SPA 311 or equivalent.)
230 International Studies
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America.
POL 459
Topics in Comparative Politics: Citizen Participation in Policy
Formulation within a Globalized Economy — A Nicaraguan Case
Study
This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America.
The course aims to help students understand the interplay between global
processes and political and economic factors that define development policy
formulation and implementation at the national level today.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING
This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia
won its independence in 1990 after decades of apartheid South African colonization. South
Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by
under and unequal development; and the long-term project of decolonizing the mind.
INS 312
The Development Process — Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
International Studies 231
HIS 327
Racism and Resistance in Southern Africa and the United States:
Struggles Against Colonialism, Apartheid, and Segregation
This course explores historical parallels of the development in southern Africa
and in the United States, strategies of resistance, the successes and limitations
of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
HIS/INS/POL 399 Internship
A limited number of internships will be available to provide students with the
opportunity to gain hands-on work experience in a development agency. This
replaces the Religion and Social Change course.
HIS/INS/POL 499 Independent Study
Students may design a proposal to conduct an independent study of a topic
related to their major or minor
HECUA COURSES.
■
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The curriculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of a social democracy
undergoing major changes in response to immigration. Students explore the relationship
between Scandinavian countries, the emerging democracies of Eastern Europe, the
European Union, and broader global politics. Students have the option of Norwegian language study or an independent study project.
INS 372
Norwegian Language
INS 377
Challenges of Globalization to the Scandinavian Welfare State
INS 393
Scandinavian Art and Literature
INS 394
Urbanization and Immigration
INS 499
Independent Study (Students may choose either INS 372 or 499)
232 International Studies
■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND
SPRING
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life
and culture. Models of community participation, organization, development, and social
change are compared and contrasted. Students learn first-hand about the social problems
in Ecuadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish.
INS 366
Community Participation and Social Change
INS 399
Internship
INS 499
Independent Study
(2 course credits)
■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE:
BANGLADESH — SPRING
The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field
study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement
plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s
development is at the core of the program, as is hands-on experience through internship
and independent study.
INS 307
Culture and Society (1.5 credits)
INS 313
Sustainable Development
INS 399
Internship
(1.0 credit)
and
INS 397
Internship
(.5 credit)
(total 1.5 credits)
Or
INS 499
Independent Study/Research
(1.0 credit)
and
INS 497
Independent Study/Research
(.5 credit)
(total 1.5 credits)
International Studies 233
■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace, and
the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights,
conflict transformation, and education for democracy. The program is located at the
UNESCO Centre at the University of Ulster in Coleraine.
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship
(2 course credits)
■ DIVIDED STATES OF EUROPE: GLOBALIZATION AND INEQUALITIES IN THE
NEW EUROPE — SPRING
The Divided States of Europe program examines the development of the European
Union (EU), including its historical foundations and institutional basis, contemporary,
democratic, and social challenges, and its expansion to include the former communist
nation-states of Central and Eastern Europe. The program explores the relationship
between the EU and globalization and, in particular, questions whether the EU adequately
addresses the human dimensions of globalization.
Scandinavia and Poland will be used as case studies throughout the program;
Scandinavia because of its strong democratic credentials, relatively evenly distributed
wealth, and unique range of experiences with the European integration project; Poland
because of its tumultuous history, recent accession to EU membership, and role as a major
supplier of migrant labor within Europe.
INS 371
Ever Closer Union: The Challenge of European Integration
INS 376
Included but Excluded? Globalization and Human Rights in
Europe
INS 499
Independent Study
234
LANGUAGES
STUDIES
AND
CROSS-CULTURAL
T
he Department of Languages and
Cross-cultural Studies at Augsburg College
contributes in many ways to realizing the
College’s mission of providing liberal arts
education for service in today’s world. The
department is committed to the view that
education should go beyond career preparation and that familiarity with the language and culture of another people is an
essential step in the development of a truly
global perspective.
The department offers language, literature, and culture courses leading to majors
in French, German, Norwegian, and
Spanish. (A major in cross-cultural studies
is being developed. See department chair
or Academic Advising for details.)
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College’s affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Languages and Cross-cultural Faculty
Frankie Shackelford (Chair), Anita Fisher,
Diane Mikkelson, Pary PezechkianWeinberg, Kate Reinhardt, Susana
Sandmann, Donald Steinmetz, Dann
Trainer, John vanCleve
DEGREE AND MAJOR REQUIREMENTS.
Major
The major consists of ten courses above
211 (Norwegian only: 211 and above),
including two courses in culture, two
courses in language, two courses in literature, KEY 480, and three electives (from
any of the three areas above). At least
seven of these courses must be taught in
the target language of the major and at
least four of them must be taken on the
Augsburg campus.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing 411 in French, German, Norwegian, or
Spanish (W) and KEY 480 (W and S).
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Languages and Cross-cultural Studies 235
Minor
Transfer Students
The minor consists of four courses
above 211 (Norwegian only: 211 and
above), including one in language and one
in literature or culture. All of these courses
must be taught in the target language, and
at least two of them must be taken on the
Augsburg campus.
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
OTHER REQUIREMENTS.
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior
year. Requirements: 3.50 GPA in the major,
3.50 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P.
Study Abroad
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Teaching Licensure
Since spring term 2001, Augsburg
College no longer offers a licensure program in modern languages.
LANGUAGES AND CROSS-CULTURAL STUDIES COURSES.
■ AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101)
■ CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
■ FARSI (FAR)
FAR 111/112 Beginning Farsi I, II
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop
communicative skills in understanding, speaking, translating into English, and
reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
236 Languages and Cross-cultural Studies
■ FRENCH (FRE)
FRE 111, 112 Beginning French I, II
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. Four
class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required)
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212, Prereq.: 211)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall,
Prereq.: 212)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modern period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 411
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in key modalities at
an advanced level. Attention to accuracy and effectiveness, characteristic levels
of expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
Languages and Cross-cultural Studies 237
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
FRE 299
Directed Study
See description on page 100.
FRE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
FRE 499
Independent Study/Research
See description on page 100.
■ GERMAN (GER)
GER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture, and participation
in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional
sessions required)
GER 211, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211)
GER 295
Topics in Literature, Culture, or Linguistics
GER 311
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall,
Prereq.: 212)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1648). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
238 Languages and Cross-cultural Studies
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
GER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The prose, epic, and poetry readings in this course chronicle the German
experience from Charlemagne to Napoleon; from Luther to Kant; from
Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to
relive the Renaissance, the Reformation, and the Enlightenment.
GER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modern age. (Prereq.: 311)
GER 411
Advanced Conversation and Composition
Aims at developing and refining the student’s use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor. Fall)
GER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
GER 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
GER 299
Directed Study
See description on page 100.
GER 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
GER 499
Independent Study/Research
See description on page 100.
■ JAPANESE (JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian studies program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
Languages and Cross-cultural Studies 239
■ NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112, Prereq.: 111)
NOR 211
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor.)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor.)
NOR 411
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NOR 299
Directed Study
See description on page 100.
240 Languages and Cross-cultural Studies
NOR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NOR 499
Independent Study/Research
See description on page 100.
■ OJIBWE (OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern
languages department and as part of the American Indian Studies major.
OJB 111, 112 Beginning Ojibwe I, II
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. (Fall:
111; spring: 112, prereq.: 111)
■ SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
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. (Fall: 211; spring: 212, Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
Topics in Literature, Culture, or Linguistics
SPA 311
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
Languages and Cross-cultural Studies 241
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and seek to expand them. Intensive practice aimed at refining
grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.:
SPA 311 or consent of instructor. Spring)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In
Spanish. (Prereq.: SPA 311 or consent of instructor)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: odd years)
SPA 352, 353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or
consent of instructor)
SPA 354
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
SPA 411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SPA 299
Directed Study
See description on page 100.
SPA 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SPA 499
Independent Study/Research
See description on page 100.
242 Mathematics
MANAGEMENT INFORMATION SYSTEMS
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
MATHEMATICS—MAT
M
athematics is the study of structure and relationships and provides tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and
engineering, its applications to actuarial
science, computing, or economics, or in
preparation to teach. Augsburg’s urban
location allows students to gain experience
working with mathematics through internships, cooperative education, and the colloquium course.
Mathematics Faculty
Matthew Haines (Chair), Pavel Belik,
Tracy Bibelnieks, Suzanne Dorée, Kenneth
Kaminsky, Jody Sorensen, John Zobitz
Mathematics 243
DEGREE AND MAJOR REQUIREMENTS.
Bachelor of Arts
Mathematics Major
Twelve courses including
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
Structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
Two MAT electives numbered above 200,
at least one of which is numbered above
300. Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale presenting a
coherent program of study, typically relating mathematics to another discipline.
Three supporting courses from the following list or substitutes with departmental
approval: CSC 160 (recommended), CSC
170, CSC 320, ECO 112 or ECO 113 (not
both), ECO 318, ECO 490, ESE 330, FIN
331, MAT 163, MAT 173, PHY 121, PHY
122, PSY 215, PSY 315, SOC 362, SOC
363. No more than one of MAT 163, PSY
215, or SOC 362 may count toward the
supporting courses.
Also required: MAT 491 Mathematics
Colloquium during junior and senior
years.
Graduation skills in Critical Thinking (CT)
and Writing (W) are embedded in the MAT
courses and are met by completing the
major. An additional course in Speaking
(S) is also required and may be met by
either MAT 201 and the major or a course
outside the department; consult your MAT
adviser for recommendations. Also, consult
your MAT adviser for requirements for
meeting Quantitative Reasoning (QR).
Students transferring in mathematics
course(s) towards the major must consult
their MAT adviser about potential additional skills courses needed.
Students must earn a grade of 2.0 or better
in each course that applies toward the
major.
At least two MAT courses numbered above
250 must be taken at Augsburg.
Bachelor of Science
Mathematics Major
The requirements for the Bachelor of
Science degree are the same as for the
Bachelor of Arts degree with mathematics
major except that two MAT electives and
three supporting courses must be chosen
from a focus area approved by the department. Sample focus areas:
Business, Economics, or Actuarial Science:
Two of MAT 355, 363, 374, 377 or
approved 395; Three of CSC 160, ECO 112
or 113; MAT 163, MAT 173, ECO 318,
ECO 490, or FIN 331.
Computational Mathematics: Two of MAT
355, 363, 377, or approved 395; CSC 160,
CSC 170; and either MAT 163 or CSC 320.
Physical Sciences: Two of MAT 247, 327,
or 355; CSC 160 or MAT 163; PHY 121122 or CHM 115-116.
Teaching Mathematics: MAT 252; MAT
287; MAT 314; ESE 330; CSC 160.
In addition, an experiential component
in the focus area is required, such as an
internship, volunteer or paid work experience, undergraduate research project, or
other experiences approved by the department. Such experiences may also fulfill the
Augsburg Experience requirement if
approved.
244 Mathematics
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers. The
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the
major, with the electives specified as: CSC
160, MAT 252 Exploring Geometry, MAT
287 History of Mathematics, MAT 314
Abstract Algebra, and ESE 330 5-12
Methods: Mathematics. At the time of publication, the mathematics requirements for
a concentration in mathematics to teach in
grades 5-8 under elementary education
licensure are MPG 4 or MAT 114
Precalculus; MAT 145 Calculus I; MAT 163
Introductory Statistics; MAT 252 Exploring
Geometry; MAT 271 Discrete Mathematical
Structures; and MAT 287 History of
Mathematics. Elementary Education
majors seeking middle school mathematics
licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT
courses.
Departmental Honors in Mathematics
GPA of 3.50 in MAT courses numbered
above 200, 3.00 overall GPA, an honors
project, and approval of the Mathematics
Department. Specific requirements are
available from the department.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus II
Three MAT electives numbered above 200,
at least one of which is numbered above
300. Alternatively students may complete a
minor by taking the six courses: MAT 145,
MAT 146, MAT 163, MAT 252, MAT 271,
and MAT 287.
Students must earn a grade of 2.0 or better
in each course that applies toward the
minor.
At least one MAT course numbered above
250 must be taken at Augsburg.
OTHER REQUIREMENTS.
Math Placement Group (MPG)
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 MPG 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
Academic Advising. The exam is given
during College registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
Mathematics 245
MATHEMATICS COURSES.
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only.
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business, and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.:
MPG 3)
Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137.
Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138.
Students who have successfully completed a higher number MAT class, a statistics class, or any
other quantitative reasoning class must obtain departmental approval before registering for
MAT 123, 129, 137, or 138.
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with
an emphasis on quantitative reasoning including an introduction to probability
and statistics and topics such as the mathematics of finance, graph theory,
game theory, voting theory, linear programming, or cryptography. (Prereq.:
MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I & II
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for
MAT 137; MAT 137 or MPG 4 for MAT 138)
MAT 145-6
Calculus I & II
Concepts of calculus of one-variable functions including derivatives, integrals,
differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
246 Mathematics
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics, with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction
to actuarial mathematics. (Prereq.: MPG 3)
MAT 201
Communicating Mathematics (.5 course)
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count
toward the mathematics major or minor. Completion of this course plus two
MAT courses numbered above 250 taken at Augsburg that include significant
speaking assignments satisfies the College’s speaking skill requirement.
(Prereq.: MAT 146)
MAT 245
Calculus III
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and
geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, and formal logic, with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or MAT 163 and MAT 145. Also recommended: CSC 160)
Mathematics 247
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modern mathematics. (Prereq. : MAT 145)
Students are expected to have completed ENL 111 and either MAT 201 or a speaking skill
course before enrolling in any MAT course numbered above 300.
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246 and MAT 271)
MAT 324
Analysis
Concepts of real analysis including limits, boundedness, continuity, functions,
derivatives, and series in a theoretical setting. (Prereq.: MAT 146, MAT 271.
Also recommended: additional MAT course numbered 200 or higher)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 160)
MAT 363
Chaotic Dynamical Systems
Concepts of dynamical systems including iteration, stability, orbit diagrams,
symbolic dynamics, chaos, and fractals, along with topics such as applications
of dynamical systems and/or complex dynamics including the Mandelbrot set
and Julia sets. (Prereq.: MAT 146 and MAT 246, 247, or 271)
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit
Theorem, sampling distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT
245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems
from industrial settings including the simplex method, sensitivity analysis,
duality theory, alternate optima, and unboundedness with an emphasis on
both the mathematical theory and the application to current business practice.
(Prereq.: MAT 246)
MAT 395/495 Topics/Advanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, complex analysis,
mathematical biology, combinatorics, graph theory, topology, or foundations of
mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required)
248 Mathematics
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Internship and Independent Study courses:
MAT 199/399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing) See also description on page 99.
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor.) See also description on page 100.
MEDIEVAL STUDIES
T
HIS 370 Late Middle Ages
HUM 499 Keystone, Medieval Studies
Project
The major in Medieval Studies fulfills
the original (medieval) ideal of a liberal
arts education. Since the study of the liberal arts was developed in the Middle Ages,
students majoring in Medieval Studies find
a model context for the pursuit of a liberal
arts degree in the modern world.
One (1) of the following religion or philosophy courses:
HIS 372 Medieval Church
PHI 242 Medieval and Renaissance
Philosophy
REL 361 Church in the First Four
Centuries
REL 362 Theology of the Reformers
he objective of Medieval Studies is to
introduce students to the culture of the
Middle Ages — its diverse history and
beliefs, its arts and literature — and to the
disciplinary and interdisciplinary skills
necessary for its serious study.
As was the case in medieval universities, Augsburg’s major in Medieval Studies
prepares students for life beyond college.
Because of its emphasis on precise reading
and analysis of texts, careful writing, and
spirited discussion, the major in Medieval
Studies offers a solid foundation for graduate or professional study, as well as
employment opportunities that require
abilities in communication, critical and
abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program
Director), Kristin M. Anderson (Art), Mark
L. Fuehrer (Philosophy), Douglas E. Green
(English), John Harkness (English),
Martha B. Johnson (Theatre Arts), Merilee
I. Klemp (Music), Philip A. Quanbeck II
(Religion), Bruce R. Reichenbach
(Philosophy), Mark D. Tranvik (Religion)
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses, including:
Four (4) core requirements:
HUM 120 Medieval Connections
HIS 369 Early and Middle Ages
One (1) of the following literature courses:
ENL 330 Shakespeare
ENL 332 Renaissance and Reformation
ENL 360 The Medieval World
ENL 361 The Classical Tradition
One (1) of the following history of arts
courses:
ART 386 Medieval Art
ART 387 Renaissance and Baroque Art
MUS 231 History and Literature of Music I
THR 361 Theatre History and Criticism I
Two (2) electives from the following courses:
HIS 374 Medieval Crusades
HIS 440 Monks and Heretics
POL 380 Western Political Thought
Any literature, religion/philosophy, or history of arts courses not already taken may
be taken as electives.
Graduation Skills
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
249
250 Medieval Studies
Minor
Quantitative Reasoning (QR) Skills
Five courses including HUM 120. The
remaining four courses must be in different
disciplines, as grouped above (history, literature, religion/philosophy, and history of
arts).
OTHER REQUIREMENTS.
Language Requirement
Students must take one year of collegelevel Latin or other medieval language
approved by their adviser, which will fulfill
the Modern Languages Graduation Skills
requirement.
Fulfilled outside the major.
Augsburg Experience
As with all majors, an Augsburg
Experience is required for graduation. For
the Medieval Studies major this might
include study abroad, or internships at the
University of Minnesota’s Rare Books
Collection, the Hill Monastic Manuscript
Library, or the Minnesota Renaissance
Festival. Prior approval of adviser is
required for all Augsburg Experiences
related to Medieval Studies.
COURSES.
HUM 120
Medieval Life in 12th-Century Europe (Medieval Connections)
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, Spring)
For other course descriptions, please refer to the specific departments elsewhere in the catalog.
METRO-URBAN STUDIES—INS
M
etro-Urban studies is a multidisciplinary major and minor taught by faculty
in sociology, economics, history, political
science, social work, art, and other related
disciplines. Metro-Urban studies is designed
to blend classroom, theory, field studies, and
internships that focus the content of liberal
learning on the metropolitan community
and the process of urbanization.
Metro-Urban studies introduces students to the wide variety of careers related
to urban and metropolitan affairs and
equip students with the analytical and theoretical tools required to understand and
contribute to the metropolitan community.
The Metro-Urban studies major and minor
also provide undergraduate preparation for
postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government,
community organization, and theology.
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College’s
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies Faculty
Garry Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, Keith Gilsdorf,
Stella Hofrenning (ECO), Michael Lansing
(HIS), Lars Christiansen, Nancy Fischer
(SOC), Michael Shock (SWK), Kristin
Anderson (ART)
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses including:
ECO 113 Principles of Microeconomics
POL 122 Metropolitan Complex
SOC 111 Community and the Modern
Metropolis
HIS 316 U.S. Urban Environmental
History
or HIS 225 History of the Twin Cities
or HIS 335 Urban American History
or ART 249/349 HIS 249/349 The
Designed Environment
SOC 362 Statistical Analysis
or POL 483 Political/Statistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses.
SOC 381, taken in conjunction with INS
399, fulfills the Keystone requirement.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics instead of
ECO 110.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
251
252 Metro-Urban Studies
Minor
POL 122, SOC 111, HIS 316/225/
249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
METRO-URBAN STUDIES COURSES.
Internships and Independent Study Courses:
INS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
INS 299
Directed Study
See description on page 100. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. Internships place students with sponsoring organizations
that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study—Metropolitan Resources
An independently-designed course developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
INS 499
Independent Study/Research
See description on page 100. (Prereq.: POL 484 or SOC 363)
■ URBAN STUDIES OPTIONS THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for
Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field
learning programs of exceptional quality located in Scandinavia, South America, Central
America, Northern Ireland, and the Twin Cities.
Also see International Studies listings.
URBAN STUDIES COURSES.
■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING
This Semester in the Cities program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Contested Theories of Poverty, Inequality and
Social Change
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
Metro-Urban Studies 253
INS 359
Field Seminar: Social Policy and Anti-Poverty Strategies in Theory
and Practice
Concrete conditions of life and community issues in different neighborhoods
provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 99.
■ II. CITY ARTS—SPRING
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Arts Praxis
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
Creating Social Change: Art and Culture in Political, Social and
Historical Context
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 99.
■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC
POLICY — FALL
Focuses on the social, scientific, ecological, and economic underpinnings of public policy
and conflict over natural resources and environmental quality.
INS 345
Social Dimensions of Environmental Change
INS 346
Adaptive Ecosystem Management
INS 399
Internship and Field Methods (2 course credits)
■ IV. WRITING FOR SOCIAL CHANGE
INS 354
Reading for Social Change: Writing in Context
INS 355
Writing for Social Change: Creative Writing Workshop
INS 399
Internship and Integration Seminar (2 course credits)
■ V. SEE HECUA UNDER INTERNATIONAL STUDIES
254
MUSIC—MUS
T
he Music Department at Augsburg
College offers professional music training
in the context of a liberal arts curriculum
through three music degree programs and
five majors. It also offers a variety of music
courses and ensemble experiences that are
available to non-music majors and courses
that meet Augsburg’s Liberal Arts
Foundation requirements.
Augsburg’s location in the heart of a
major artistic center makes it an ideal place
to study music, and the music faculty seek
and encourage opportunities that connect
the campus and the greater arts communities. These opportunities allow students to
explore the links between theory and
applied knowledge and may take many
forms, including internships; community
performances; music therapy practica;
community-based learning projects;
required off-campus performance and concert attendance assignments; or travel and
study within and outside the United States.
The music department is an institutional member of the National Association of
Schools of Music (NASM) and the
American Music Therapy Association
(AMTA).
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Douglas
Diamond, Stephen Gabrielsen, Peter
Hendrickson, Roberta Kagin, Ned Kantar,
Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Carol
Barnett, Fred Bretschger, Marv Dahlgren,
Bridget Doak, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl,
Megan Holroyd, Mary Horozaniecki, Joan
Hutton, Jim Jacobson, Kathy Kienzle, Rena
Kraut, Steve Lund, K. Christian McGuire,
Laurie Merz, Vladan Milenkovic, Rick
Penning, Michael Petruconis, O. Nicholas
Raths, Andrea Stern, Sonja Thompson,
Shannon Wettstein, Angela Wyatt
Fine Arts Manager
Randall Davidson
Fine Arts Coordinator
Cathy Anderson
Fine Arts Facilities Manager
Karen Mulhausen
DEGREES/MAJORS.
Bachelor of Arts
Music Major
Music Major/Music Business
Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
Music Therapy Equivalency Certificate
Offers students with an undergraduate
degree the preparation necessary to meet
the AMTA requirements for becoming a
certified music therapist.
Music 255
Music Minor
Music
Music business
**All music majors and music
minors** must choose and apply to a
degree program by the end of their fourth
semester of study. Degree and GPA requirements and applications are in the Music
Department Student Handbook. Transfer
students should meet with a music degree
adviser as soon as possible after enrolling
at Augsburg.
DEGREE AND MAJOR.
REQUIREMENTS.
Music Core
MUS 101
MUS 111
MUS 102
MUS 112
MUS 201
MUS 211
MUS 202
MUS 212
MUS 231
Materials of Music I
Aural Skills I
Materials of Music II
Aural Skills II
Materials of Music III
Aural Skills III
Form and Analysis
Aural Skills IV
History and Literature of
Music I
MUS 232 History and Literature of
Music II
Piano Proficiency Test (see Music
Department Handbook)
Music Repertoire Tests (see Music
Department Handbook)
Graduation Skills for Music Majors:
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
music major. Consult the department chair
or an academic adviser for requirements
for meeting the Writing (W) and
Quantitative Reasoning (QR) graduation
skills.
For the music major, the graduation
skill in Speaking (S) will be met by completing the following course:
Bachelor of Arts in Music:
S: MUS 341 — Basic Conducting
Bachelor of Arts in Music with a Music
Business Concentration:
S: MUS/BUS 105 — The Music Business
Bachelor of Music Performance:
S: MUS 341 — Basic Conducting
Bachelor of Music Education:
S: MUS 341 — Basic Conducting
MUP 1xx-4xx Performance Studies
Bachelor of Science in Music Therapy:
S: MUS 363 — Expressive/Creative Arts in
Healing
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145: Chamber Music
One to four semester(s) on the major
instrument in accordance with degree
requirement (0.0 credit)
Transfer Students and Graduation
Skills: Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
MUS 358 Junior Recital and/or
MUS 458 or MUS 459 Senior Recital
MUE 111 or 112 or 114 or 121: Large
Augsburg Ensemble
Four to eight semesters in accordance with
degree requirement
■ BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
256 Music
or desire to enter one of the many music
related business fields most often choose
this course of study.
Faculty Adviser: Douglas Diamond
Requirements
Music core and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
One (1.0) credit of approved courses outlined in the Music Department Student
Handbook.
One (1.0) credit of upper division music
courses.
MUP 1xx-4xx Performance Studies (.25
credit) Eight semesters of half hour lessons
in the major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142or 143 or
144 or 145 (0.0 credit)
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Music Business Major
The music business major prepares students to enter today’s music industry and
to pursue career opportunity where the
arts and commerce intersect. Courses in
music, performing arts, and business combine with field observations and internships. These experiences prepare students
for careers in fields such as arts management, promotion, the record industry, and
general music business. The program
affords both the performing artist and the
business student the opportunity to pursue
music business studies. The music business major has two tracks: the Bachelor of
Arts in Music with Music Business
Concentration (designed with a music
emphasis) and the Bachelor of Arts in
Business Administration with
Specialization in Music Business
(designed for the music/business student).
Faculty Adviser: Ned Kantar
B.A. in Music with Music Business
Concentration
Requirements:
Music core and:
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving
ACC 221 Principles of Accounting I
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
MUS 458 Senior Recital
MUP 1xx-4xx Performance Studies (.25
credit) Eight semesters of half hour lessons
in the major instrument/voice
MUE 111 or 112 or 114 or 121
Eight semesters in a major Augsburg
ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142 or 143 or
144 or 145 (0.0 credit)
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Music 257
B.A. in Business Administration with
Specialization in Music Business
MUS 232 History and Literature of
Music II
Requirements:
One (1.0) credit of additional music
courses
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
FIN 331 Financial Management
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — OR — 2 MUS credits and
1 MUE credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(Other MUS courses as approved by adviser)
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Music Minor
Requirements: 6 credits
MUS 101, 102 Materials of Music I, II
MUS 111, 112 Aural Skills I, II
MUS 341 Basic Conducting
One of the following two:
MUS 231 History and Literature of
Music I
MUE 111 or 112 or 114 or121 &
MUP 1xx-2xx Performance Studies (.25
credit) Four semesters in a large Augsburg
ensemble and four (.25 credit) semesters of
performance studies in the major instrument/voice
Pass one music repertoire test
Candidates must submit an application for
admission prior to spring juries of the
sophomore year
Music Business Minor
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry.
With the music business minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today’s
music industry. The minor is a collaborative program between the music and business departments.
Requirements: 8 credits
MUS/BUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
MUS/BUS 399 Internship (approved for the
Music Business Minor)
One of the following:
MUS/BUS 245 Arts Management and
Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
258 Music
All of the above courses plus two additional music course credits beyond MUS 105
and MUS 245 (maximum of 1 credit in
MUE and/or MUP courses)
■ BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocal/general or instrumental/general
emphasis. In addition to applying to the
Music Department, Bachelor of Music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the Bachelor of Music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.50 in all music courses is necessary for the music education licensure program.
Faculty Advisers:
Robert Stacke—Instrumental
Peter Hendrickson—Vocal
Requirements
Music core and:
MUS 311 Composition I
MUS 341 Basic Conducting (.5)
MUS 358 Half Junior Recital
MUS 459 Full Senior Recital
HPE 115 Health and Chemical
Dependency Education
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 211 Minnesota American Indians
EDC 220 Educational Technology
EDC 310 Learning and Development
ESE 300 Reading/Writing in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485, 487 Student
Teaching
MUS 359 Music Methods: Choral/Vocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
One of the following two areas of emphasis:
Vocal emphasis:
MUS 251-254 Diction (.25 credit each=1.0)
MUS 342 Choral Conducting (.5 credit)
MUS 129 Improvisation (0.0 credit)
MUS/THR 235 Music Theatre (.5 credit)
Instrumental emphasis:
MUS 344 Instrumental Conducting
(.5 credit)
MUS 129 Improvisation (0.0 credit) two
semesters, OR
MUS 129 one semester AND
MUS 143 one semester
Music elective (1.0 credit)
MUP 1xx Performance Studies (.25credit)
Two semesters of half hour lessons in the
major instrument/voice (first year)
MUP 2xx-4xx Performance Studies
(.5 credit)
Six semesters of hour lessons in the major
instrument/voice (second, third, fourth
year)
A Music Education major whose major
instrument is piano, organ, or guitar is
required to take a minimum of four additional semesters of lessons on an instru-
Music 259
ment/voice that corresponds with their
large ensemble requirement.
MUE 111 or 112 or 114 or 121 (.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds
and percussion, Band; strings, Orchestra;
voice, Choir). You must participate in the
ensemble for which you want to teach.
(total= 2.0 credits)
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145 (0.0 credit)
Two semesters in a chamber music course
on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.50 in all
music courses and in the major instrument/voice
■ BACHELOR OF MUSIC
Music Performance Major
A focused classical training program
designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and
studio teaching, professional performance
opportunities, auditions, and graduate
school. Acceptance to the program is by
application and audition (see Handbook).
Faculty Adviser
Jill Dawe
Requirements
Music Core and:
MUP 1xx Performance Studies
Two semesters of half hour lessons (0.25
credit) in major instrument
MUP 2xx-4xx Performance Studies
Six semesters of one hour lessons (0.5
credit) in major instrument
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145 (0.0 credit)
At least four semesters Chamber Music
playing on major instrument (see
Handbook)
MUS 358 Junior Recital (.0 credit)
MUS 459 Senior Recital (.0 credit)
(see Handbook)
MUE 111 or 114 or 121or 141
Large Augsburg Ensembles: eight semesters
OR for guitarists, harpists and pianists:
four semesters of large ensemble and four
additional semesters of chamber music or
other assignment in consultation with
adviser.
Additional coursework as follows:
Voice Majors:
MUS 251-254 Diction (0.25 credit each)
MUS 435 Voice Repertoire (0.5 credit)
MUS359 Music Methods: Voice/Choral
Elective (1.0 credit)
Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music
Theater and/or MUE 294 or 494 Opera
Workshop.
Keyboard Majors:
MUS 436 Piano Repertoire
MUS 456 Piano Pedagogy
Elective (1.0 credit)
Instrumentalists:
MUS356 MusicMethods:
Brass/Percussion (0.5 credit); or
MUS 357 Music Methods: Woodwinds
(0.5 credit); or
MUS 355 Music Methods: Strings
(0.5 credit)
Electives (1.5 credit)
260 Music
■ BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B.S. in music therapy is
minimally a four-and-one-half-year degree
program, which includes a full-time (six
months or 1,040 hours) internship in a
clinical facility approved by the American
Music Therapy Association (AMTA). This
course of study is chosen by students who
wish to become professional music therapists.
Faculty Adviser:
Roberta Kagin
Requirements
Music core and:
MUS 271 Music Therapy Techniques and
Materials
MUS 274, 275 Music Therapy Practicums
MUS 363 Expressive and Creative Arts in
Healing
MUS 372, 375 Psychological Foundation
of Music I, II
MUS 374, 375 Music Therapy Practicums
MUS 473 Music Therapy Senior Seminar
MUS 474, 475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half Senior Recital
EDC 410 The Learner with Special Needs
PSY 105 Principles of Psychology
PSY 262 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 340 Music Therapy Methods I:
Strings, Brass, Woodwinds
MUS 345 Music Therapy Methods II:
Voice, Piano, Percussion
One of the following two:
SOC 362 Statistical Analysis
PSY 215 Research Methods: Design
Procedure, and Analysis I
MUP 1xx-4xx Performance Studies (.25
credit) Eight semesters of half hour lessons
in the major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Music Therapy Equivalency/
Certification Program
The music therapy equivalency program is available to students who already
have a bachelor’s degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student’s degree and skill level,
individual requirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
Music 261
• submit an application for admission during the first semester of residency at
Augsburg
• submit a copy of a current academic
transcript and transferred credits with
the application
• submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Department Student Handbook)
• complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student’s performance at his or her first jury.
Departmental Honors
Students may apply for departmental
honors by submitting an honors project
proposal to the music faculty during the
first semester of the senior year.
Students submitting a proposal should
include a transcript showing a cumulative
GPA of 3.00 or higher in music courses,
and a brief resume outlining their experience, performances, work, research, leadership roles, and study.
The honors proposal should clearly
outline a project that goes well beyond
required coursework, and could include
but is not limited to one of the following:
defending a senior thesis, presenting an
additional recital, composing a substantial
piece(s), conducting a program, presenting
a research paper, or some combination of
any of the above.
Student Recitals
Students planning a recital should carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Registration in performance
studies in the major instrument/voice is
required during the semester in which a
degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate
junior and senior recitals. Recitals are graded on a pass/fail basis.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or Honors program will be sponsored by
the music department. Other non-degree
student recitals may be considered for
departmental sponsorship. All music
degree recitals must meet the academic
guidelines set forth in this catalog.
• B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
• B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
• B.A. and B.S. degree senior recitals (MUS
458) will be one-half hour in duration.
■ EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music
Student Handbook for piano major and
non-piano major requirements and test
dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
262 Music
MUSIC COURSES.
Many music courses are offered alternate years. Consult the registrar’s website
<www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each
term.
■ THEORY AND MUSICIANSHIP
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part
writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement
Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
MUS 112
Aural Skills II
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 201
Materials of Music III
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS
201 and 211 with a minimal grade of 2.00)
MUS 211
Aural Skills III
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
MUS 311
Composition I
(.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS
202 and 212 with a minimal grade of 2.0)
Music 263
MUS 312
Composition II
(.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm, and form.
Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal
grade of 2.0)
■ HISTORY AND LITERATURE
MUS 130
Introduction to Music and the Fine Arts
Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not
required.
MUS 220
Worlds of Music
A survey of non-Western music, this course explores diverse musical styles
and instruments from many cultures.
MUS 231
History and Literature of Music I
An intensive survey of the evolution of music from antiquity to 1750, studying
music in its historical and cultural contexts as well as basic knowledge of
repertory. (Prereq.: MUS 101, 102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,
201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 331
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231, 232)
MUS 332
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231, 232)
Each course in the MUS 331-334 sequence offers a detailed investigation of Western European classical music from a specific era: Baroque, Classical, Romantic, or 20th Century. Significant repertoire
is studied within cultural and historical contexts; listening is emphasized; and each course fulfills
the LAF required skill in writing.
264 Music
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire (.5 course)
A survey of standard art song repertoire from Eastern and Western Europe,
Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253,
254, or permission from instructor)
MUS 436
Piano Repertoire (.5 course)
A study of piano literature from the 17th century to the present. (Prereq.: MUS
231, 232)
■ MUSIC THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
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.
MUS 274, 275 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 340
Music Therapy Methods I: Strings, Brass, Woodwinds
Basic techniques for strings, brass, and woodwinds with application for the
use of these instruments for music therapy.
MUS 345
Music Therapy Methods II: Voice, Piano, Percussion
Basic techniques for voice, piano, and percussion with application for the use
of these instruments for music therapy.
MUS 363
Expressive and Creative Arts in Healing
An experiential approach to healing through music, art, drama, dance, and
movement. Consultants will describe and demonstrate specific specialties in
expressive and creative arts, as used in therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
Music 265
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 474, 475 Music Therapy Practicums
(.25 course each)
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano,
guitar, and vocal proficiency test)
MUS 479
Music Therapy Clinical Internship (.0 course)
Full-time placement in an AMTA-approved internship site for six months
(1040 hours). Application for internship must be made nine months in
advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire
tests)
MUS 480
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music. This course satisfies the Keystone requirement.
■ MUSIC BUSINESS
MUS 105
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics include copyright, licensing,
contracts, publicity and marketing. Other topics include the record industry,
agents and managers. Musical genres and historical periods are compared and
analyzed. This course is also offered as BUS 105.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry,
and differentiation between the for-profit and non-profit sectors are discussed.
Emphasis is placed on developing a working vocabulary of industry topics and
in benefiting from practical field experience. (Prereq.: MUS/BUS 105)
■ METHODS AND PEDAGOGY
MUS 355
MUSIC METHODS: STRINGS
(.5 course)
MUS 356
MUSIC METHODS: BRASS/PERCUSSION
MUS 357
MUSIC METHODS: WOODWINDS (.5 course)
(.5 course)
266 Music
MUS 359
MUSIC METHODS: VOCAL
MUS 456
Piano Pedagogy (.5 course)
(.5 course)
Explores methods, materials, and techniques for teaching piano. This course
has a community service-learning requirement that fulfills the LAF Augsburg
Experience requirement.
■ APPLIED SKILLS AND GROUP LESSONS
MUS 129
Improvisation (.0 course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists.
MUS 152
Class Voice (.25 course)
Fundamentals of tone production and singing.
MUS 155A
Class Piano (.25 course)
This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading, and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from
instructor)
MUS 158
Class Guitar Class Guitar (.25 course)
Beginning techniques of classic guitar.
MUS 235
Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of Music Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254) (each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music education majors.
MUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
MUS 342
Choral Conducting (.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
Music 267
MUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING
MUP 1xx-4xx Performance Studies
Performance Studies provide a unique opportunity for Augsburg students to study on
an individual basis with artist/teachers who are active performers in this region.
Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background, and goals of the student.
Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits
(one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). First-years may
qualify to have their lesson fee waived (one instrument per semester for half-hour weekly
lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a
large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department.
Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is
two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit
must be registered by ADD/DROP form, signed, and delivered to registrar’s office by the
student. Please check with the music office or use the search option on AUGNET Records
and Registration to get the correct course section for instruments with more than one
teacher.
MUP 111-211-311-411 Voice
MUP 132-232-332-432 Bassoon
MUP 116-216-316-416 Electric Bass
MUP 133-233-333-433 Clarinet
MUP 121-221-321-421 Violin
MUP 134-234-334-434 Saxophone
MUP 122-222-322-422 Viola
MUP 135-235-335-435 Flute
MUP 123-223-323-423 Cello
MUP 137-237-337-437 Horn
MUP 124-224-324-424 Bass
MUP 141-241-341-441 Trumpet
MUP 131-231-331-431 Oboe
MUP 142-242-342-442 Trombone
MUP 143-243-343-443 Baritone
MUP 181-281-381-481 Organ
MUP 144-244-344-444 Tuba
MUP 191-291-391-491 Harp
MUP 152-252-352-452 Piano
MUP 192-292-392-492 Improvisation
MUP 161-261-361-461 Guitar
MUP 193-293-393-493 Composition
268 Music
MUP 171-271-371-471 Percussion
The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber
music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor.
MUE 113
Vocal Chamber Music (.0 course)
MUE 122
String Chamber Music (.0 course)
MUE 125
Guitar Chamber Music (.0 course)
MUE 131
Woodwind Chamber Music (.0 course)
MUE 142
Brass Chamber Music (.0 course)
MUE 144
Percussion Chamber Music (.0 course)
MUE 145
Piano Chamber Music (.0 course)
MUE 143
Jazz Ensemble (.25 course)
The Augsburg Jazz Ensemble is a group that performs extensively in a wide
variety of venues. The literature performed reflects the cultural diversity and
historical context of jazz. Placement is by audition or by arrangement with the
director. Preference is given to Concert Band members.
MUE 294
Opera Workshop
(1.0 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
MUE 494
Opera Workshop
(.25 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
MUP 159
Piano accompanying
Professional accompanying/weekly coaching for singers and instrumentalists.
Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and
coaching with a professional pianist. MUP fee schedule applies. (see
Handbook)
MUS 358
Junior Recital (.0 course)
B.M. candidates only. One-half hour recital at repertoire level III for music
education majors, one hour recital at level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital (.0 course)
One-half hour recital at repertoire level III for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital (.0 course)
B.M. candidates only. One hour recital at repertoire level IV for Music
Education majors, one hour recital at level V for Music Performance majors.
No course credit. Private instructor may request a pre-recital hearing.
Music 269
LARGE ENSEMBLES
Please note that only large ensemble participation (Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit
will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts
Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional
or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble
participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency.
Auditions for membership in a large ensemble are scheduled during the first week of
each semester or by contacting the ensemble director.
MUE 111
Augsburg Choir
(.25 course)
MUE 112
Riverside Singers of Augsburg
(.25 course)
MUE 114
Masterworks Chorale
(.25 course)
MUE 121
Orchestra
(.25 course)
MUE 141
Concert Band
(.25 course)
■ INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MUS 299
Directed Study
See description on page 100.
MUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 499
Independent Study/Research
See description on page 100. Open only to advanced students upon approval
of the faculty.
270
NATURAL SCIENCE TEACHING
LICENSURES
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distribution/general education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Dale Pederson (Biology), Sandra Olmsted
(Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
LICENSURE REQUIREMENTS.
Broad Base Requirements (also for 5-8
general science licensure)
GEO XXX Introductory Geology (taken
off-campus)
SCI 106 Introductory Meteorology
BIO 121 Human Biology and Lab
BIO 102 Biological World
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
Biology Major—B.A. in Life Sciences
(for licensure in biology 5-12)
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four (rather than five) upper division
biology courses are required, along with:
Two additional science courses chosen
from the following list:
PHY 101 Astronomy
SCI 106 Meteorology
An introductory geology course
Natural Science Teaching Licensure 271
Chemistry Major
(for licensure in chemistry 9-12)
Broad Base Requirements, plus Graduation
major in chemistry:
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, II
Two courses from:
CHM 364, 367, 464, 470, 481, 482 or BIO
367
One year of general physics — PHY 121,
122
General Science
(for licensure for grades 5-8)
If added to life science Chemistry or
Physics, will expand license to 5-12
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
BIO 102 Biological World
BIO 121 Human Biology
SCI 106 Introduction to Meteorology
GEO XXX Introductory Geology (taken
off-campus)
Physics Major (for licensure in physics
9-12)
Broad Base Requirements, plus Graduation
major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two additional physics courses above 122;
PHY 261 recommended
MAT 145, 146, 245 Calculus I, II, and III
PHY 327 Special Functions of
Mathematical Physics (Prereq.:
MAT 245 or equivalent)
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
272
NORDIC AREA STUDIES—NAS
N
ordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency. Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
Minor
Four upper division courses.
Other Requirements
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modern Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland, or Iceland; elective
courses or a second major such as
Norwegian, history, political science, urban
studies, business administration, international relations, sociology, or social work.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skill in Speaking (S)
is met by completing the following course:
S: NAS 352
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) and
Writing (W) graduation skills.
Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these
skills.
NORDIC AREA STUDIES COURSES.
NAS 121
Fire and Ice: Introduction to Nordic Literature
This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity
against the broad backdrop of Scandinavian history, social democratic values,
and globalization.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
Nordic Area Studies 273
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NAS 299
Directed Study
See description on page 100.
NAS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NAS 499
Independent Study/Research
See description on page 100.
NORWEGIAN
See listing under Languages and Cross-cultural Studies.
274
NURSING—NUR
T
he Augsburg Department of Nursing
is designed exclusively for registered nurses who want to increase their opportunities
in the healthcare field.
The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community
organizations, or in their own private practices. Wherever they work, nurses provide
comprehensive health care for persons,
groups, and communities of diverse cultures and socioeconomic levels throughout
the life span.
The bachelor’s degree equips nurses to
synthesize knowledge from the liberal arts
with the art and science of nursing. The
nursing program at Augsburg also provides
educational opportunities to increase skills
in critical thinking, clinical investigation,
and decision-making in preparation for
challenging new nursing positions in
emerging care systems.
Augsburg’s nursing program, which
leads to a bachelor of science degree with a
major in nursing, is fully accredited by the
Commission on Collegiate Nursing
Education (CCNE). Graduates of the program are eligible to apply for a public
health nurse registration certificate
through the Minnesota State Board of
Nursing.
Nursing Faculty
Cheryl Leuning (Chair), Magdeline
Aagard, Marty Aleman, Katherine
Baumgartner (Coordinator BSN program in
the Minneapolis/St. Paul), Ruth Enestvedt
(Coordinator of Augsburg Central Nursing
Center), Joyce Miller, Sue Nash
(Coordinator BSN program in the
Minneapolis/St. Paul), Joyce Perkins,
Pauline Utesch
Adjunct Faculty: Linda Holt (Coordinator
BSN program in the Minneapolis/St. Paul),
Tabitha Hanson, Jeannie Jacobson, Barbara
Knutson, Susan Loushin, April Morehouse,
Deborah Schuhmacher, Debra Zaffke
DEGREE AND MAJOR REQUIREMENTS.
Major
Seven courses including:
NUR 300 Trends and Issues in Nursing
NUR 305 Communication
NUR 306 Paradigms in Nursing
NUR 403 Families and the Life Cycle
NUR 410 Community Health Nursing I
NUR 411 Community Health Nursing II
NUR 490 Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of
2.50 are required. Students also must complete Augsburg’s residence and general
education requirements.
The Critical Thinking (CT) graduation
skill is embedded throughout the required
courses in the nursing major and is met by
completing the major. The graduation skill
in Speaking (S) is met by completing the
following course:
S: NUR 305 — Communication
Consult the department chair or an
academic adviser for requirements for
meeting the Writing (W) and Quantitative
Reasoning (QR) graduation skills.
Students petitioning to transfer in
upper division nursing courses from
another institution to meet requirements in
the nursing major at Augsburg must consult an adviser about potential adjustments
to their course requirements to fulfill each
of these graduation skills.
The program has been planned so that
courses in the nursing major can be completed over 15 months (full-time study,
two courses per term) with a summer
Nursing 275
break; however, students may pursue their
studies at a slower and more flexible pace.
Courses in the nursing major are
offered on weekday evenings with a
practicum course (NUR 411) requiring
additional weekday time. More time may
be required to complete the total course of
study depending on the number of liberal
arts (general education) courses needed to
complete the BSN degree, and the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with BSN admissions staff in the Adult
and Graduate Admissions Office for program planning.
Departmental Honors
Admission to the honors major
requires: a GPA of at least 3.60 in the
major and 3.30 overall, application to the
department chair by November 1 of the
senior year, recommendation by nursing
faculty, and honors thesis to be presented
before a faculty committee by April 15.
Candidates register for NUR 499 to complete the honors requirement.
Note regarding Latin honors: To be eligible for Latin honors, a student must meet
minimum GPA standards as well as complete a minimum of fourteen traditionally
graded credits at Augsburg and have no
more than two elective pass/no pass graded
credits at Augsburg (classes offered only as
P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on
page 94.
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. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.20
GPA.
2. Graduation from a nationally accredited nursing program: Applicants must
have graduated from a nationally accredited associate degree or diploma nursing
program with a 2.50 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
5. Applicants must have an updated
immunization record.
276 Nursing
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing a nursing
degree.
Nursing courses at Augsburg are available evenings and weekends. Nursing
classes usually meet on alternate weekday
evenings for three-to-four-hour time
blocks. Clinical practicum requirements
usually occur on weekdays. Optional
immersion practicums abroad are scheduled throughout the year. Check with the
Department of Nursing for details.
It is recommended that most liberal arts
courses be taken before starting the nursing major. Nursing majors can complete
courses toward the baccalaureate at the
Minneapolis campus; at United, Mercy,
Unity, and Children’s Hospitals in St. Paul,
Coon Rapids, and Fridley, Minn.; and in
Rochester, Minn.
NURSING COURSES.
NUR 300
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 305
Communication
Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or
concurrent enrollment.)
NUR 306
Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory
and conceptual models for nursing practice are studied and applied to practice
and research. (Prereq.: NUR 300 or concurrent enrollment.)
NUR 403
Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and
explores theories related to family structure and function throughout the life
span. (Prereq.: NUR 305 and 306, or consent of instructor.)
NUR 410
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, groups, and communities.
(Prereq: Math Placement 3 or MAT 105, completion of NUR 300-level courses.)
NUR 411*
Community Health Nursing II
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and public
health principles with culturally diverse clients. (Prereq: NUR 410)
Nursing 277
NUR 490
Leadership/Management
The capstone course for the nursing major. Integrates concepts from nursing
and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied.
Application of theory occurs in selected practice settings with a professional
nurse preceptor. This course satisfies the Keystone requirement. (Prereq.:
Senior status and completion of 300 level nursing courses and REL 300.)
NUR 495
Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
NUR 499
Independent Study/Research (optional)
See description on page 100.
Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult
with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
* This course involves an additional clinical tuition and clinical practicum hours.
278
PHILOSOPHY—PHI
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the
“big” questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by the study of
philosophers from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Philosophy Faculty
Markus Fuehrer (Chair), David Apolloni,
Bruce Reichenbach
DEGREE AND MAJOR REQUIREMENTS.
Philosophy Major
Eight courses including:
PHI 230 Logic
or PHI 385 Intro. to Formal Logic and
Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 20th-21st Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer
Science for course listing.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student’s
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy 279
Philosophy Minor
Five courses, including two from
PHI 241, 242, 343, and 344.
PHILOSOPHY COURSES.
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we
know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical
vocabulary, and to critical thinking and what it means to view the world
philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students
who receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
The nature and history of romantic love. The ethics of sex in relation to love,
marriage, the institution of monogamy, and homosexuality are considered.
PHI 230
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 informal
logic and inductive reasoning.
PHI 241
History of Philosophy I: Ancient Greek Philosophy
Central philosophical questions that concerned the Greek philosophers from
Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of
truth and human knowledge, and the nature of the good life.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy. Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
280 Philosophy
PHI 260
Philosophy and the Arts
Philosophical issues raised and illustrated by painting, sculpture, literature,
music, architecture, and film: the truth and falsehood of aesthetic judgment,
the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its
relation to the rest of the artistic tradition. For arts majors and students with a
strong background in the arts.
PHI 343
History of Philosophy III: Early Modern and 19th-Century
Philosophy
We study the major rationalists of the 17th century (Descartes, Spinoza,
Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume),
Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and
the reaction to it (Marx, Kierkegaard, Nietzsche and Mill).
PHI 344
History of Philosophy IV: 20th-21st Century Philosophy
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and
post-modern philosophy. Focus of study is on major texts of these movements.
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of
reality, the self, ways of knowing, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist’s
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: one course in natural science)
PHI 370
Existentialism
Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
Philosophy 281
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 388
Seminar in Philosophy
This course focuses on one philosopher, one philosophical writing, and/or on
one topic in philosophy. Students work on preparing an in-depth thesis paper
on some aspect of the course through discussion of the course material. Short
lectures are used to introduce students to the material followed by discussion
and debate to move students into the depths of the material.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent
of instructor. Offered annually)
PHI 490
Keystone
This course integrates the student’s general education experience with an
overview of specific themes in philosophy.
Internships and Independent Study Courses:
PHI 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHI 299
Directed Study
See description on page 100.
PHI 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHI 499
Independent Study/Research
See description on page 100.
PHYSICAL EDUCATION
See listing under Health, Physical Education, and Health Fitness.
282
PHYSICS—PHY
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called “natural philosophers,”
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society’s understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments in science with
heightened awareness and comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor’s and advanced degree
levels, and administers Augsburg College’s
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Biophysics, with support
from the National Science Foundation,
NASA, and other private and public
sources. Several students work as research
assistants in these efforts during the academic year and in the summer. Cooperative
education, internship, and undergraduate
research programs provide opportunities
for students to apply their knowledge and
problem-solving skills in practical situations in industrial, governmental, and academic settings.
Physics Faculty
Stuart Anderson, Mark Engebretson, Jeffrey
Johnson, David Murr, Ben Stottrup, David
Venne
Physics Research Staff
Jennifer Posch
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Major
Thirteen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, II
Physics 283
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. Consult your
department chair or academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is
met by completing the following course:
S: COM 115
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
■ BACHELOR OF SCIENCE
Major
Seventeen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics II
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory II
PHY 486 Quantum Physics
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, II
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. Consult your
department chair or academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is
met by completing the following course:
S: COM 115
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
■ BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
Eighteen course credits. It is the same
as the B.S. major, with the addition of PHY
320 and PHY 420, and the omission of the
elective physics course.
Departmental Honors
A GPA of 3.50 in physics and 3.30
overall. An original research project on a
significant topic in physics with an oral
presentation and written report. Project
proposals should be made to the department by Sept. 30 of the senior year.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the first year, and
MAT 245 and 247 (or PHY 327) during the
sophomore year.
284 Physics
Teaching Licensure Major
Society of Physics Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics II
Sigma Pi Sigma
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.00 in physics and overall, and
rank in the upper third of their class.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, II
PHYSICS COURSES.
PHY 101
Introductory 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 is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3.
Spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include
winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and
hurricanes, climate and climate change, global warming, and ozone depletion.
(Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall,
spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
Physics 285
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
PHY 114
Earth Science for Elementary Education Teachers
A practical and hands-on approach to earth and space science for students
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour laboratory/lecture periods. Prereq.: elementary education major and
MPG 3. Fall, spring)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 119
Physics for the Fine Arts
A scientific study of sound, light, and the mechanics of structures and the
human body relating to music, the visual arts, and theatre. Explores the
physics of phenomena and perception fundamental to these disciplines. (Three
one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, ENL 111, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modern physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY
122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
286 Physics
PHY 320
Introduction to Space Science
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHY/MAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations,
Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special
matrices, determinants), and functions of a complex variable. (Three one-hour
lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent.
Spring: cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and
electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory I (.5 course)
Students work in small groups on advanced experiments from various physics
subfields (including modern physics, electronic instrumentation, magnetism,
and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software
for computerized data acquisition and experiment control. (One three-hour
laboratory and an occasional one-hour seminar per week. Prereq.: junior or
senior standing or consent of instructor. Fall)
Physics 287
PHY 396
Comprehensive Laboratory II (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and
software design (LabVIEW) for computer-controlled experiments followed by
application of these techniques to advanced experiments in high vacuum
physics and technology, modern optics, biophysics, and other areas. (One
three-hour laboratory and an occasional one-hour seminar per week. Prereq.:
PHY 395, junior or senior standing or consent of instructor. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including de Broglie’s postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245, 351. Spring)
Internships and Independent Study Courses:
PHY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHY 299
Directed Study
See description on page 100.
PHY 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHY 499
Independent Study/Research
See description on page 100. Open to juniors and seniors with departmental
approval.
288
POLITICAL SCIENCE—POL
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy, psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student’s potential for graduate study and a successful
career.
Political Science Faculty
Joseph Underhill (Chair), Andrew Aoki,
Milda Hedblom, Elizabeth Klages, Norma
Noonan, John Shockley
DEGREE AND MAJOR REQUIREMENTS
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 Political/Statistics/Methodology
POL 484 Political Analysis Seminar
Required elective—one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
The Critical Thinking (CT) and
Writing (W) graduation skill is embedded
throughout the offered courses and is met
by completing the major. The graduation
skill in Speaking (S) is met by completing
one of the following courses:
S: POL 325, POL 326, or POL 380
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Political Science 289
Pre-Law Concentration in Political
Science
POL 160
POL 170
Major: 11 courses required
III. Four Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 370
POL 371
POL 381
POL 421
POL 461
ECO 312, 313, 413 (only one of these can
be used for this requirement)
SOC 381
Specific Required Courses — six total
POL 121
POL170
POL 483
POL 484
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
COM 111
Electives — five total
Three courses from the choices below:
POL 350
POL 370
POL 371
POL 380
POL 381
Plus two additional upper level courses in
Political Science (can come from the list
above, or be any other upper level Political
Science course).
Public Policy and Political Change
Concentration in Political Science
Major: 11 courses required.
I. Six Specific Courses
ECO 112 or 113
POL 121 or 122
POL 325 OR 326
POL 399 (internship must be approved by
political science adviser)
ECO 490, POL 483, or SOC 362 (only one
can be used for this requirement)
POL 484
II. One Course from the Following:
POL 121
POL 122
POL 124
POL 140
POL 158
NOTES
1. POL 140 can be substituted for POL
122, with adviser approval.
2. If both POL 121 and 122 are completed,
one can count for section I and one for
section II. The same course cannot fulfill
requirements in both sections.
3. If both POL 325 and 325 are completed,
one can count for section I and one for
section III. The same course cannot fulfill
requirements in both sections.
4. Only one economics course (either 312,
313, or 413) can be counted toward the
four courses required in Section III.
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student’s GPA must
be 3.50 in the major and 3.00 overall; the
student must take an honors independent
study and a seminar, and must submit an
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
290 Political Science
Minor
NOTES
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
1. POL 140 can be substituted for POL
122, with adviser approval.
Pre-Law Minor: six courses required
3. Only one economics course (either 312,
313, or 413) can be counted toward the
three courses required in Section II.
Four Required Courses:
POL 121
POL170
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
SPC 111
Two Electives:
Two courses from the choices below:
POL 350
POL 370
POL 371
POL 380
When necessary, substitutions can be
approved by the chair (e.g. if a required
course has to be canceled).
Public Policy and Political Change
Minor: 6 courses required
I. Three Specific Courses
POL 121 or 122.
POL 325 OR 326
POL 399 (internship must be approved by
adviser)
II. Three Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 381
POL 421
POL 461
ECO 312, 313, or 413
SOC 381
2. If both POL 325 and 325 are completed,
one can count for section I and one for
section II. The same course cannot fulfill
requirements in both sections.
Teaching Major in Political Science
and Economics
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division economics
course
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
ESE 310 5-12 Methods: Social Studies —
Capstone course (required for
licensure)
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
Political Science 291
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education. To be
licensed in social studies, additional education courses and the social studies core are
required.
Political Science Areas
(I) American Government and Politics,
(II) Comparative Politics and Analysis,
(III) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
POLITICAL SCIENCE COURSES.
■ I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government — including Congress,
the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed.
POL 323
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
292 Political Science
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
■ II. COMPARATIVE POLITICS AND ANALYSIS
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.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
Political Science 293
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
■ III. INTERNATIONAL POLITICS
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.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.:
four courses in the international relations sequence)
■ IV. PUBLIC LAW
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.
POL 370
Constitutional Law
The legal-political-philosophical role of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
294 Political Science
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
■ V. POLITICAL THEORY AND ANALYSIS
POL 140
Social Justice in America
Examines social justice in urban policies such as housing and education
(issues may vary). Students develop their own arguments about social justice.
Emphasis on class discussion; substantial participation required.
POL 158
Political Patterns and Processes
(See Section II for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at the struggle to define
Asian Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor)
Political Science 295
■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses:
POL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. P/N grading unless internship supervisor grants exception.
POL 299
Directed Study
See description on page 100.
POL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
POL 499
Independent Study/Research
See description on page 100.
296
PSYCHOLOGY—PSY
P
sychology 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. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community. The
curriculum’s emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg’s active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
Psychology Faculty
David Matz (Chair), Barbara Curchack,
Grace Dyrud, Stacy Freiheit, Lisa Jack,
Bridget Robinson-Riegler, Nancy Steblay
DEGREE AND MAJOR REQUIREMENTS.
Major
The major is 10 courses
Foundations of Psychology (five courses)
PSY 105 Principles of Psychology
PSY 215 Research Methods and Statistics
I
PSY 315 Research Methods and Statistics
II
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
Professional Perspectives (two courses)
PSY 399/396 Internship
At least one course from the following:
PSY 201 Health Psychology
PSY 263 Sports Psychology
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
PSY 410 Clinical Neuropsychology
Electives (three courses in psychology)
Majors are strongly encouraged to take
more than the minimum 10 required psychology courses; no more than 13 course
credits can count for graduation.
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 199, 299, 399/396, and
499 may be counted.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academ-
Psychology 297
ic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the 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.
All psychology majors must have an
adviser in the psychology department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Psychology and Law
The field of psychology and law
involves the application of scientific and
professional aspects of psychology to questions and issues relating to law and the
legal system. This field encompasses contributions made in a number of different
areas — research, clinical practice, public
policy, and teaching/training among them
— from a variety of orientations within the
field of psychology, such as developmental,
social, cognitive, neuropsychology, and
clinical. Students in this concentration will
participate in at least three experiential
learning venues: laboratory research, a
community-based internship, and study
tours to Hennepin County Courts.
See department chair for specific
requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strengthen a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Departmental Honors
GPA of 3.00 in the major and 3.50
overall, and completion of a high-quality
research project. Formal application must
be made during the junior year. Please
consult the department chair for more
detailed requirements.
Minor
Five courses, including PSY 105, and
four electives. A minimum of two courses
must be from Augsburg. No more than two
courses from among PSY 299, 399/396,
and 499 may be counted.
298 Psychology
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.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 105)
PSY 215
Research Methods and Statistics I
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one
course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research
design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status)
PSY 235
Psychology and Law
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: PSY 105)
PSY 250
Child Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105)
PSY 253
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 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 105)
PSY 261
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 105)
PSY 262
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 105)
Psychology 299
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: PSY 105)
PSY 271
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 105)
PSY 295
Topics in Psychology
Specific topic will be published prior to registration; e.g., Positive Psychology,
Close Relationships, Psychology and Religion. (Prereq.: PSY 105)
PSY 315
Research Methods and Statistics II
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken
in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of
2.0 or higher)
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,
attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior
standing)
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 215, or PSY 105 with junior
standing)
PSY 355
Biopsychology
Relationship between biology and behavior. Considers biological bases of
learning and cognition, emotions, abnormal psychology, personality, normal
and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior
standing)
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 215, or PSY 105 with junior standing)
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 215, or PSY 105 with
junior standing)
300 Psychology
PSY 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required.
(Prereq: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY
105 with junior standing)
PSY 381
Historical Perspectives
Focus on the people in psychology’s history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual history. (Prereq.:
PSY 215 or PSY 105 with junior standing)
PSY 385
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215,
or PSY 105 with junior standing)
PSY 410
Clinical Neuropsychology
The exploration of human behavior when the brain is altered by traumatic
brain injury and diseases such as stroke, epilepsy, and dementia. Learn human
neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including
neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent
of instructor)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students’
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or consent of instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 315 or consent of instructor)
Psychology 301
Internships and Independent Study Courses.
PSY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. (Prereq.: PSY 105 and one other psychology course).
PSY 299
Directed study
See description on page 100. (Prereq.: PSY 105)
PSY 399/396 Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. Weekly class meetings are required for this course.
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus
internship. The internship satisfies the Keystone requirement. (Prereq.: PSY
315)
PSY 499
Independent Study/Research
See description on page 100. (Prereq.: PSY 315)
302
RELIGION, YOUTH
MINISTRY—REL, YFM
R
eligion asks questions and seeks
answers fundamental to humanity’s search
for meaning: Who are we as human
beings? (Who am I?) What is our relationship with each other, with the natural
world, and with God? (What is my place in
the world? What am I called to do?) What
do good and evil mean in this time and
this place? (Do I — or how do I — understand these concepts differently than those
from different times and ages?)
The study of religion, including inquiry
into the history and traditions of
Christianity, exploration of other major
world religious traditions, study and interpretation of the Hebrew Bible and New
Testament, and reflection on vocation, is
central to the mission and vision of
Augsburg College. At the center of the
AugCore, Augsburg’s general education
program, are courses in the Religion
Department. In these courses, students are
challenged and equipped to articulate what
they believe and to see that what they
believe matters. These courses also ground
students who wish to major or minor in
Religion or Youth and Family Ministry,
where they may more explore more deeply
the interpretation of the Bible, church history, theology, world religions, spirituality
and spiritual practices, as well as the practical aspects of the life and work of the
church.
Augsburg is a college of the Evangelical
Lutheran Church in America (ELCA), and
this means that we are eager to engage in
dialogue with Christians of all denominations and with people who practice other
spiritual traditions or claim no religious
beliefs. We challenge all our students to
respect and learn from one another and to
AND
FAMILY
think critically about matters of faith and
reason.
Religion Faculty
Philip Quanbeck II (Chair), Lori Brandt
Hale, Bradley Holt, Russell Kleckley, Lynne
Lorenzen, Mary Lowe, Beverly Stratton,
Mark Tranvik, Hans Wiersma
GENERAL REQUIREMENTS.
Majors
The Religion Department offers two
majors: Religion (REL) and Youth and
Family Ministry (YFM).
Prerequisites
Religion 100 (or 300 for advanced
transfer students) is prerequisite to all
other courses.
Graduation Requirements
Courses designated REL and YFM are
offered by the religion department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Transfer Courses
All transfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
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 credit for the major. Students who
have taken an approved introductory
course in Bible and/or Christian theology
Religion 303
at another college may take REL 300 in
place of the College REL 100 and 200
requirement; consult the registrar’s office.
Advising
All majors must have an adviser in the
department.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall, research project approved by the
department, and colloquium with the
department. Application must be received
by the department by Dec. 30 of the student’s senior year.
RELIGION—REL
A religion major serves as a strong
foundation in the liberal arts. It prepares
students for professional work and/or graduate studies in a wide array of fields.
Certainly, students interested in seminary
and ministry are well-served by an undergraduate religion degree. Students who
wish to pursue graduate studies in theology, religious studies, sacred scripture, or
church history are also good candidates for
a religion major. Students interested in
graduate studies in most any field in the
humanities and social sciences could
choose a religion major. Law schools and
other professional schools, including medical schools, are attracted to students with
a religion degree and the skills of analytic
reading, critical thinking, writing, and
speaking acquired in pursuit of that
degree.
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 200 Christian Vocation and the
Search for Meaning II
or REL 300 Bible, Christian Theology,
and Vocation
REL 210 Research Methods in Religion
REL 495 Religion Keystone
Five additional electives
Note: Keystone, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
Graduation Skills
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: REL 302, 386 or consult with your
adviser for an approved course outside the
major
W: REL 495 and one of the following: REL
362, 370, or 481
304 Religion
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Religion Minor
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note for majors and minors:
Students are required to have at least a
2.00 GPA in courses counted toward the
major or minor. One or two courses in
youth and family ministry (YFM) may
count toward the religion major or minor.
Five religion courses including REL 100
and 200. (Advanced transfer students take
REL 300 and four electives.)
RELIGION COURSES.
REL 100
Christian Vocation and the Search for Meaning I
This introductory course will explore some of the biblical and theological
resources that the Christian tradition, seen through the lens of vocation,
brings to the search for meaning. Not accepted for credit for students who
have taken REL 300 or 331.
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
REL 120
Religion and Science in Popular Culture
This course explores the relationship between religion and science through
issues that emerge in public discussion through news and popular media.
Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its
relationship to religion.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. (Prereq.: REL 100)
REL 205
Exploring Topics in Religion
This course introduces students to various topics within the field of religion.
Students will explore primary texts on topics such as gender, economics, and
politics and investigate and analyze the contemporary debates involving these
complex issues. Students will develop their own perspectives on the topic
under investigation. (Prereq.: REL 100, 111, 221, 300, or 331; also ENL 111
or 112 or HON 111)
REL 206
Apostles of Hope
This course will explore how Israel adapted, resisted, fractured into sects, and
was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman
empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a
threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of
the Roman order?
Religion 305
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic
study of Christianity (Bible, theology, and church history), including methods
and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON
111)
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible,
Christian tradition, and vocation. Students will articulate their own theological
questions and positions and begin to recognize and evaluate religious claims
in a world of many religions. Open only to advanced transfer students. Not
accepted for credit for students who have taken REL 100, 111, 221, or 331.
REL 301
Interpreting the Old Testament
An investigation of the Torah, Prophets, and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or
300 and critical thinking entry level skill pass or GST 100)
REL 302
Interpreting the New Testament
Historical, literary, and theological interpretation of Paul’s letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modern communities.
REL 306
Non-Western Christianity
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
REL 309
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
REL 313
Environmental Theology and Ethics
An overview of contemporary theology and theologically-based approaches to
environmental ethics using studies of environmental problems in South,
Central, and North America. Taught in Mexico during spring semester program.
REL 320
Buddhism and Christianity in Thailand
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand’s contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
REL 343
Theology of Marriage and Family
An examination of the nature of modern marriage and family relationships
within the context of the faith and practice of the Christian church.
306 Religion
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia.
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major Christian
denominations and of the world religions as practised in America. Some
controversial religious movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
REL 362
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 100 or 300 and ENL 111 or 112 or HON
111)
REL 363
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.
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin
American culture and politics. Focuses on the relationship between theology
and social/political transformation.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111,
junior standing, and REL 100 or 300)
REL 378
Medieval Church (See description under HIS 378)
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
Religion 307
REL 386
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.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology.
REL 405
Lilly Scholar Seminar I
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 406
Lilly Scholar Seminar II
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 425
Christian Spiritual Practices
A practical forum on “habits of the heart” that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
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.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST
100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community.
REL 480
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and
contemporary culture. Students will be challenged to make vocation the lens
through which they view their lives and communities. This course satisfies the
Keystone requirement.
308 Religion
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL
111 or 112 or HON 111)
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Religion Keystone
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: REL 210)
Internships and Independent Study Courses:
REL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. Limited to special cases.
REL 299
Directed Study
See description on page 100.
REL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
REL 499
Independent Study/Research
See description on page 100. For religion majors only.
See department listing for a description of the following approved electives:
PHI 350
Philosophy of Religion
SOC 260
Religion and Society
YOUTH
AND
FAMILY MINISTRY—YFM
Youth and Family Ministry Major
In keeping with Augsburg’s mission to
nurture future leaders in service to the
world, the major in youth and family ministry prepares persons for faithful work as
youth and family ministers in Christian
congregations and other ministry settings.
This major is interdisciplinary, combining
a core study of theology, Bible, and ministry with supporting coursework in the
social sciences. A distinctive element of the
major is the combination of practical and
theological training: students will have
many opportunities to apply their knowledge and discernment skills in specific
ministry contexts, including a supervised
internship. Students must declare the YFM
major and receive faculty approval before
participating in off-site field work. A youth
and family ministry minor is also offered.
Graduation Skills
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: REL 302
W: REL 362 and REL 495
Consult your YFM academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these
skills.
Course Maximums
A student majoring in YFM may take
apply up to 15 courses from the religion
department toward graduation if they are
required to take REL 100 and 200, and the
15th course is a REL or YFM study abroad
course or the Lilly Scholar Seminar. If the
student is required to take REL 300, they
may apply up to 14 courses if the 14th
course is a REL or YFM study abroad
course or the Lilly Scholar Seminar.
Associate in Ministry (A.I.M.)
Course work completed with the major
fulfills part of the requirements for
Associate in Ministry (A.I.M.) status within
the Evangelical Lutheran Church in
America. Students interested in A.I.M. certification should consult with their home
synod and with a YFM adviser no later
than their second year.
Youth and Family Ministry Major
Fourteen courses including:
Theology core (6 courses):
REL 210 Research Methods in Religion
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Religion Keystone
Youth and family ministry core (4 courses):
YFM 208 Vocational Formation I [required
non-credit experience]
YFM 209 Vocational Formation II
[required non-credit experience]
YFM 235 Foundations for Ministry with
Youth and Families
YFM 305 Ministry Practices
YFM 358 Life and Work of the Church
YFM 399 Internship
Youth and family ministry electives (2
courses):
YFM 205 Exploring Topics in Youth and
Family Ministry (students will choose two
topics courses from a list of 0.5 credit
courses)
One REL or YFM course from the following list:
309
310 Youth and Family Ministry
YFM 232 Peer Ministry
YFM 316 Church and Culture in Context
REL 343 Theology of Marriage and Family
REL 345 The Lutheran Heritage (required
for A.I.M. certification)
REL 353 Denominations and Religious
Groups in America
REL 356 World Religions
REL 357 Giants of Christian Faith
REL 425 Christian Spiritual Practices
Youth and Family Ministry Minor
and three supporting courses:
SOC 231 Family Systems: A Cross-Cultural
Perspective
PSY 105 Principles of Psychology
PSY 250 Child Development
or PSY 252 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
One Bible survey course from:
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
Note: A student with a youth and family
ministry major or minor may not also
major or minor in religion.
The minor consists of the following five
courses:
YFM 235 Foundations for Ministry with
Youth and Families
One youth and family ministry course
from:
YFM 305 Ministry Practices
YFM 358 Life and Work of the Church
One theology course from:
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
and one course from the theology core,
YFM core, or YFM electives as listed in the
major.
YOUTH AND FAMILY MINISTRY COURSES.
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
YFM 205
Exploring Topics in Youth and Family Ministry (0.5 course)
Exploring Topics in Youth and Family Ministry features a selection of halfcredit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year
to year and include such subjects as Outdoor Ministry, Service Learning,
Program Administration and Planning, Youth Culture and Religion,
Communications, Media, Music and Ministry, and Ministry with Youth on the
Margins.
YFM 208
Vocational Formation I (.0 course)
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students
will complete an entrance process into the major, participate in monthly
cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat.
YFM 209
Vocational Formation II (.0 course)
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students
will complete a professional portfolio, participate in monthly cohort groups,
monthly roundtables, have multiple meetings with an assigned mentor from
the field, and attend one approved professional conference or workshop.
(Prereq.: YFM 208)
Youth and Family Ministry 311
YFM 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
YFM 235
Foundations for Ministry with Youth and Families
An introductory level study in which the biblical, theological, and historical
foundations of ministry with youth and families are explored. Students will
also be introduced to the principles of practical theology and learn the skills
and sensibilities necessary for discerning what faithful ministry might look
like in a specific location.
YFM 305
Ministry Practices
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of
the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the
major themes of this course. (Prereq.: YFM 235)
YFM 316
Church and Culture in Context
A study of culture, church life, and the contemporary religious situation in
another country. An exploration of the roles of households, congregations, and
other ministry organizations in shaping and nurturing faith as compared to the
United States. Short-term travel seminar, available as offered.
YFM 358
Life and Work of the Church
This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the
issues and challenges facing modern and “post-modern” churches. A central
element of this course will be a research project that studies the methods and
strategies of congregations and other ministry organizations in their efforts to
introduce, nurture, and shape the Christian faith. (Prereq.: YFM 235)
YFM 399
Internship
The internship centers around 150 hours of supervised leadership practice
focused on youth and families, fulfilled in partnership with a congregation or
other approved ministry setting. A formal learning agreement as well as the
development of a professional portfolio round out the internship experience.
(Prereq.: YFM 235 and YFM 305 or 358)
SCANDINAVIAN STUDIES
See Nordic Area Studies.
312
SOCIAL STUDIES TEACHING LICENSURE
S
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinators
Don Gustafson, degree-seeking students.
Anne Kaufman, licensure only and MAE
graduate students.
Social Studies Teaching Licensure
Broad base requirements:
ECO 113 Principles of Microeconomics
HIS 120 America to 1815
or HIS 121 19th-Century United States
or HIS 122 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields—economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor’s degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
SOCIAL WORK—SWK
S
tudents in social work are preparing
to engage in professional practice with
individuals, families, groups, communities,
and organizations. Students learn to
become skilled at designing change strategies with clients that promote individual
change, social justice, and empowerment.
The curriculum includes classroom
instruction and agency practice in human
development in a social context, social
work skills, history of social work and
social welfare in the United States, analysis
of social welfare policy, and social science
research. In and out of the classroom, students study privilege and oppression and
engage with diverse communities. In the
end, our students are prepared to practice
in a global society and in international settings.
Those graduating with a social work
major receive a Bachelor of Science degree
in social work and are eligible to apply for
licensure as a generalist social worker.
Students interested in a graduate degree in
social work (MSW) are encouraged to
apply to our Master of Social Work program. Both the baccalaureate and graduate
social work programs are accredited by the
Council on Social Work Education.
Social work graduates embody the
Augsburg College motto, “Education for
Service.” One example of this motto in
action is the extensive service learning and
practica assignments embedded in the
social work curriculum. Students begin
service learning early in their major and
engage in over 400 hours of agency based
training, supervised by licensed social
workers. The Twin Cities offers a variety of
innovative and professional programs and
agencies. Students are encouraged to train
with and learn from these local, regional,
and national leaders in social work.
313
The social welfare minor offers students
from other disciplines the opportunity to
gain knowledge about the history of social
work and social welfare, human development in a social context, and experience
with agency and community social work.
Social Work Faculty
Anthony Bibus (Chair), Laura Boisen
(MSW Field Coordinator), Lois Bosch
(MSW Program Director), Francine
Chakolis, Christina Erickson, Annette
Gerten, Barbara Lehmann, Curt Paulsen,
Nancy Rodenborg (Undergraduate Field
Coordinator), Glenda Dewberry Rooney,
Michael Schock (Undergraduate Program
Director), Maryann Syers (Field Education
Coordinator), Tan Ngoh Tiong
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice 1:
With Individuals
SWK 307 Field Work 1:
Integrative Seminar
SWK 316 Social Work Practice 2:
With Families and Groups
SWK 317 Field Work 2:
Integrative Seminar
SWK 402 Research 1: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research 2: Evaluation of Social
Work Practice and Programs
(.5)
SWK 406 Social Work Practice 3:
With Communities and Policies
SWK 407 Field Work 3:
Integrative Seminar
SWK 417 Field Work 4:
Integrative Seminar
SWK 490 The Social Worker as
Professional
314 Social Work
and seven supporting courses:
BIO 121 Human Biology and Lab
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 265 Race, Class, and Gender
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 280 Diversity and Inequality in
Professional Practice
A minimum grade of 2.0 is required for
each core course and a 2.00 cumulative
GPA is required in the supporting program.
A statistics course is recommended for students planning on graduate school.
In accordance with accreditation standards, the Social Work Department does
not grant social work course credit for life
experience or previous work experience.
The Critical Thinking (CT) and
Writing (W) graduation skills are embedded throughout the offered courses and are
met by completing the major. The graduation skill in Speaking (S) is met by completing SWK 406. Consult your department chair or academic adviser for requirements for meeting the Quantitative
Reasoning (QR) graduation skill. Transfer
students must consult an adviser about
potential adjustments to their course
requirements to fulfill each of these skills.
Admission to the Major
Students must apply to be admitted to
the degree program in social work. This
application process, called candidacy, is
subsequent to and separate from admission
to Augsburg College. The initial candidacy
application is completed in the spring term
of the sophomore year or in the summer
months for junior transfer students. Each
social work major must complete the
application materials and be officially
admitted to the social work program before
beginning the first field practicum in the
junior year. Social work majors must have
a cumulative 2.20 G.P.A. to enter the pro-
gram. Students who do not meet this minimum G.P.A. standard will be given an
opportunity to explain their G.P.A. and
may subsequently be considered for conditional admission. Admission to the program is required as a pre-requisite for those
300 and 400 level courses restricted to
social work majors only. Contact the Social
Work Department for details.
Departmental Honors
The social work department offers students the opportunity to earn
Departmental Honors through the completion of an applied or scholarly project.
Students may apply for Departmental
Honors if they have earned and maintain
an overall GPA of 3.30 and maintain a
cumulative GPA of 3.60 in all social work
classes at the 300 level and above. Honors
applicants may take up to two courses as
P/N (in addition to the integrative field
seminars, which are graded P/N) and must
complete a minimum of 14 traditionally
graded Augsburg courses. Other requirements include the successful completion of
a paper or project designed to demonstrate
critical understanding of one area in the
field of social work or social welfare. A faculty mentor will guide and supervise work
on this paper or project. Please consult
with your adviser or program director for
complete details and deadlines.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 3:
With Communities and Polices
SOC 265 Race, Class, and Gender
and one course from:
Social Work 315
POL 121
POL 158
POL 325
American Government
and Politics
Political Patterns and Processes
Politics and Public Policy
SOCIAL WORK COURSES.
■ COURSES OPEN TO ALL STUDENTS
SWK 210
Environmental Justice and Social Change
This course examines the relationship between environmental justice issues
and principles and methods of social change. It explores the relationship
between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways
social change agents can mobilize action to correct these injustices. (Elective
credit)
SWK 230
Global Peace and Social Development
This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and
are vital to fostering peace, human rights, and well-being. (Elective credit)
SWK 257
Exploring Human Services
In this service learning course, students explore human services and especially
social work as a major and as a career. In addition to attending class, students
work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups.
SWK 260
Humans Developing
This course helps students to examine critically factors influencing human
growth and development within diverse and oppressed groups. Students come
to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals,
groups, and families.
SWK 280
Diversity and Inequality in Professional Practice
This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural
competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or
concurrent registration: SOC 265 Race, Class and Gender)
SWK 301
History and the Analysis of Social Policy
The history of social workers, social movements, and changing social norms in
Europe, North America, and globally profoundly affects social welfare policy
today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs.
(Prereq.: junior standing or consent of instructor)
316 Social Work
SWK 406
Social Work Practice 3: With Communities and Policies
Students learn how community organizations, human service agencies, and
social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt,
and how to influence local, regional, and national policies. (Prereq.: senior
standing or consent of instructor)
■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY
SWK 306
Social Work Practice 1: With Individuals
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual
clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist
social work practice with individuals, families, and groups. Emphasis is on
holistic practice applying the strength-based problem solving approach and
working with diverse populations.
SWK 307
Field Work 1: Integrative Seminar
Students begin applying practice knowledge and skills in their first social
work practicum. Social work professionals in regional human service agencies
supervise students in a full-year field placement. Students also synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the fall term. (SWK 307 is concurrent with SWK 306
and is the first of two courses required in the junior year practicum, P/N grading only.)
SWK 316
Social Work Practice 2: With Families and Groups
Students continue to develop generalist social work practice knowledge, skills,
and values while learning to interview families and facilitate groups. Emphasis
is on holistic practice applying the strength-based problem solving approach
and working with diverse groups and families.
SWK 317
Field Work 2: Integrative Seminar
This course is a continuation of SWK 307. Students apply practice knowledge
and skills in their first social work practicum. Students synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the spring term. (SWK 317 is concurrent with SWK 316
and is the second of two courses required in the junior year practicum, P/N
grading only.)
SWK 402
Research 1: Fundamentals of Social Work Research and Evaluation
(0.5 course)
Students are introduced to basic social research methods commonly used in
social work research. Students learn how to access and understand current
knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing
research strategies as applied to practice evaluation. (This half course is in
sequence with SWK 403 and is concurrent with SWK 406 and SWK 407.)
Social Work 317
SWK 403
Research 2: Evaluation of Social Work Practice and Programs (0.5
course)
Building on the work in SWK 402, students plan and complete an evaluation
of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative
and qualitative information. (Prereq.: SWK 402 and MPG 3. This course is
concurrent with SWK 417 and SWK 490.)
SWK 407
Field Work 3: Integrative Seminar
Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced
course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 402 and
SWK 406, and is the first of two courses required in the senior year practicum,
P/N grading only.)
SWK 417
Field Work 4: Integrative Seminar
This course is a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120
hours of supervised practice in the spring term. (SWK 417 is concurrent with
SWK 403 and SWK 490, and is the second of two courses required in the
senior year practicum, P/N grading only.)
SWK 490
The Social Worker as Professional
This course, which meets the senior keystone course requirement in the
Augsburg Core Curriculum, is the summative seminar in the social work
major. Students learn organizational analysis and methods for agency change
as well as reflect on vocation in social welfare, engage in career planning,
study ethical practice principles, and prepare to engage in professional social
work practice. (Prereq.: senior social work status required. This course is concurrent with SWK 403 and SWK 417.)
Internships and Independent Study Courses:
SWK 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 100.
SWK 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SWK 499
Independent Study/Research
See description on page 100.
318
SOCIOLOGY—SOC
S
ociology is the scientific 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.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg’s metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in research, management, and
human resources departments of both government and private corporations, in the
criminal justice field, and as professors of
sociology. Others have used the major as
preparation for advanced study in areas
such as law, the ministry, social work,
urban planning, and human services.
Sociology Faculty
Tim Pippert (Chair), Lars Christiansen,
Nancy Fischer, Garry Hesser, Diane Pike,
James Vela-McConnell
DEGREE AND MAJOR REQUIREMENTS.
Students may choose to pursue the core
sociology major or they may opt for a specialized, interdisciplinary concentration
within the major.
Core Major
Sociology has a long-standing tradition
as an excellent undergraduate major that
applies to a number of fields from human
services to criminal justice to business to
public service. The foundation of the
major at Augsburg is that it provides a
clearly organized curriculum that is challenging, develops over the course of the
major, and integrates and reinforces an
excellent set of important skills; those
skills include abstract thinking, writing,
critical analysis, basic research, integration
of theory and data, and the connection of
the individual and collective perspectives
in the unique way of the sociological imagination. The five core courses intentionally
develop those skills in our students and
serve them well. Thus, these required and
sequenced courses are also the core of the
concentrations that allow students to pursue their electives in a direction that adds
other skills related to areas of interest.
Those concentrations include: community
studies, crime and deviance, law and society, organizational studies, and social psychology.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below:
Core major:
SOC 121 Introduction to Human Society
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 485 Sociological Theory
SOC 490 Senior Seminar
Sociology 319
At least three of the following upper-division courses (Prereq: SOC 121):
SOC 320 Sociology of Law
SOC 349 Organizational Theory
SOC 375 Social Psychology
SOC 377 Organizational Deviance
SOC 381 City and Metro-Urban Planning
SOC 387 Juvenile Delinquency
SOC 390 Social Problems Analysis
SOC 410 Field Studies of Organizations
Two additional sociology electives. SOC
399 (Internship) is highly recommended.
Note: Majors must have a 2.0 or better in
each required course to receive credit in
the major.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are embedded within
the core courses — specifically SOC 363,
SOC 485, and SOC 490 — and are met by
completing the major. Consult your
department chair or academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Concentration in Community Studies
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. Courses required beyond the
core major requirements are: SOC 111,
SOC 381, SOC 399, and one additional
elective. See Garry Hesser for advising and
visit the department website for details.
Concentration in Crime and Deviance
Careers in criminal justice — corrections, federal investigation, probation,
court work, law enforcement and crime
prevention — will be supported by this
concentration in the major. In addition to
the five core major requirements and one
elective, the courses are: Criminology
(SOC 277); three courses from the following four upper division options — Juvenile
Delinquency (SOC 387), Organizational
Deviance (SOC 377), Sociology of Law
(SOC 320), or Social Problems (SOC 390);
one interdisciplinary course — Psychology
and Law (PSY 265) or approved ACTC
elective that meets student interests; and,
an internship in a field related site which
serves as the concentration capstone experience (SOC 399). The total number of
courses for the concentration is 12. Please
see Diane Pike for advising and visit the
department website for details.
Concentration in Law and Society
This concentration is an interdisciplinary concentration that is intended for students who are considering law school and
legal careers such as becoming lawyers or
legal researchers. It emphasizes the development of reasoning and communications
skills as well as courses that address legal
issues. Courses required beyond the core
sociology major requirements include:
Sociology of Law (SOC 320), Sociology of
Organizations (SOC 349), and Internship
(SOC 399), and three courses in related
fields — COM 111, COM 351, and POL
170. See Nancy Fischer for advising and
visit the department website for details.
320 Sociology
Concentration in Organizational
Studies
This concentration is designed for students who plan to work in organizational
settings including corporate, government,
and non-profit sectors. Students will learn
how organizations are structured, function,
and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This
concentration seeks to equip students with
skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career
and professional goals. Courses required
beyond the core major requirements are:
Office Space (SOC 222), Sociology of
Organizations (SOC 349), Organizational
Deviance (SOC377), Field Studies in
Organizations (SOC 410), an Internship
(SOC 399), and three courses in related
fields — BUS 242 or BUS 340; ECO 113;
and one from INS 325, COM 345, or COM
410. See Lars Christiansen for advising and
visit the department website for details.
Concentration in Social Psychology
The intent of the social psychology
concentration is to provide sociology
and/or psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in public relations, law, consulting,
research, social policy, and more. Courses
required beyond the core major requirements are: Social Psychology (SOC 375),
Social Problems Analysis (SOC 390), an
Independent Research in Ethnography
(SOC499), and three courses in
Psychology — Principles of Psychology
(PSY 105), Social Behavior (PSY 325), and
the Advanced Research Seminar (PSY 491).
See James Vela-McConnell for advising and
visit the department website for details.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Departmental Honors
To complete departmental honors in
sociology, the student must have a minimum GPA of 3.50 in the major and overall.
In addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair and website for specific requirements. An application for
departmental honors/graduation with distinction must be completed by spring of
the junior year.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.00 GPA in courses counting toward the minor.
Sociology 321
SOCIOLOGY COURSES
SOC 111
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one’s place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 141
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
SOC 222
Office Space: The Sociology of Work
Why does a doctor get paid handsomely, and a burger-flipper get paid poorly?
Can workplaces be functional, or are they inherently conflictual? How does
the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. (Fall)
SOC 231
Family Systems
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United
States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns.
(Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What impacts
do social movements have on social institutions, the state, culture, and even
personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over
the last two centuries. (SOC 121 and courses on 19th or 20th century U.S.
history recommended, but not required)
SOC 260
Religion and Society
An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological
research on the role of religion and religious organizations in American society. (Fall)
322 Sociology
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 290
Cultures of Violence
Street gangs and warfare. Police brutality and genocide. Domestic abuse and
riots. What are the dynamics underlying different forms of violence? This
course takes violence in its many forms as a topic for sociological analysis.
(Spring of alternate years)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq. for 300 level courses
only: SOC 121 or consent of instructor)
SOC 320
Sociology of Law
How does law in practice differ from law as it is written in the
Constitution/Bill of Rights? Despite the pretense that legal language is neutral,
in practice, the law constructs people in different, unequal ways based on their
class, age, race, gender, and sexuality. We will explore the different ways that
law is practiced, and coursework will involve observing law in practice in local
courts. (Prereq.: SOC 121 or consent of instructor. Fall)
SOC 349
Sociology of 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. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
SOC 363
Research Methods
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
Sociology 323
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course examines individual identity within the social context of
symbolic interaction. (Prereq.: SOC 121 or consent of instructor. Fall, spring)
SOC 377
Organizational Deviance
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents;
corporate scandals. What are the causes and consequences of organizational
crime and deviance? Case study analysis and the application of sociological
models of explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC 222 and/or SOC 349.
Spring of alternate years.)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to urban planning
and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent
of instructor. Spring)
SOC 387
Juvenile Delinquency
Why is the delinquency of juveniles seen differently from the deviance of
adults? In addressing this question the social construction of deviance and
delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. (Prereq.:
SOC 121 or consent of the instructor. Spring of alternate years)
SOC 390
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: SOC 121 or consent of instructor. Spring
of alternate years)
SOC 410
Field Studies in Organizations
In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as
explore the challenges, strategies, and rewards of doing projects as a group.
(Prereq: SOC 222 and SOC 349, or consent of instructor. Spring of alternate
years)
SOC 485
Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
324 Sociology
SOC 490
Senior Seminar and Keystone
This Keystone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity. Pass/No Pass grading. Senior sociology majors only. (Spring)
Internships and Independent Study Courses:
SOC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SOC 299
Directed Study
See description on page 100.
SOC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SOC 498
Independent Study—Metropolitan Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring)
SOC 499
Independent Study/Research
See description on page 100. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Languages and Cross-cultural Studies.
THEATRE ARTS—THR
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledge
and principles from many academic and
artistic disciplines, including communication, art, music, history, English, literature,
business, philosophy, and religion. Both
the curriculum and dramatic productions
by the Theatre Arts Department offer valuable cross-disciplinary connections for the
campus while also providing a solid base
in classical, modern, contemporary, and
multicultural theatre.
Augsburg’s location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students), and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for careers such as law, education, business, communication, and journalism, as well as prepare theatre students
325
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department encourages a
second major or minor in such fields as
art, English, education, film, music, history, sociology, or religion.
Theatre Arts Faculty
Darcey Engen (Chair), Julie Bolton,
Michael Burden (Program Director),
Martha Johnson, Lisa Anderson, David
DeBlieck, Karen Mulhausen, Sandy
Schulte, Warren C. Bowles, Carla Steen,
Adriene Heflin, Michael Hoover, Edward
Lee Bok
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
The Theatre Arts Department currently
has three concentrations within the major:
performance concentration, directing/
dramaturgy and theatre design/technical
theatre concentration. Each concentration
consists of the Theatre Core Curriculum
supplemented by electives specific to each
concentration.
Theatre Arts Major
Performance Concentration
This concentration within the Theatre
curriculum is designed to serve students
hoping to pursue graduate studies in
Theatre (M.A./Ph.D. and M.F.A.) and/or
professional work as a performer. Students
choosing this concentration will enroll in
the eight core theatre major courses taken
by all theatre majors and will supplement
the core with courses identified as concentration specific electives. Students in the
performance concentration are encouraged
to consult with their adviser when select-
326 Theatre Arts
ing electives. Advisers will assist students
in identifying the year and semester elective courses are offered. Students are
strongly encouraged to also complete a
professional Internship at a local Twin
Cities theatre.
To fulfill this concentration:
Ten THR courses — eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Eight core courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism II
THR 366 Stage Direction
Two electives from:
THR 226 Movement for the Theatre
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Ten production practicum units (THP)—
See Practicum Units
The theatre arts department addresses
the Graduation Skills using the embedded
model. Every course within the core curriculum and most electives as part of a specific concentration require various projects
that address Critical Thinking, Writing,
and Speaking. Consult your department
chair or academic adviser for requirements
for meeting the Quantitative Reasoning
(QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Directing/Dramaturgy Concentration
This concentration within the theatre
curriculum is designed to serve students
hoping to pursue graduate studies in theatre (M.A./P.H.D and M.F.A.) and/or professional work as a director or dramatuag.
Students choosing this concentration will
enroll in the eight core theatre major
courses taken by all theatre majors and
will supplement the core with courses
identified as concentration specific electives. Students in the Directing/Dramaturgy
concentration are encouraged to consult
with their adviser when selecting electives.
Advisors will assist students in identifying
the year and semester elective courses are
offered. Students are also required to complete a THR 399 Internship at a local Twin
Cities theatre.
To fulfill this concentration:
Ten THR courses-eight required core
courses and two electives chosen from two
categories of courses Plus 10 theatre
practicum units taken as THP.
Eight Core Courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 250 Script Analysis: Foundations of
Theatre
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
II
THR 366 Stage Direction
Electives:
Select and complete one (1) of the following courses
ENG 330 Shakespeare
Theatre Arts 327
ENG 338 Readings in British and
Commonwealth Drama
ENG 358 Readings in American Drama
ENG 368 Readings in World Drama
NAS 352 Modern Nordic Drama
encouraged to also take an Independent
Study in their area of focus and to do a
professional internship at a local Twin
Cities theatre.
Select and complete one (1) of the following courses
THR/ENG 325 Playwriting
ENG 221 Expository Writing about the
Arts and Popular Culture
Ten THR courses-eight required core
courses and
Two electives chosen from ART electives,
Plus 10 theatre practicum units taken as
THP.
Required Internship:
THR 399 Internship—Off Campus
Eight Core Courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
II
THR 366 Stage Direction
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one Main-Stage Show
Ten Practicum Units (THP) See Practicum
Units
The Theatre Arts Department addresses
the Graduation Skills using the embedded
model. Every course within the core curriculum and most electives as part of a specific concentration require various projects
that address Critical Thinking, Writing,
and Speaking. Consult your department
chair or academic adviser for requirements
for meeting the Quantitative Reasoning
(QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Technical Design/Technology
Concentration
This concentration within the theatre
curriculum is designed to serve students
hoping to pursue graduate studies and/or
professional work as a theatre designer or
technician. Students choosing this concentration will enroll in the eight core theatre
major classes taken by all theatre majors
and will supplement the core with at least
two electives from the Art Department.
Students in the emphasis are strongly
To fulfill this concentration:
Two Electives from:
ART 107 Drawing
or
THR/ART 265 Computer Drafting
ART 240 Art History Survey
or
ART 243 or 244 History of Architecture
Required Internship:
THR 199 Internship—Off Campus
The Theatre Arts Department addresses
the Graduation Skills using the embedded
model. Every course within the core curriculum and most electives as part of a specific concentration require various projects
that address Critical Thinking, Writing,
and Speaking. Consult your department
chair or academic adviser for requirements
for meeting the Quantitative Reasoning
(QR) graduation skill.
328 Theatre Arts
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Ten Production Practicum Units (THP) See
Practicum Units
The following courses are strongly recommended:
THR 228 Directed Study
ART 340 Digital Imaging
THR 339 Internship
THR 499 Independent Study
Theatre Practicum Units (THP)
All theatre arts majors in either concentration are required to complete 10
practicum units (THP) from three established areas.
Area 1 Performance
Each major will complete between one and
five THPs from this area.
The Performance Area THPs are:
THP 111
THP 121
THP 131
THP 141
THP 151
Fall Acting/Performance
Winter Acting/Performance
Spring Acting/Performance
Studio Acting/Performance
Misc. Performance
Area 2 Production
Each major will complete between four
and eight THPs from this area.
The Production Area THPs are:
THP 112, 122 or 132 House Management
THP 113, 123 or 133 Set, Lights, Costumes
Crew
THP 114, 124 or 134 Running Crew
THP 115, 125 or 135 Assistant Stage
Manager
THP 116, 126 or 136 Stage Manager
Area 3 Artistic/Production Management
Each major will complete one THP from
this area.
The Production Area THPs are:
THP 117 Fall Artistic/Production
Assistance
THP 127 Winter Artistic/Production
Assistance
THP 137 Spring Artistic/Production
Assistance
Please note that all theatre practicum
courses count as one theatre practicum
unit except for the following because of
exceptional time requirements:
THP 115, THP 125 and THP 135 Assistant
Stage Manager counts as two units
THP 116 ,THP 126 and THP 136 Stage
Manager counts as three units.
Curricular Planning Information: The following courses are encouraged, but not
required:
THR/MUS 235 Skills of Music Theatre
THR/ENL 325 Playwriting
THR 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 is recommended to fulfill one of
the lifetime sports requirements.
Students may take a maximum of 13
credits in the major.
First-years planning to major in theatre
arts should begin with courses THR 228,
232, or 250; sophomores: THR 226, 228,
245, 361, 362; juniors: THR 325, 328, 350,
360, 361, or 365; seniors THR 365, 366.
Note: Some courses are offered alternate years only. Incoming students should
meet in the fall of first year with a theatre
adviser to ensure proper sequence of classes to be taken based on odd or even year of
entry.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
Theatre Arts 329
a 3.75 GPA in the major and a 3.50 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser early spring semester of their
junior year to develop a proposal for the
honors project.
Transfer Students
Transfer students should meet with a
transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The
majority of core classes should however be
taken at Augsburg. Additionally transfers
are required to take a minimum of three
upper division theatre arts courses. Ten
practicum units are also required, five of
which need to be completed within the
department. Transfers must also complete a
minimum of five THP credits within the
department. No more than five units can
be credits from others schools.
Theatre Arts Minor
Five courses including:
THR 250 Script Analysis: Foundations of
Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 362 Theatre History Criticism II
THR 366 Stage Direction
The theatre arts minors also must complete
five practicum units. Students must take a
minimum of one performance unit and a
minimum of three production units. Refer
to the practicum categories listed below
the curriculum concentrations.
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 250 Script Analysis: Foundations of
Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism II
A directed studies course in dramaturgy or
theatre criticism or theatre history
THEATRE ARTS COURSES.
THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition
(.0 course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and composition. Each
class includes a rigorous, physical warm-up, mixing yoga, conditioning, and
modern dance.
THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation
(.0 course)
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (NOTE: Students are allowed to use only one of
THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and Improvisation
A study of theatrical movement, voice, mime, mask, improvisation, acting and
storytelling with an emphasis on active participation, creation of an original
330 Theatre Arts
performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at
theatre productions required.
THR/FLM 216 Film Production I
This course demonstrates the basics of 16 mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
THR 222
Introduction to Theatre
Introduction to Theatre is an examination of theatre as an artistic form and
focuses on the appreciation and value of theatre in society. Focus on historical
periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major.
THR 226
Movement for the Theatre
A study of the principles of movement used in the art of acting. Students will
improve their use of energy, concentration, balance, control, clarity, timing and
spontaneity through practical exercises. This course uses established theory
and techniques in neutral mask, Asian martial arts, and physical and vocal
characterization exercises. Students will examine various performance paradigms and see professional productions.
THR 228
Introduction to Stagecraft
An introduction to the backstage world of the theatre; its organization, crafts,
and creative processes. Students will execute practical projects, attend theatre
tours, see professional productions, and participate on the theatre department’s
fall production. Open to all students. Forty-hour lab requirement.
THR/FLM 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the art of scenic painting for the
stage, film, and faux application. Through a series of foundational painting
projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a Scenic Artist and what role the Scenic Artist plays
in artistry of theatre and film.
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental, and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama, culminating in public performance. Students attend
and review local professional productions.
THR 233
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years)
THR/MUS 235 Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of music theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
Theatre Arts 331
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Alternate years)
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. Attendance at local
theatre productions required.
THR 250
Script Analysis: Foundations of Theatre
This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as
a way of interpreting a dramatic script for academic and artistic applications.
Close readings of plays from each genre (comic, tragic, realistic, absurd and
post-modernism) will enable students to learn and apply basic terminology for
literary and artistic processes.
THR/ART 265 Computer Drafting for the Stage and Architecture
Computer Drafting for the Stage and Architecture is an introduction to using
AutoCAD LT for drafting on the computer. Students will learn how to use
basic AutoCAD commands to input information, organize, layout and print 2D drafting plates, with an emphasis on drafting for the theater and architecture.
THR 270
Black Theatre
Introduction to Black Theatre is an examination of the principles, major
movements, and fundamentals of theatre by and about Black Americans. It
examines the historical, political, and cultural context of Black Theater. This
course will focus on and provide an overview of Black Theatre utilizing plays
written by Black American playwrights.
THR/FLM 312 Film Production II
The focus of this course builds on the lessons learned in COM 216 and adds
the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
THR 325
Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or
HON 111, and junior or senior standing, or consent of theatre department
chair. THR 250 or ENL 226 recommended. Alternate years)
THR 328
Theatrical Design
Introduction to the design process for the stage. Each student will execute
four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two
Augsburg College productions. Forty-hour lab required, materials needed.
(Prereq.: THR 228, junior or senior status)
332 Theatre Arts
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. This course will use established exercises and theories in
several methodologies of vocal training. Theory and practice are combined in
oral projects, reports and papers, voice tapes, and individual coaching.
(Alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of narrative verse and dialogue forms of
drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, writing a
research paper, and attendance at local theatre productions are required. Need
not be taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON
111. Fall: alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 361. (Spring: alternate years)
THR 365
Advanced Acting
This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from
the classics (Shakespeare, French neoclassicism, restoration comedy, realism,
and non-realism), culminating in a public recital. (Prereq: THR 250 and THR
232 and 362 or consent of instructor. Fall/Spring)
THR 366
Stage Direction
The goal of the course is to understand and master basic principles and skills
of stage direction: directing concepts, stage techniques, terminologies, script
analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also
examined. (Prereq.: THR 362, or consent of instructor)
THR/FLM 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241
and junior/senior standing)
Theatre Arts 333
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
THR 299
Directed Study
See description on page 100.
THR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
THR 499
Independent Study/Research
See description on page 100.
THEATRE PRACTICUM COURSES.
THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre
arts major/minor. All THP theatre
practicum courses are taken for non-credit
with Pass/No Pass grading. Evaluation by
the faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered; 2. positive and professional attitude and work
ethic demonstrated by the student; and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
THP courses require:
• Consent of instructor
• Supervision by theatre faculty
• A minimum of 30 hours of assessed participation by the student
• Registration for THP course for semester
when practicum is completed
• Registration for practicum before deadline dates set by the registrar’s office
Please note:
• All majors will complete at least one
THP 123 unit in costumes.
• All majors will complete one THP 113 in
lighting.
• THP courses may be repeated.
• Crew work required for classes/coursework does not count towards
practicum.
• Work-study hours do not count towards
practicum.
• Completion of THP 115 and 116 count
as two and three practicum units respectively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
• Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Five practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
334 Theatre Arts
THEATRE PRACTICUM COURSES.
Area One: Performance
THP 111/121/131/141/151 Theatre Practicum: Acting/Performance
1 Practicum unit (.0 course)
Participation as performer (or as orchestra member) in a main stage theatrical
production; in a main stage dance performance or recital (for dance/licensure
majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition).
Area Two: Production
THP 112/122/132 Theatre Practicum: House Management
1 Practicum unit (.0 course)
Substantial participation (30 hour minimum) in house management, ushering,
or box office.
THP 113/123/133 Theatre Practicum: Set, Costumes, Lights
1 Practicum unit (.0 course)
Set or costume building, light hanging, for main stage production.
THP 114/124/134 Theatre Practicum: Running Crew
1 Practicum unit (.0 course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
THP 115/125/135 Theatre Practicum: Assistant Stage Management
2 Practicum units (.0 course)
Assistant stage management for main stage production.
THP 116/126/136 Theatre Practicum: Stage Management
3 Practicum units (.0 course)
Stage management for main stage production.
Area Three: Artistic/Production Management
THP 117/127/137 Theatre Practicum: Artistic Assistance
1 Practicum unit (.0 course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project.
URBAN STUDIES
See Metro-Urban Studies.
WOMEN’S STUDIES—WST
T
he women’s studies program provides students with the opportunity to
examine critically women’s contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women’s experiences. The
women’s studies program offers both a
major and a minor, and provides students
with academic preparation for careers in
human services, education, and social
work as well as graduate study.
Women’s Studies Faculty
Jessica Nathanson (Coordinator), Kristin
M. Anderson, Stephanie Barnes, Janelle
Bussert, Cass Dalglish, Jacqueline deVries,
Grace B. Dyrud, Darcey Engen, Nancy
Fischer, Doug Green, Milda Hedblom,
Sophia Jacobsen, Michael Lansing, Barbara
Lehmann, Lynne Lorenzen, Mary Lowe,
Anita Lutterman-Aguilar, M. Elise
Marubbio, Kathleen McBride, Norma
Noonan, Pary Pezechkian-Weinberg,
Timothy Pippert, Judy Shevelev, Beverly J.
Stratton, Kathryn Swanson, James VelaMcConnell, Mzenga Wanyama
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses that must include WST 201
Foundations in Women’s Studies, a midlevel course in feminist theory or feminist
philosophy selected from an approved list,
WST 495 (seminar), and WST 199 or WST
399 (internships).
The remaining six electives are to be
selected from approved women’s studies
courses, and should include at least two
courses in the social sciences, two in the
humanities, and one with a racial, ethnic,
or global emphasis. At least three courses
must be upper division courses. Students
may take courses at any of the colleges
participating in the Women’s Studies program. However, at least three courses must
be completed at Augsburg. The writing
component of the graduation skills
requirements for the Women’s Studies
major must also be completed at Augsburg.
Each student’s program must have the
written approval of the Women’s Studies
program coordinator. Both majors and
minors are encouraged to participate in
one of the gender-focused semester study
abroad programs offered through
Augsburg’s Center for Global Education.
Two programs have been pre-approved for
Women’s Studies credit: Crossing Borders:
Gender and Social Change in Mesoamerica
(offered fall semester) and Migration and
Globalization: Engaging Our Communities
(offered spring semester).
The Critical Thinking graduation skill
is embedded at all levels and is met by
completing the major. The Speaking and
Writing graduation skills are also embedded at all levels, with particular emphasis
in the following:
Speaking: WST 201, WST 305, and WST
495
Writing: ENL 365, ENL 367, WST 495,
and REL 441
Consult your department chair or academic advisor for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these
skills.
335
336 Women’s Studies
Minor
Transfer Students
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student’s program must have the written
approval of the Women’s Studies program
coordinator.
Students who transfer to Augsburg
College and wish to complete a major or
minor in women’s studies are urged to consult with the director of Women’s Studies
immediately upon transfer.
The Women’s Studies program has an
articulation agreement with Century
College that governs Century College students with a Women’s Studies certificate
who transfer to Augsburg. Transfers from
other colleges and universities must consult with the director of Women’s Studies
for approval of courses for the major or
minor.
WOMEN’S STUDIES COURSES.
WST 201
Foundations 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.
WST 281
Topics in Women’s Studies
WST 305
Issues in Gay and Lesbian Studies
A study of basic issues surrounding sexual orientation in the contemporary
U.S. culture including various disciplinary perspectives and theory. The course
may include guest speakers, a service-learning component at local
glbt/supporting agencies, and some travel and experiences in the Twin Cities,
as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields
(history, sociology, psychology) or consent of the instructor(s).
WST 313
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Social Justice, Gender and the
Environment)
WST 315
Mid-Level Feminist Theory
This multidisciplinary and multicultural feminist theory course focuses on the
global voices often marginalized by the feminist canon. A variety of texts —
including personal narratives, political statements, origin stories, and empirical studies — will be analyzed to highlight different theoretical approaches and
multiple feminisms.
Women’s Studies 337
WST 341
Globalization, Social Struggles and the Environment
(CGE Course. See International Studies, Social Justice, Gender and the
Environment)
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
(CGE Course. See International Studies, Sustainable Development and Social
Change (Guatemala, El Salvador, Nicaragua))
WST 357
Mexican History, Culture and Cosmovision
(CGE course. See International Studies, Social Justice, Gender and the
Environment)
WST 359
Women, Gender and Social Change in Latin America
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 362
Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan
Africa
This broad-based course explores the influence of culture and gender on the
HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and
epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological
and political responses to the disease are examined. (Augsburg Abroad course,
Summer)
WST 366
Latin American Liberation Theologies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 481
Topics in Women’s Studies
WST 495
Women’s Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and satisfies
the Keystone requirement. It is also required of minors who do not elect to do
an independent study (499). It is offered at a different college each semester.
AIS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
AIS 320
American Indian Women
(See American Indian Studies for course description.)
AIS 490
Keystone Indigenous Issues of Central America
(See American Indian Studies for course description.)
338 Women’s Studies
Internships and Independent Study Courses (Must be approved in writing by the women’s studies
coordinator):
WST 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
WST 299
Directed Study
See description on page 100.
WST 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
WST 499
Independent Study/Research
See description on page 100.
See department listings for descriptions of the following approved electives:
AIS 208/408 Native American Women and Film
ART 352
Women and Art
ENL 365
Contemporary Post Colonial Fiction
ENL 367
Women and Fiction
HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and
Women’s Grassroots Movements in Latin America
HIS 282
History of Women Since 1850
HPE 316
Human Sexuality
POL 124
American Women and Politics
REL 441
Feminism and Christianity
SOC 231
Family Systems
SOC 265
Race, Class, and Gender
SOC 295
Sociology of Sexuality
YOUTH
AND
See listing under Religion.
FAMILY MINISTRY
College Information
Board of Regents – 340
ELCA Program Unit for Vocation
and Education – 341
Faculty and Administration – 342
Officers – 342
Administration – 342
Faculty – 345
Faculty Emeriti – 366
Campus Maps – 369, 370
340
BOARD
OF
REGENTS
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Andra Adolfson (2011)
Director of Business Development,
Adolfson and Peterson Construction,
Minneapolis, MN
*Rolf Jacobson (2011)
Associate Professor, Luther Seminary,
St. Paul, MN
*Dan W. Anderson ’65 (2009)
President, Swenson Anderson Financial
Group, Minneapolis, MN
*Ruth E. Johnson ’74 (2011)
Consultant, Department of Internal
Medicine, Mayo Clinic & Mayo Medical
School, Rochester, MN
*Gary E. Benson ’70 (2008)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
Dean Kennedy ’75 (2009)
President, Texacoma Oil & Gas
Corporation, Dallas, TX
*Jackie Cherryhomes ’76 (2010)
Government Relations Consultant,
Cherryhomes-Tyler LLC, Minneapolis, MN
Dean C. Kopperud (2009)
Consultant, Private Practice, Minneapolis,
MN
Michael O. Freeman (2012)
Attorney, Lindquist & Vennum,
Minneapolis, MN
*André J. Lewis (2010)
Vice President and Director, Community
Affairs and Diversity, RBC Dain Rauscher
Minneapolis, MN
*Anthony Genia ’85 (2008)
Emergency Dept. Physician, Fairview
University Medical Center, Minneapolis,
MN
*Michael R. Good ’71 (2013)
President and Chief Operating Officer,
Sotheby’s International Realty, Parsippany,
NJ
Jennifer H. Martin (2013)
Senior Vice President, Corporate
Administration, Thrivent Financial for
Lutherans, Minneapolis, MN
Marie O. McNeff (2009)
Professor Emeritus and Dean (retired),
Augsburg College, Minneapolis, MN
*H. Theodore Grindal ’76 (2008)
Attorney/Partner, Lockridge Grindal Nauen
P.L.L.P., Minneapolis, MN
*Paul S. Mueller ’84 (2009)
Internal Medicine Consultant, Mayo
Clinic, Rochester, MN
Norman R. Hagfors (2009)
Founder & President (retired), Norsen,
Inc., North Oaks, MN
*Ronald G. Nelson ’68 (2008)
Retired, Mendota Heights, MN
Jodi Harpstead (2009)
Chief Advancement Officer, Lutheran
Social Service of Minnesota, St. Paul, MN
*Richard J. Hartnack (2010)
Vice Chairman of Consumer Banking, U.S.
Bancorp, Minneapolis, MN
*Beverly Oren ’55 (2008)
Retired, Roseville, MN
Board of Regents 341
Paul C. Pribbenow, Ex Officio
President, Augsburg College, Minneapolis,
MN
Rev. Peter Rogness (2008), Ex Officio
Bishop, St. Paul Area Synod, ELCA, St.
Paul, MN
*Stephen Sheppard (2011)
CEO, Winds of Peace Foundation,
Decorah, IA
*Philip Styrlund ’79 (2012)
President, The Summit Group, Apple
Valley, MN
*P. Dawn Taylor ’78 (2008)
Chief Operating Officer, Silver Glade
Properties LLC, Des Moines, IA
ELCA PROGRAM UNIT
EDUCATION
Executive Director
The Rev. Dr. Stanley N. Olson
Director for Colleges and Universities
Dr. Arne Selbyg
Asst. Director for Colleges and
Universities
Ms. Marilyn Olson
Emily Anne Tuttle (2009)
Retired, Wayzata, MN
Rev. Harold Usgaard (2008), Ex Officio
Bishop, Southeastern Minnesota Synod,
ELCA, Rochester, MN
*Joan L. Volz ’68 (2011)
Lawyer, Private Practice, Welch, MN
*Norman W. Wahl, ’76 (2010)
Executive Pastor, Bethel Lutheran,
Rochester, MN
*Bonnie Wallace (2011)
Scholarship Director, Fond du Lac
Scholarship Program, Cloquet, MN
FOR
VOCATION
AND
342
AUGSBURG COLLEGE FACULTY
ADMINISTRATION
AND
Beginning year of service of faculty and staff is indicated with parenthesis.
Officers of the College
Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of
Chicago.
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of Saint
Benedict, M.B.A., Ph.D., University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning and
Special Assistant to the President. Professor of Business Administration. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
Kevin C. Myren (2007). Chief Financial Officer and Vice President of Finance and
Administration. B.B.A., University of Wisconsin-Eau Claire.
Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg
College.
Christine M. Szaj (2008). Vice President and Chief of Staff. B.S., University of Wisconsin –
Milwaukee; M.S.W., Washington University; J.D., Saint Louis University.
Jeremy R. Wells (2007). Vice President of Institutional Advancement. B.A., Jamestown
College; M.A., Saint Mary’s University.
Administration
Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota.
Sheila Anderson (1991). Director, Academic Advising. B.S., Minnesota State University –
Moorhead; M.A., Augsburg College.
David Benson (2005). Director, Major Gifts, Development. B.A., Concordia College; M.A.,
North Dakota State University.
Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University
of Wisconsin – Superior.
Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead.
Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University.
Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul
Seminary School of Divinity-University of St. Thomas.
Bradley Christ (1998). Director IT Systems, Information Technology. B.A., University of
Minnesota.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Jodi Collen (2007). Director, Events and Conference Services. B.A., Wartburg College;
M.T.A., George Washington University.
Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College.
David Draus (2000). Director, Facilities and Risk Management.
Augsburg College Administration 343
James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W.,
University of Minnesota – Duluth.
Amanda Erdman (2007). Director, Residence Life. B.A., Coe College; M.A.E., University of
Northern Iowa.
Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
Carol Forbes (1990). Director, Sponsored Programs. B.A., Morningside College; M.A.,
Hamline University.
Orval J. Gingerich (2001). Assistant Vice President for International Programs. B.A.,
University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Assistant Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Sarah Griesse (2006). Dean of Students, Student Affairs. B.A., Wittenberg University;
M.A., Ohio State University; A.B.D., Loyola University-Chicago.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Thomas Haglund (2007). Finance Director. B.S., Minnesota State University, Moorhead;
M.B.A., University of St. Thomas.
Kevin Healy (2004). Director, Advancement Services. B.S., Carroll College.
Sandra Hokanson (2007). Director of Human Resources. B.S., University of Wisconsin –
Eau Claire.
Sherry Jennings-King (2002). Director, Major Gifts, Development. B.S., University of
Tennessee.
Karena Jones (1999). Director, CLASS Program. A.A. Normandale Community College;
B.S., Winona State University; M.Ed., Hamline University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Benjamin G. Kent (1996). Director, Academic Achievement. B.A., University of WisconsinMadison; M.S., University of Oregon.
Scott Krajewski (2000). Director IT Services, Information Technology. B.S., Augsburg
College; M.S., Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Rosemary Link (1986). Associate Vice President of Academic Affairs and Dean of Graduate
Studies. BA., University of Southampton; C.Q.S.W., London University; Ph.D.
University of Minnesota.
Shannon L. Luckert (2006). Director of Research, Development Office. B.A., University of
Wisconsin.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
344 Augsburg College Administration
Donna McLean (1985). Director, Major Gifts, Development. B.A., University of Minnesota.
Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Jessica Nathanson (2007). Director, Women’s Resource Center.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Betsey R. Norgard (1992). Director, Publications, Marketing, and Communications. B.A.,
The American University; M.A., Indiana University.
Aly C. Olson (2001). Director, Student Support Services/TRIO. B.A. Grinnell College;
M.A., University of Minnesota.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College.
Lori A. Peterson (2004). Director, Augsburg for Adults. Assistant Professor of Business
Administration. B.S.B., M.Ed., Ph.D., University of Minnesota.
M. Bridget Robinson-Riegler (1994). Assistant Dean, Academic Affairs. B.S., Indiana
University; M.A., Ph.D., Purdue University.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A., M.A., Minnesota State
University, Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A.
Saint Mary’s University.
Michael R. Schwartz (1996). Director, Athletic Facilities. B.A., Augsburg College.
Doug H. Scott (2007). Assistant Vice President for Development. B.A., Eastern University
St. Davids; M.Div., Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. B.A.,
Moorhead State University; Ed.M., Rutgers University.
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
Jennifer R. Simon (2007). Director, American Indian Student Services. B.A., University of
Minnesota; M.A., Minnesota State University, Mankato.
Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg
College; M.A., University of Minnesota.
Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
David P. Warch (2000). Assistant Vice President of Marketing and Communication. B.F.A.,
Minneapolis College of Art and Design.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Karl Wolfe (2007). Rochester Program. B.A., Azusa Pacific University; M.Div., Asbury
Theological Seminary; Ed.D., Pepperdine University.
Augsburg College Faculty 345
Faculty
A
Magdeline C. Aagard (2007). Assistant Professor, Nursing. B.A., R.N., Augustana College;
M.B.A., Ed.D., University of St. Thomas.
John A. Abraham (2007). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., North Dakota State University.
Justin Abraham (2007). Instructor, part-time, Economics. B.A., All India Institute for
Teachers Training; B.A., Kerala University; M.A., Aligarh University; M.A.,
Missouri State University – Warrensburg; Ph.D. Saugor University, India.
Phillip C. Adamo (2001). Associate Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and
D.Pharm., University of Minnesota.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Lisa P. Anderson (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; B.S.,
M.S., Winona State University.
Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A.,
Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of
Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota.
William M. Arden (2005). Assistant Professor of Business Administration. B.S., New York
University; M.S., Northeastern University; M.B.A., Boston University.
Shelli A. Arneson (2004). Instructor, part-time, Health and Physical Education. B.A.,
Simpson College; M.S., Mankato State University.
Juan C. Avendaño (2003). Instructor, part-time, Business Administration. Civil
Engineering degree, Andres Bello Catholic University, Caracas Venezuela; M..S.,
M.B.A., Northwestern University.
Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global
Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate
degree, Colegio Angloamericano.
B
Ramona C. Back (2005). Instructor, part-time, Education. B.S., University of WisconsinGreen Bay; M.S., Winona State University.
Andrew M. Baldwin (2004). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
University of St. Thomas.
Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education.
B.A., Universidad Centroamericana; M.A., Tufts University.
346 Augsburg College Faculty
Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of
Michigan.
R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa
University; M.S., Minnesota State University, Mankato.
David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A.,
University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of
Nebraska, Omaha.
Carol E. Barnett (2000). Studio Artist/Composition, part time, Music. B.A., M.A.,
University of Minnesota.
David L. Bartlett (2006). Instructor, part-time, Business Administration. B.A., University of
California-San Diego; M.A., University of Chicago; M.A., Ph.D., University of
California-San Diego.
Katherine A. Baumgartner (2005). Assistant Professor of Nursing. B.S., Minnesota State
University-Mankato; M.A., Augsburg College.
Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Thomas H. Berkas (2006). Instructor, part-time, Master of Arts in Leadership Program.
B.C.E., M.S., Ph.D., University of Minnesota.
Allen J. Berning (2007). Instructor, part-time, Business Administration. B.S., M.B.A., St.
Cloud State University.
Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. B.A., St. Olaf College;
M.S., Ph.D., Clemson University.
Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas;
M.A., University of Virginia; Ph.D., University of Minnesota.
Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician
Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University.
William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State
University.
Susan N. Boecher (2007). Instructor, part-time, Art. B.F.A., University of Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.F.A., University of Minnesota.
Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota.
Anna M. Bonderson (2004). Instructor, part-time, Mathematics. B.S., University of
Minnesota; B.S., South Dakota State University.
Laura L. Borstad (2008). Instructor, part-time, Physician Assistant Studies. D.Pharm.,
University of Minnesota.
Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Augsburg College Faculty 347
D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. B.L.A., B.S., M.F.A.,
University of Minnesota.
Katherine C. Bradley (2007). Assistant Professor of Biology. B.A., St. Mary’s University of
Minnesota; Ph.D., Purdue University.
Michael T. Brands (2007). Instructor, part-time, Religion. B.A., Dordt College; M.Div.,
Fuller Theological Seminary; Ph.D., Luther Seminary.
Mark A. Bransford (2005). Instructor, part-time, Physics. B.S., Florida International
University; Ph.D., Iowa State University.
Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., Ph.D., University of Minnesota.
Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina
School of the Arts; Cleveland Institute of Music; The Juilliard School.
Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College;
M.Ed., St. Mary’s University.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison,
Instructor of Education. B.S., Bemidji State University; M.Ed., University of
Sydney, Australia.
Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State
University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. B.A., M.A.,
Ph.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical
Director). B.A., Augsburg College; M.F.A., University of Minnesota.
Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University;
M.S., Mankato State University.
Thomas L. Burns (2005). Instructor, part-time, Business Administration. B.A., Iona
College; M.B.A., University of St. Thomas.
Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A.,
Luther College; M.Div., Yale University.
Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University;
M.S., Ph.D., University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees,
University of Minnesota.
Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of
Dallas; M.A., New York University Graduate School in Spain.
John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills
Adviser. B.A., University of Minnesota; M.A., Hamline University.
348 Augsburg College Faculty
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. B.S.,
Ph.D., North Dakota State University.
Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. A.A.,
Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest
Texas State University; Ph.D., University of Alabama.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University;
M.S.W., University of Minnesota.
Susan M. Conlin (2007). Instructor, part-time, Social Work. B.A., University of Minnesota;
M.S., University of Wisconsin-Stout; M.S.W., University of Wisconsin-Madison.
David A. Conrad (2000). Assistant Professor of Business Administration. Assistant
Director, MBA Program in Rochester. B.A., Winona State University; M.A., Ed.D.,
St. Mary’s University of Minnesota.
David L. Cooper (2004). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.B.A., University of St. Thomas.
Brian E. Corner (2005). Assistant Professor of Biology. B.Sc., Ph.D., University of Otago,
New Zealand.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of
Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson.
D
David Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A.,
University of Wisconsin-Madison.
Marvin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail
School of Music.
Louise M. Daley (2005). Instructor, part-time, Education. B.S., University of WisconsinMadison; M.Ed., The College of St. Scholastica.
Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
M.F.A., Vermont College; Ph.D., The Union Institute.
Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education.
B.F.A., Washington University; M.A., School for International Training.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Augsburg College Faculty 349
Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education.
B.A., University of the North, South Africa; M.S., Mankato State University.
David M. DeBlieck (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College;
M.F.A., University of Hawaii-Manoa.
Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State
University; P.A., Bowman Gray School of Medicine; M.P.A.S., University of
Nebraska.
Jacqueline R. deVries Jones (1994). Associate Professor of History. B.A., Calvin College;
M.A., Ph.D., University of Illinois-Urbana.
R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.D., University of Minnesota.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M.,
The Mannes College of Music; A.B.D., University of Missouri – Kansas City
Conservatory.
Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A.,
Saint Mary’s University.
Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A.,
University of Iowa.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Deborah A. Eckberg (2007). Instructor, part-time, Sociology. B.A., Dartmouth College;
M.A., Ph.D., University of Minnesota.
Jerry K. Eddy (2006). Assistant Professor, part-time, Physics. A.B., West Liberty State
College; M.S., Ph.D., West Virginia University.
Gary T. Egbert (2004). Assistant Professor, part time, Physics. B.S., Western Illinois
University; M.S., University of South Dakota – Vermillion; Ph.D., University of
Nebraska – Lincoln.
Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. B.A.,
University of Minnesota; M.F.A., Syracuse University.
R. Wendell Ellis (2004). Instructor, part-time, Business Administration. A.B., Columbia
University; J.D., University of Iowa; M.B.A., University of Missouri.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
350 Augsburg College Faculty
Darcey K. Engen (1997). Associate Professor of Theatre Arts. B.A., Augsburg College;
M.F.A., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of
Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of
Illinois – Chicago.
Debra M. Erickson (2006). Instructor, part-time, Mathematics. B.A., Gustavus Adolphus
College; M.S., University of Minnesota.
Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas;
M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota.
Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College;
M.F.A., D.M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central
Michigan University; M.M., University of Minnesota.
F
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of St.
Benedict; M.B.A., Ph.D., University of Minnesota.
Troy F. Faulkner (2007). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., Winona State University.
Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Steven J. Felton (2007). Instructor, part-time, Education. B.A., St. John’s University; B.S.,
M.S., Mankato State University.
Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University.
Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A.,
The American University; Ph.D., State University of New York – Albany.
Andrew J. Fish (2005). Instructor, part-time, Sociology. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., State University of New York at Stony Brook.
Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of
Montana.
Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central
Florida; M.A., Ph.D., Case Western Reserve University.
Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas
College.
Augsburg College Faculty 351
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.P.A., University of Rhode Island.
G
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Robert S. P. Gardner (2006). Instructor, part-time, Music. M.A., University of Montana.
R. Brooks Gekler (2006). Assistant Professor of Business Administration. B.A., Vassar
College; M.B.A., New York University.
Annette M. Gerten (1997). Assistant Professor of Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sarah J. Gervais (2008). Assistant Professor, part-time, Psychology. B.A., University of St.
Thomas; M.S., Ph.D., The Pennsylvania State University.
Alexandra E. Giesler (2008). Instructor, part-time, Business Administration. B.A., M.B.A.,
Augsburg College.
Keith F. Gilsdorf (2001). Associate Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Julie A. Gloss (2007). Instructor, part-time, Modern Languages. B.S., B.A., Northern
Michigan University; M.A., Middlebury College; M.A., Hamline University.
Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Rodney R. Greder (2006). Instructor, part-time, Business Administration. B.S., Iowa State
University; M.S., University of Minnesota; Ph.D., University of IllinoisChampaign-Urbana.
Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown
University.
Leslie E. Green (2008). Instructor, part-time, Education. B.A., College of St. Benedict;
three M.A.s, University of St. Thomas; M.S.W., Augsburg College.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The
University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Cheryl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of
Minnesota; M.A., College of St. Thomas.
Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages.
B.S., M.Ed., University of Minnesota.
352 Augsburg College Faculty
Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester
Program. B.S., M.S., Winona State University.
Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa;
M.A., Luther Seminary.
Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia
College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. B.A., University of Iowa; M.A.,
University of Chicago; Ph.D., University of Virginia.
Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College.
Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg
College; M.A., University of Minnesota.
David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of
Minnesota.
John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College,
Moorhead; M.P.H., M.S., University of Minnesota.
John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota;
Ph.D., Harvard University.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Adriane M. L. Heflin (2008). Instructor, part-time, Theatre Arts. B.A., Washington
University; M.F.A., Yale University.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Carl C. Hixson (2008). Instructor, part-time, Business Administration. B.A., Augsburg
College; M.A., University of St. Thomas.
Jody Hofer Van Ness (2007). Instructor, part-time, Education. B.S., University of
Wisconsin-Eau Claire; M.A., University of St. Thomas.
Augsburg College Faculty 353
Stella K. Hofrenning (2000). Associate Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Kristoffer P. Holmgren (2007). Instructor, part-time, Art. B.F.A., St. Cloud State University;
M.F.A., Illinois State University.
Megan J. C. Holroyd (2005). Instructor, part-time, Music. B.A., St. Olaf College; M.A.,
University of St. Thomas.
Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M.,
Indiana University.
Erica L. Huls (2004). Instructor, part-time, Honors Program. B.A., Augsburg College.
Joan E. Hutton (2007). Studio Artist/Saxophone, part-time, Music. B.M., Ithaca College;
M.M., Eastman School of Music.
Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of
Wisconsin-River Falls.
I
Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A.,
University of Notre Dame; Ph.D., Marquette University.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf
College; M.S., Rensselaer Polytechnic Institute.
Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin,
LaCrosse; M.A., University of Nebraska.
J
Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England
Conservatory of Music; M.M., University of Minnesota.
Jeanne M. Jacobson (2006). Instructor, part-time, Business Administration.
Karl N. Jacobson (2007). Assistant Professor, part-time, Religion. B.A., St. Olaf College;
M.Div., Luther Seminary; A.B.D. Union-PSCE.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A., Ed.D., Hamline University.
Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North
Dakota State University; M.S., Virginia Polytechnic Institute and State University;
M.S., Iowa State University; Ph.D., University of Minnesota.
Sophia J. Jacobson (1999). Assistant Professor, part time, American Indian Studies. B.A.,
Metropolitan State University; M.A., Ed.D., University of St. Thomas.
354 Augsburg College Faculty
Gary C. Jader (2006). Instructor, part-time, Business Administration. B.S., University of
Minnesota-Duluth; B.S., University of Minnesota; M.B.A., University of St.
Thomas.
William H. Jasperson (1990). Instructor, part time, Business Administration. M.B.A.,
University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D.,
University of Minnesota.
Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of
Wisconsin-Madison.
Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State
University.
K
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammerman (1986). Instructor, part time, Business Administration. B.A.,
University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M.,
Harvard Graduate School of Education; Ed.D., National-Louis University.
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Mary Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin,
Eau Claire; M.Ed., Bethel College.
Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Michael King (2008). Instructor, part-time, Communication Studies. Two B.S., M.S., South
Dakota State University.
Donna R. Kirscht (2007). Instructor, part-time, Business Administration. B.S., Mankato
State University; M.B.A., University of St. Thomas.
Elizabeth P. Klages (1996). Instructor, part-time, Political Science. B.A., Carleton College;
M.A., The Paul H. Nitze School of Advanced International Studies; Ph.D.,
University of Minnesota.
Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College;
M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., Eastman School of Music.
Augsburg College Faculty 355
Debra S. Knudson (2007). Instructor, part-time, Education. B.S., St. Cloud State
University; M.Ed., College of St. Catherine.
Barbara K. Knudtson (2005). Instructor, part-time, Nursing. A.D.N., Rochester
Community College; B.S.N., Augsburg College; M.A., College of St. Catherine.
Paul A. Knutson (2007). Instructor, part-time, Physics. B.A., Concordia College,
Moorhead; M.S., A.B.D., University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Dean C. Kopperud (2006). Instructor, part-time, Business Administration. B.A., University
of St. Thomas.
Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther Seminary.
Neil J. Kraus (2003). Instructor, part-time, Political Science. B.A., LeMoyne College; M.A.,
Ph.D., State University of New York-Albany.
Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg
College; M.A., Middlebury College; J.D., University of Minnesota.
Gregory P. Krueger (2000). Assistant Professor of Education. B.A., Southwest Minnesota
State University; M.A., Hamline University.
Deborah J. Kuhlmann (2006). Instructor, part-time. English. B.A., Texas Christian
University; M.A., University of Arkansas; Ph.D., Texas Christian University.
James J. Kulzer (2005). Instructor, part-time, Education. B.S., two M.S. degrees, Winona
State University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State
University; M.A., University of Michigan; M.B.A., University of Minnesota.
Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. B.A., University of
Florida; M.Ed., University of Minnesota.
Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and
Mary; M.A., Utah State University; Ph.D., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Velma J. Lashbrook (2000). Assistant Professor, part time, Master of Arts in Leadership.
B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia
University.
Martha J. Laskar-Aleman (2002). Instructor, part-time, Nursing. B.S.N., University of
Minnesota.
Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S.,
Valparaiso University; M.B.A., Ph.D., Indiana University.
Edward Lee (2002). Instructor, part time, Communication Studies. B.A., University of
Minnesota; M.F.A., Brown University.
Melissa C. Lee (2007). Instructor, part-time, Health and Physical Education. B.A.,
Augsburg College.
356 Augsburg College Faculty
Barbara A. Lehmann (2001). Associate Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University
of Minnesota; Ph.D., University of Utah.
Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Associate Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemary J. Link (1986). Associate Vice President of Academic Affairs and Dean of
Graduate Studies. Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M.,
DePauw University; M.M., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont
Graduate School.
Edward D. Lotterman (2005). Assistant Professor of Economics. B.A., M.S., University of
Minnesota.
Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A.,
Augsburg College; M.Phil., Ph.D., University of Swansea, Wales.
Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University;
M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological
Union.
Carol A. Lucido (2005). Instructor, part-time, Education. B.A., Luther College; M.Ed.,
University of Minnesota.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., P.A. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A.,
University of Nebraska; E.D., University of St. Thomas.
Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of
Minnesota.
Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin,
Superior; M.Div, Luther Seminary.
Ann L. Lutterman-Aguilar (1993). Interim Academic Director, Instructor, Center for
Global Education. B.A., Earlham College; M.Div., Yale University.
Augsburg College Faculty 357
M
Carolyn A. Mack (2006). Instructor, part-time, Education. B.A., Concordia University,
River Forest, IL; M.A., University of Minnesota.
Rosanne E. Malevich (2006). Assistant Professor of Business Administration. B.S., M.B.A.,
University of Wisconsin-Madison; ABD, University of Minnesota.
Steven V. Manderscheid (2007). Instructor, part-time, Master of Arts in Leadership
Program. B.S., St. Cloud State University; M.A., University of Minnesota; Ed.D.,
University of St. Thomas.
Christina M. Manning (2007). Instructor, part-time, Psychology. B.Sc., Tufts University;
Ph.D., University of Minnesota.
Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S.,
Purdue University; M.S., Colorado State University; Ph.D., Utah State University.
Dan S. Marsh (2005). Instructor, part-time, Economics. B.S., University of Minnesota;
M.A., University of St. Thomas.
Susan W. Martino (2006). Instructor, part-time, Education. B.A., St. Olaf College; M.M.,
Cleveland Institute of Music Conservatory.
M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A.,
Cleveland Institute of Art; M.A., Ph.D., University of Arizona.
C. Jean Marvin (2007). Instructor, part-time, Education. B.A., Gustavus Adolphus College;
M.Ed., Ph.D., University of Minnesota.
John W. Matthews (2003). Instructor, part-time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther-Northwestern Seminary.
Paul R. Mattson (2007). Instructor, part-time, Business Administration. B.A., Luther
College; M.A., University of Minesota; M.S., Massachusetts Institute of
Technology.
David C. Matz (2001). Associate Professor of Psychology. B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Molly A. Maxwell (2007). Assistant Professor of Mathematics. S.B., Massachusetts Institute
of Technology; M.S., Ph.D., University of Minnesota.
Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global
Education. B.A., George Mason University; Ed.M., Harvard University.
James Scannell McCormick (2004). Instructor, part-time, English. B.A., M.A., University
of Wisconsin-Madison; Ph.D., Western Michigan University.
Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.S., Ph.D., University of Oklahoma.
Diane M. McDonagh (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
K. Christian McGuire (2007). Instructor and Studio Artist/Electric Bass, part-time, Music.
B.A., Luther College; M.A., University of Minnesota.
Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of
Iowa.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. B.S., DePaul
University; M.B.A., Harvard University; D.B.A., Argosy University.
358 Augsburg College Faculty
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota;
M.Div., Luther Seminary.
Ashok K. Mehrotra (2007). Instructor, part-time, Economics. B.Tech., M.Tech., Indian
Institute of Technology; M.B.A., University of Minnesota; M.S., University of
Chicago.
Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood
College; M.A., Tulane University.
Laurie H. Merz (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Vladan M. Milenkovic (2005). Instructor, part-time, Music. B.M., Berklee College of
Music; M.M., University of Northern Iowa.
Joyce P. Miller (2004). Assistant Professor of Nursing. A.A., Rochester State Junior College;
B.S., M.A., Augsburg College.
Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John W. Molloy (2003). Instructor, part time, Business Administration. B.B.A., M.S.,
University of Wisconsin, Madison.
Peter M. Morales (2007). Instructor, part-time, Modern Languages. B.A., Ripon College;
M.A., University of Minnesota.
April D. Morehouse (2006). Instructor, part-time, Nursing. B.S., College of St. Catherine.
Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of
Minnesota; M.S.W., Augsburg College.
Karen L. Mulhausen (2006). Instructor, part-time, Theatre Arts. B.A., St. Olaf College;
B.A., University of Minnesota.
Jeremy P. Myers (2006). Assistant Professor of Religion. B.S., University of Minnesota;
M.A., Luther-Northwestern Seminary.
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Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A.
degrees, Ogongo Agricultural College and United Lutheran Theological Seminary;
M.A., Trinity Lutheran Seminary; Ph.D., Natal University.
Jessica A. Nathanson (2007). Assistant Professor and Director of Women’s Studies. B.A.,
Wesleyan University; M.A., Ph.D., State University of New York-Buffalo.
Brita L. Nellermoe (2008). Instructor, part-time, Physics. B.S., University of Iowa; M.S.,
University of North Dakota.
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician
Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary;
M.D., University of Minnesota.
Augsburg College Faculty 359
Norma C. Noonan (1966). Professor of Political Science and Director of MAL Program.
B.A., University of Pennsylvania; M.A., Ph.D., Indiana University.
Daniel R. Noyes (2000). Instructor, part-time, Art. B.A., Macalester College; M.Arch.,
University of Wisconsin-Milwaukee.
O
James O’Brien (2008). Instructor, part-time, Art. B.F.A., Minneapolis College of Art and
Design; M.A., Syracuse University; M.F.A., Hartford University.
Michael W. O’Brien (2007). Instructor, part-time, Social Work. Two B.A.s, M.S.W.,
University of Iowa.
Mary F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community
College; B.S., Bethel College; M.A., Augsburg College.
Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University.
Melissa A. Oliver (2007). Instructor, part-time, Education. B.S., M.S., Winona State
University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University
of Minnesota; M.B.A., Minnesota State University.
Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota.
David H. Oxley (2007). Instructor, part-time, Business Administration. B.A., M.B.A.,
Augsburg College.
P
Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed.,
University of Minnesota.
Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College;
B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D.,
University of Durham, England.
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A.,
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Bonnie Jean Palmen (2006). Instructor, part-time, Business Administration. B.S.,
University of Minnesota; M.A., San Francisco State University; J.D., University of
California.
Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed.,
University of Minnesota.
Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of
Minnesota.
Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St.
Olaf College; M.A., Lone Mountain College [now part of University of San
Francisco].
Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
360 Augsburg College Faculty
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College;
M.A., St. Mary’s University.
Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
Christine R. Peper (2005). Instructor, part-time, Education. B.A., University of Minnesota;
M.Ed., Southeastern Louisiana University.
Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S., University of New
Hampshire; M.A., St. Mary’s College; M.S., University of Minnesota; Ph.D.,
University of Colorado.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Jennifer K. McCarty Plucker (2007). Instructor, part-time, Education. B.S., Moorhead State
University; M.Ed., St Mary’s University.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Theological Seminary.
R
O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A.,
University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
John S. Reimringer (2006). Instructor, part-time, English. B.S., University of Kansas;
M.F.A., University of Arkansas.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College.
Steven E. Restad (2007). Instructor, part-time, Business Administration. B.A., University of
Wisconsin-Eau Claire; M.B.A., University of St. Thomas.
Charles E. Rietkerk (2006). Instructor, part-time, Education. B.A., University of
California-Irvine; M.Ed., University of Minnesota.
Augsburg College Faculty 361
Catherine L. Roach (2007). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., University of Minnesota.
M. Bridget Robinson-Riegler (1994). Assistant Dean of Academic Affairs. Associate
Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University;
M.S.W., University of Minnesota; Ph.D., Arizona State University.
Glenda Dewberry Rooney (1992). Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Regula Russelle (2007). Instructor, part-time, Art. M.A., Hamline University.
Barry D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair
State University.
S
Larry E. Sallee (2005). Instructor, part-time, Business Administration. B.S., University of
Wisconsin-Superior; M.B.T., University of Minnesota; M.B.A., University of
Wisconsin-LaCrosse; D.B.A., U.S. International University.
Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Associate Professor of English. B.S., St. John’s University; M.A.,
University of New Orleans; Ph.D., The University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts.
B.A., M.A., M.F.A, University of Minnesota.
David G. Schwain (1995). Assistant Professor, part time, Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Professor of Business Administration. B.S., University of
Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota.
Dean J. Seal (2006). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., M.A.,
United Theological Seminary of the Twin Cities.
Steven A. Seay (2006). Instructor, part-time, Business Administration. B.S., University of
San Francisco; M.B.A., City/Stanford University; Ph.D., Walden University.
Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College,
Moorhead; M.Ed., University of Minnesota.
Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian
University; Ph.D., University of Texas.
N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus
Adolphus College; M.S., University of Wisconsin-River Falls.
Debra L. Shapiro (2006). Instructor, part-time, General Studies. B.A., J.D., The University
of Iowa.
Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s
College; Ph.D., University of Minnesota.
362 Augsburg College Faculty
Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education.
B.A., University of California, Davis; M.A., Columbia University.
John S. Shockley (2002). Professor, part time, Political Science. B.A., University of Texas;
M.A., Ph.D., University of Wisconsin.
Anthony T. Sinkiewicz (2007). Instructor, part-time, Business Administration. A.A.S.,
Wright College; B.S., University of the State of New York-Albany; M.A., Webster
University; D.B.A., U.S. International University.
Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College;
M.A., Saint Mary’s College.
Lawrence J. Sklaney, Jr. (2007). Instructor, part-time, English. B.A., Bucknell University;
M.A., University of Illinois.
Joanne Z. Smith (2005). Instructor, part-time, Business Administration. B.A., Smith
College; M.A., University of Minnesota.
Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State
University.
Dorothy J. Smyth (2005). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., Hamline University.
Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A.,
Ph.D., Northwestern University.
Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota;
M.A., Mankato State University.
Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota.
Peter J. Stark (2007). Assistant Professor of Business Administration. B.S., Northwestern
University; M.B.A., Pepperdine University
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
Carla Steen (2007). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A.,
Columbia University.
John P. Stein (1992). Assistant Professor of Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University
of Minnesota.
Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island
University.
Augsburg College Faculty 363
Lisa J. Storey (2007). Instructor, part-time, Education. B.A., St. Mary’s University; M.S.,
Winona State University.
Benjamin L. Stottrup (2005). Assistant Professor of Physics. B.A., University of Minnesota,
Morris; Ph.D., University of Washington.
Christopher K. Strand (2007). Instructor, part-time, Business Administration. B.S.,
Southwest Missouri State University; M.B.A., Metropolitan State University.
Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A.,
D.Th., Luther Seminary.
Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S.,
North Dakota State University; M.S., University of Wisconsin-LaCrosse.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Tara K. Sweeney (1992). Assistant Professor of Art. B.S., University of Wisconsin-Stout;
M.F.A., Minneapolis College of Art and Design.
Maryann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University;
M.S.W., Ph.D., University of Minnesota.
T
Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S.,
University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University
of Nebraska Medical Center.
Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore;
M.S.W., University of Pennsylvania; Ph.D., University of Minnesota.
Susan E. Taylor (2007). Instructor, part-time, English. B.A., California State University;
M.F.A., University of Minnesota.
Mary M. Thissen-Milder (2005). Instructor, part-time, Health and Physical Education.
B.A., Iowa State University; M.A., Northeast Missouri State; Ph.D., University of
Iowa.
Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of
Minnesota; M.S.W., Fordham University; Ph.D., Pacific University.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
W. Lex Thompson (2007). Instructor, part-time, Art. B.A., New College of Florida; M.A.,
Yale University; M.F.A., San Francisco Art Institute.
David L. Tiede (2005). Bernhard M. Christensen Professor of Vocation and Religion. B.A.,
St. Olaf College; B.D., Luther Theological Seminary; Ph.D., Harvard University.
Robert K. Tom (2002). Associate Professor of Art. B.F.A., University of Hawaii; M.F.A.,
Temple University.
Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College;
M.A., University of Minnesota.
Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester
Institute of Technology; M.A., Gallaudet University.
Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A.,
Luther College; M.Div., Yale University; Th.D., Luther Seminary.
364 Augsburg College Faculty
Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education.
B.A., Francisco Marroquin University; M.Div., St. Paul Seminary.
Leon M. Tyler (2007). Instructor, part-time, Business Administration. B.S., Northwestern
University; M.B.A., University of St. Thomas.
U-V
Jeannine M. Uhlenkamp (2004). Instructor, part-time, Education. B.A., University of
Minnesota; M.S.E., University of Wisconsin-River Falls.
Joseph Underhill (1998). Associate Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Pauline J. Utesch (2005). Assistant Professor of Nursing. A.D., Rochester Community
College; B.S.N., Winona State University; M.A., Augsburg College.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University.
John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin.
James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S.,
University of Minnesota; Ph.D., Iowa State University.
Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
W
Todd R. Wadsworth (2002). Instructor, part-time, Mathematics. B.A., Middlebury College;
M.A., Pepperdine University.
David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State
University.
Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of
Nairobi, Kenya; Ph.D., University of Minnesota.
Andrew Ward (2001). Instructor, part time, Business Administration/Philosophy. B.A.,
Luther College; M.A., Ph.D., University of Kansas.
David B. Washington (1997). Instructor, part-time, Business Administration. B.A., J.D.,
University of Pittsburgh.
Martha A. (Cary) Waterman (1991). Instructor, part time, English. B.A., University of
Denver; B.S., M.A., Minnesota State University-Mankato.
Colleen K. Watson (2006). Instructor, part-time, Business Administration. B.A., University
of Minnesota; M.A.L., Augsburg College.
Shana K. Watters (2007). Assistant Professor of Computer Science. A.A., Northern Virginia
Community College; B.S., South Dakota School of Mines and Technology; M.S.,
M.A., Ph.D., University of Minnesota.
Paula A. Watts (2008). Instructor, part-time, Social Work. B.S., St. Cloud State University;
M.S.W., Augsburg College.
Augsburg College Faculty 365
Valerie J. Webb (2001). Instructor, part-time, Religion. B.Sc. Honors, B.A., University of
Queensland, Australia; Ph.D., Luther Seminary.
Andrew T. Webster (2007). Instructor, part-time, Business Administration. B.A., College of
St. Thomas; M.B.A., University of St. Thomas.
Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Janis F. Weller (2006). Instructor, part-time, General Studies/Art. B.A., Luther College;
M.A., St. Mary’s University-Minneapolis, Ed.D., University of St. Thomas.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline
University.
Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of
Minnesota.
Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California,
San Diego; M.Div., Ph.D., Luther Seminary.
Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of
Minnesota.
Heather O. Willman (2005). Instructor, part-time, Education. B.A., Concordia College,
Moorhead; M.A., University of North Dakota.
Joel R. Wilson (2006). Instructor, part-time, Business Administration. B.A., University of
St. Thomas; M.B.A., University of Minnesota.
Roger W. Wiltgen (2007). Instructor, part-time, Business Administration. B.S., University
of Wisconsin-Eau Claire; M.B.A., Winona State University.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
X-Y-Z
John W. Yaeger (2007). Instructor, part-time, Social Work. B.B.A., University of WisconsinMadison; M.S.W., Loyola University.
Steven M. Zitnick (2000). Assistant Professor of Business Administration; Interim Director,
M.B.A. Program. B.A., Shimer College; M.S., University of Utah.
John M. Zobitz (2007). Assistant Professor of Mathematics. B.A., St. John’s University;
M.A., Ph.D., University of Utah.
366
FACULTY EMERITI
Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Kenneth N. Erickson. Professor Emeritus of Physics. B.A., Augsburg College; M.S.,
Michigan State University; Ph.D., Colorado State University.
Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Robert S. Herforth. Professor Emeritus of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
Faculty Emeriti 367
Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A.,
University of Iowa.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. B.A., St. Olaf College; M.A.,
Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. B.S., Augustana
College; M.A., University of South Dakota.
Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley.
Marie O. McNeff. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of
Minnesota.
368 Faculty Emeriti
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of
Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. A.B., Augustana College; two
M.S. degrees; Ph.D., University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
Ph.D., Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of
Pennsylvania.
CAMPUS MAP
369
6th Street S.
Ri
I
6
12
1
8
22
E
9
14
D
C
A
24
23
M
Av
J
16
S.
7th Street S.
K
15
7 1/2 Street S.
e.
25
28
27
13
10
3
L
4
B
Butler Place
B
ce
tran
t En
Wes
I-94
Interstate 94 West
Interstate 94 East
COLLEGE MAP INFORMATION
1. Center for Counseling and Health
Promotion
2. Augsburg for Adults Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center and
Day Admissions
6. Barnes & Noble at Augsburg College
7. Foss, Lobeck, Miles, Center for
Worship, Drama and Communication
8. Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Marketing and Communication
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. Luther Hall
25th Ave. S.
11
5
ide
23rd Ave. S.
19
C
17
21
C
20
26
22nd Ave. S.
18
rs
7
7th Street S.
F
ve
24th Ave. S.
2
21st Ave. S.
20th Ave. S.
G
29
H
Riv
ers
ide
/25
th A
ve.
Ex
Disability access
it
19. Old Main
20. Anderson Hall
21. Quad
22. Science Hall
23. Public Safety Communications Center
24. Shipping and Receiving
25. Melby Hall
26. Sverdrup-Oftedal Memorial Hall
27. Urness Hall
28. Kennedy Center
29. Oren Gateway Center
PARKING INFORMATION
A. Visitor Parking
B. Resident Parking
C. Commuter Parking
D. Faculty/Staff/Commuter/Resident Parking
E. Resident Parking
F. Resident Parking
G. Faculty/Staff Parking
J. Faculty/Staff Parking
K. Commuter Parking
L. Faculty/Staff/Commuter Parking
M. U of M, Fairview Parking Ramp
2/2008
370
CAMPUS LOCATION
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the North—
Take Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 22nd Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
I-94 East from Minneapolis—
Take 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 22nd Avenue South.
PUBLIC TRANSPORTATION
I-94 West from St. Paul—
Take Riverside exit, turn right at Riverside
Avenue, turn left at 22nd Avenue South.
I-35W from the South—
Follow the I-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 22nd Avenue South.
Augsburg College is located near two
Metro Transit Light Rail stations: the
Cedar-Riverside station and the Franklin
Avenue station. In addition to light rail,
four Metro Transit bus lines keep Augsburg
easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more
information about Metro Transit schedules
and routes, call 612-373-3333 or go online
to <www.metrotransit.org>.
Index
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 its students.
372
INDEX
A
B
About Augsburg 10, 19
Academic Advising 41
Academic Calendar 4-7, 54
Academic Divisions 56
Academic Excellence Scholarships 33
Academic Information 53
Academic Internships 69, 99
Academic Policies and Procedures 73
Academic Progress, Probation and
Dismissal 93
Academic Skills Office 42
Access Center 44
Accessibility 19
Accounting 127-130
Accreditation and Memberships 11, 18, 19
Achievement Scholarships 34
Admissions 15, 21-25
Administrative Officers of the College 340
Advanced Placement Program Test (AP) 91
Advanced Transfer Students 79, 82
African American Student Services (see
Pan-Afrikan Student Services) 47
American Indian Studies 100-104
American Indian Student Services 46
American Sign Language 235
Anderson Hall 15, 50
Anne Pederson Women’s Resource Center
40
Application Procedures 22-23, 32
Applied Economics 163
Architecture Minor 106
Art 104-111
Art and Architectural History 109-111
Art History 105
Asian American Student Services (see Pan
Asian Student Services) 46
Assessment of Previous Learning (APL)
Program 91-92
Associate in Ministry 309
Associated Colleges of the Twin Cities
(ACTC) 10, 60, 62
Associated Support Organizations 17
Athletic Affiliation 19
Athletics and Sports 41
Audit Fee 28, 29
Auditing Courses 90
Augsburg Abroad 63-68
Augsburg Core Curriculum 81-88, 112-114
Augsburg Experience 84-85
Augsburg First Year 84
Augsburg for Adults 13-14
Augsburg Seminar 84, 112
Augsburg Signature Curriculum 81-85, 112
Bachelor of Science (Liberal Arts
requirement modifications) 88
Beta Beta Beta 117
Biology 114-119
Board of Regents 340-341
Business (Master of Business
Administration) 71
Business Administration 120-137
Business Administration and
Economics Major 124, 163
Business Administration (Music Business
Specialization) 123, 256-257
Business Management Certificate 121
C
Calendar 4-7, 54-55
Campus Kitchen 69
Campus Location 14-15, 19, 369-370
Campus Map 369-370
Campus Ministry 38
Campus Tours 22
Canadian Program 72
Career Services 69-70
Center for Global Education 65-68, 221-233
Center for Learning and Adaptive Student
Services (CLASS) 42
Center for Service, Work, and Learning
68-69
Certificates 71 (MBA), 106, 121, 254, 260261
Change of Program 75
Chemistry 138-143
Chinese 235
Chapel 15, 38
Choir 269
Christensen Center 15, 40
Class Schedule 98
Classification (Class Year) 90
Clinical Laboratory Science 144-149
Coaching Certification 200
College Costs 2008-09 Day 28-29,
WEC 29
College Level Examination Program
(CLEP) 91
College of the Third Age 14, 15, 17, 72
Commencement 94
Commons 51
Communication Studies 149-156
Communication Arts/Literature Teacher
Licensure 60, 151, 183-184
Community Service-Learning 68-69
Community Studies Concentration
(Sociology) 319
Computational Economics 158-159
Index 373
Computational Philosophy 159, 278
Computer Science 157-161
Concert Band 269
Connections Courses 112-113
Continuing Education Program 72
Cooper’s Coffee Shop 51
Core Curriculum 81, 84-88
Costs 28-30
Counseling 48
Counseling and Health Promotion 15, 48
Course Descriptions 97-338
Course Numbers 98
Credits 98
Crime and Deviance Concentration
(Sociology) 319
Crossover Registration 74-75
D
Dean’s List 93-94
Degree Verification 95
Degrees Offered 19, 54, 77
Departmental Comprehensive Exams 91
Departmental Honors (see each major)
Departments and Programs 97-338
Deposits 29
Development 8
Directed Study 100
Directory 8
Directory Information 52, 96
Disability Services 44-45
Dismissal 93
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 15-17, 49-50
Dual Degree Programs 59, 179-180
E
Early Admission of First-years 23
Economics 162-166
Economics/Business Admin. Major 124, 163
Economics/Political Science Teaching Major
290-291
Edor Nelson Field 15
Education 167-178
Education for Service 11
Education (Master of Arts) 70
Elementary Education 170-174
Emotional/Behavioral Disabilities 176-178
Employment 36
Engaging Minneapolis 84
Engineering 179-180
English 181-195
English Language Learners (ELL) 87, 92-93
English Placement Test 184-185
Enrollment 19
Enrollment Center 8, 74
Enrollment/Degree Verification 95
Enrollment Deposit 29
Ensembles 269
Entry-level Skills 86-87, 113
Environmental Studies 196-197
Ethnic Student Services 46-47
Evaluation and Grading 88-90
Evangelical Lutheran Church in America
(ELCA) 12, 19, 341
Experiential Education Programs 68-69
Explanation of Grades 88-90
Exploring Our Gifts (Vocation) 38
F
Facilities and Housing 15-17, 49-50
Facts and Figures 19
Faculty 14, 19, 55, 345-368
Faculty Emeriti 366-368
FAFSA (Free Application for Federal Student
Aid 32
Family Educational Rights and Privacy Act
(FERPA) 52, 95
Farsi 235
Federal Work Study Program 36
Fees 28-30
Film 152-153
Finance 131-132
Finance Certificate 121
Financial Aid 19, 32-36
Financial Policies 30-32
Fine Arts 40
Fitness Centers 49
Food Service 51
Foreign Languages (See Languages and
Cross-cultural Studies)
Forensics 151
Former Students 24, 77
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Foundations of Fitness 87, 201
French 236-237
First-years 22-23
G
Gage Center for Academic Achievement 41
German 230, 237-238
Gift Assistance 35
Global Education Center 15, 65-68, 221231
Global Education Program
Courses 65-68, 221, 231
Grade Point Average 80, 90
Grading 88-90
Graduate Programs 70-71, 128
Graduation (Applying for) 79, 83, 94
Graduation Skills Requirements 88
374 Index
Graduation Requirements 77 (catalog),
79-88
Grants 35
Graphic Design Certificate 106
Gymnasium (Melby Hall) 16
H
Health and Physical Education 198-204
Health Clinic Services 48-49
Health Education 198-204
Health Fitness 198-204
Health Insurance 48
Health Promotion 48-49
HECUA Courses 67-68, 231-233
Higher Education Consortium for Urban
Affairs (HECUA) 67-68, 231-233
Hispanic/Latino Student Services Program
46
History 205-211
History of Augsburg College 10-12
Honors (Departmental—see each major)
Honors (Latin) 94
Honors Program 62, 212-216
Housing 15-17, 28, 49-50
Human Relations (Communication Studies)
150
I
Ice Arena 15
Incomplete Grade 89-90
Independent Studies 100
Information Technology Certificate 121
Information Technology Services 55-56
Inter-Institutional Programs 62-63
Inter-Race 17
Intercollegiate Athletics 41
Interdisciplinary Studies 217-218
International Baccalaureate Program (IB) 91
International Business Minor 124
International Business Specialization
(Business Administration) 123
International Business Concentration
(International Relations) 220
International Partners 67
International Relations 219-221
International Student Advising 49
International Students 24-25, 49
International Studies 221-233
Internships 69, 99-100
Intramural Athletics 41
J
Japanese 238
K
Kennedy Center 16, 49
Keystone (Senior Keystone) 85, 112
L
Languages and Cross-cultural Studies 234241
Latin Honors 94
Law and Society Concentration (Sociology)
319
Leadership (Master of Arts) 70, 128
Leadership Studies Minor 217
Leadership, Service, and Performance
Scholarships 34
Learning Disabilities (Special Education)
176-178
Learning Disabilities Program 42
LGBTQIA Support Services 47
Liberal Arts (Bachelor of Science Waiver)
88
Liberal Arts Foundation 81, 85-86
Library and Information Technology 16,
19, 55-56
Licensure (Teaching; see also individual
majors) 60, 167-178, 270-271, 312
Life Sciences 115-116
Lifetime Fitness 87-201
Lindell Library 16, 19, 55-56
Loan Assistance 35-36
Location 14-15, 19, 369, 370
Luther Hall 16, 50
Lutheran Congregational Scholarships 34
M
Majors and Minors 10, 56-60, 77, 97-338
Management Information Systems 133-135
Management Specialization (Business
Administration) 122-123
Managerial Accounting 128
Many Voices Project 84
Maps 369, 370
Marketing 124 (WEC), 135-137
Marketing Communication (Communication
Studies) 150
Mass Communication and Journalism
(Communication Studies) 150
Master’s Degrees 55, 70-71, 128
Math Placement Group (MPG) 86, 244
Mathematics 242-248
McNair Scholars Program 43-44
Medical Refund 31
Medieval Studies 249-250
Melby Hall 16
Memberships 18, 19
Memorial Hall (Sverdrup-Oftedal Memorial
Hall) 17
Index 375
Metro-Urban Studies 251-253
Middle East Studies Minor 217-218
Military Called to Active Duty 76
Minnesota Indian Teacher Training
Partnership (MNITTP) 46
Minnesota Work Study Program 36
Minors 59, 98-338
MIS Courses 133-135
Mission Statement 10
Modern Language Skill 87
Mortensen Hall 16, 50
Murphy Place (2222 Murphy Place) 16
Murphy’s Grill 51
Music 254-269
Music Business 123, 256-258
Music Education Major 258-259
Music Ensembles 269
Music Hall 16
Music Performance Major 259
Music Repertoire Tests 261
Music Therapy Equivalency/Certification
254, 260-261
Music Therapy Major 260
N
Nabo 51
National Student Clearinghouse 95
Natural Science Teaching Licensures
270-271
Nordic Area Studies 272-273
Norwegian 239-240, 272-273
Notification of Admissions Decision 23
Numeric Grades 89
Numbering of Courses 98
Nursing 274-277
Nursing (Master of Arts) 70
O
Officers of the College 342
Official Notices 51
Ojibwe 240
Old Main 16
Orchestra 269
Oren Gateway Center 16, 50
Organizational Studies Concentration
(Sociology) 320
Organizational Communication
(Communication Studies) 150
Orientation 39
P, Q
Pan-Afrikan Student Services 47
Pan-Asian Student Services 46
Partner Hospitals Program 14, 73-75
Part-Time Students 28
Pass/No Credit 80, 88-89, 90
Pastor 38
Payments 30
Peace and Global Studies Minor 220-221
Performance Studies 267-269
Petition Process (Student Standing
Committee) 76-77
Philosophy 278-281
Physical Disabilities Program (Access Center)
44
Physical Education 198-204
Physical Science Teaching Licensure 60,
139, 270-271, 284
Physician Assistant Studies (Master of
Science) 71
Physics 282-287
Piano Proficiency Test 261
Policies 17, 19, 30-32, 51-52, 73-79, 88-90,
93-95
Political Science 288-295
Political Science/Economics teaching major
290-291
Portfolio Assessment Program 92
Pre-Law Concentration (Political Science)
289
Pre-Professional Programs 60-61
Prerequisites 99
President’s Greeting 2
Probation 93
Psychology 296-301
Psychology and Law Concentration 297
Public Accounting 128
Public Policy and Political Change in Political
Science 289, 290
Public Relations and Advertising
(Communication Studies) 150
R
Re-Admitted Students (Catalog applicability/Second majors and Degrees) 24, 77
Recitals 261
Refunds 30-31
Regents 340-341
Registration 73-75
Religion 302-311
Religious Affiliation 10-12, 19, 81, 341
Repeated Courses 90
Research Opportunities 44
Residence Life Program (see also
Housing) 15-17, 28, 49-50
Residence Requirements 80
Retaking courses 90
Rochester Program 13-14, 73-75
Room and Board 28
ROTC 62-63
376 Index
S
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies Term 67, 231
Scholarships 33-35
Scholastic Connections 47
School Year 4-7, 19
Science Hall 16
Secondary Education 170-171, 174-175
Senior Keystone 85, 112
Service-Learning 68-69
Sigma Pi Sigma 284
Skills Requirements 80, 86-87, 88, 114
Social Psychology Concentration (Sociology)
320
Social Studies 312
Social Welfare Minor 314
Social Work 313-317
Social Work (Master of Social Work) 71
Society of Physics Students 284
Sociology 318-324
Space Physics 283
Spanish 240-241
Special Education 176-178
Special Interest Housing 50
Special Students (Non-Degree or Second
Degree) 24
Sports 41
StepUP Program 45
Student Center 40
Student-Designed Major 56-57
Student Employment 36
Student/Faculty Ratio 19
Student Government 38-39
Student Life 38-52
Student Rights 51-52, 95
Student Standards of Behavior, Complaints,
Records 51
Student Standing Committee 76-77
Student Support Services (TRIO) 43
Student Teaching Abroad 68, 167
Studio Art 104-109
Study Abroad 63-68, 221-233
Summer Session 8, 63
Supervisory Management (Communication
Studies) 150
Support Programs 41-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 17
T
Teaching Licensure (see also individual
majors) 60, 167-178, 270-271, 312
Test Scores 22
Theatre Arts 304-312
Theatre Practicums 305-306, 311-312
Transcripts 22, 23, 29
Transfer Students 22-24, 77-79
TRIO Program 43-44
Tuition, Fees, Room and Board 28-30
U
Undergraduate Research and Graduate
Opportunity (URGO) 44
Unofficial Withdrawal 31-32
Urban Studies 251-253
Urness Hall 17, 50
V
Veterans 95
Vocation 38, 81
W
Weekend College 13-14, 23, 29-30, 73-75
Withdrawal From College 30-32, 75-76
Women’s Resource Center 40-41
Women’s Studies 335-338
Work Study Program 36
Writing Concentration 182, 183
X, Y, Z
Youth and Family Ministry Major 301-302,
309-311
Show less
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Augsburg
Now
COMMENCEMENT 2007
INTERNATIONAL PHOTO
CONTEST
A P U B L I C AT I O N F O R
AUGSBURG COLLEGE ALUMNI & FRIENDS
SUMMER 2007
VOL. 69, NO. 4
Diggin’ Dinos
in Murphy Square
page 6
P. 4
P. 7
703724-Pages 1-12, 17... Show more
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Page 1
Augsburg
Now
COMMENCEMENT 2007
INTERNATIONAL PHOTO
CONTEST
A P U B L I C AT I O N F O R
AUGSBURG COLLEGE ALUMNI & FRIENDS
SUMMER 2007
VOL. 69, NO. 4
Diggin’ Dinos
in Murphy Square
page 6
P. 4
P. 7
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Page 2
Editor
Betsey Norgard
norgard@augsburg.edu
Notes
from President Pribbenow on…
Staff Writer
Bethany Bierman
bierman@augsburg.edu
Design Manager
Kathy Rumpza
rumpza@augsburg.edu
Class Notes Designer
Students at the center of our lives
I
t is the end of July as I pen these Notes for the
summer 2007 issue of Augsburg Now, and we
have just concluded our summer orientation
for more than 400 incoming first-year
students, the Class of 2011. I am as energized
as always by the sense of wonder and hope that
comes with an incoming class of college students!
At the other end of the continuum, you will
find in the following pages the stories and images
of our two 2007 Commencement ceremonies—the
first early in May for our day undergraduates and
our physician assistant graduate students; the
second late in June for our weekend
undergraduates and the other five graduate
programs (nursing, social work, education,
leadership, and business administration). All
combined, we graduated more than 900 new
Auggie alums this spring—what grand
celebrations we enjoyed!
I have been thinking a lot about this
continuum of student experiences—and have
enjoyed some rich and important conversations
the past several months with the Augsburg
community about how we might better honor the
centrality of students to our life as a college.
It is, above all, about the promise we make to
our students. Let’s call it the Augsburg Promise. As
students come to us, no matter their prior
experience or background, we regard them as:
Photographer
As they enter the College—as undergraduates or
graduate students—we engage them in missionbased academic and social experiences that
prepare them for meaningful work and service in
the world. In the classroom, on the playing fields,
in the residence halls, on stage, and in the
neighborhood, students enter a teaching and
learning community that prepares them to make a
living and to make a life in the world.
And as they leave us, our students remain at
the center of our lives as graduates whose lives
and work are emblems of this college’s aspirations
and commitments. We expect them to have gained
an informed vision of the world, focused on
discovery and appreciating difference. We prepare
them for intelligent understanding, full of curiosity
and a commitment to dialogue. And we offer them
remarkable opportunities for relevant experience,
learning to apply what they have learned and lead
others.
Students are at the center of our lives. There is
no more energizing and engaging work. And there
are few places that do it as well as Augsburg
College. It is the Augsburg Promise, a promise we
strive to keep each and every day.
Stephen Geffre
geffre@augsburg.edu
Faithfully yours,
Send address corrections to:
Advancement Services,
CB 142,
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
healyk@augsburg.edu
• Gifted—a gift to us and the world, to be cared
for, educated, and nurtured,
• Called—on a vocational path that we will help
them discern and navigate,
• Accountable—persons of responsibility
and integrity.
Signe Peterson
petersos@augsburg.edu
Media Relations Manager
Judy Petree
petree@augsburg.edu
Sports Information Director
Don Stoner
stoner@augsburg.edu
Assistant Vice President
of Marketing and
Communication
David Warch
warch@augsburg.edu
Director of Alumni Relations
Heidi Breen
breen@augsburg.edu
www.augsburg.edu
Augsburg Now is published
quarterly by Augsburg College,
2211 Riverside Ave.,
Minneapolis, Minn., 55454.
Opinions expressed in Augsburg
Now do not necessarily reflect
official College policy.
ISSN 1058-1545
Paul C. Pribbenow, president
E-mail: now@augsburg.edu
Telephone: 612-330-1181
Fax: 612-330-1780
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Page 3
Summer 2007
4
Contents
Features
4
2007 International Programs Photo Contest
Selected winners of the seventh annual student photo contest for
international study programs showcase the experiences of students abroad.
6
An “Auggieasaurus” in Murphy Square
by Betsey Norgard
7
Senior Jen Janda created the “Auggieasaurus” as Augsburg’s entry in the
Science Museum of Minnesota’s Diggin’ Dinos project.
7
Commencement 2007—May
Nearly 400 students in undergraduate semester programs
and the Physician Assistant program received their diplomas in May.
10
Commencement 2007—June
In the College’s first Commencement focused on programs in the
trimester schedule, undergraduate and graduate students who studied on
weekends and evenings received their degrees.
Departments
10
On the Cover: “Auggieasaurus” is one of
about 50 dinosaur statues decorated and
displayed by local businesses and organizations
as part of the Science Museum’s 100th-year
anniversary project, Diggin’ Dinos. Studio art
major Jen Janda created Augsburg’s entry.
2
3
13
inside
back
cover
Around the Quad
Supporting Augsburg
Alumni News
Calendar
All photos by Stephen Geffre unless otherwise indicated.
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Page 4
AROUND THE QUAD
NOTEWORTHY
Social Work Student
of the Year
Lisa Luinenburg ’07 was named
Social Work Student of the Year
by the Minnesota Chapter of the
National Association of Social
Workers (NASW) for her
“outstanding scholarship and
service to the community.” She
graduated in May with double
majors in social work and
international relations.
Physician Assistant
program earns
national award
Augsburg’s Physician Assistant
program was recently awarded the
2007 American Academy of
Physician Assistants’ Constituent
Organization Award of
Achievement for a high school
curriculum project developed in
2005. With the help of the
Minnesota Academy of Physician
Assistants (MAPA), the PA faculty
developed a program to educate
high school students about the
role of a PA, increase the diversity
among PA providers, and provide
health education and hands-on
learning.
In May 2006 and 2007,
Augsburg hosted high school
groups on campus who
participated in interactive
educational activities on how
diseases, specifically HIV and
other sexually transmitted
infections, can spread, as well as
how to administer a neurological
exam and take blood pressures.
Current PA students and recent
graduates helped with the
teaching.
2 AUGSBURG NOW
Nou Chang ’09 joins
Minnesota’s Future
Doctors
Junior Nou Chang participated
this summer in Minnesota’s Future
Doctors, a program to explore the
medical profession that is
sponsored by the University of
Minnesota and Mayo Medical
School. Over three summers, it
aims to increase the number of
Minnesota minority, immigrant,
and rural physicians by helping
these students develop academic
skills, an understanding of
medicine, and an appreciation for
serving in an underserved
community.
Chang, a biology and English
major with a religion minor,
immigrated with her family to
Rochester, Minn., from Thailand
in 1988. She also is the recipient
of a Jay and Rose Phillips Family
Foundation Scholarship that
awards potential student leaders
who intend to dedicate a portion
of their lives to community
service. She works with homeless
Hmong refugee children, ages 612, in partnership with the
Southeast Asian Community
Council, and hopes to create a
center where the homeless
children can participate in
culturally-based programs.
Rick Thoni retires as
WEC celebrates
25 years
As Weekend College celebrated 25
years in May, the program’s
founder, Rick Thoni, prepared to
retire from the College in June,
after 35 years of service.
Mia Bothun, WEC student body
president, spoke at the 25th anniversary
celebration on behalf of WEC students,
urging them to become more involved
in building greater community.
Rick Thoni, with his wife, Linda, listened
as President Pribbenow announced the
creation of the Richard J. Thoni Award
for a graduating WEC student that
Thoni joined Augsburg in
1972 as a part-time psychology
professor and counselor in the
Student Affairs Office and went on
to fill such roles as associate dean
of students, acting vice president
of student affairs, vice president
for research and development,
director of Weekend College, and
vice president for enrollment
management.
On May 17, students, faculty,
staff, and alumni of Weekend
College gathered to look back on
a quarter century. President
Pribbenow commented that the
number of stories from faculty and
staff of being asked to help
students get an education clearly
demonstrates the organic nature of
how WEC grew, beginning with
the student at the center.
He also commented on the
commitment of Rick Thoni and
others in WEC who didn’t merely
launch the program, but threw
themselves into the work of
meeting students’ needs.
would honor him “in an abiding way.”
Don Gustafson, professor of
history, applauded WEC students
and described the rewards of
teaching in WEC—meeting
students who bring different
experiences, perspectives, and
commitment to class.
In Thoni’s honor, President
Pribbenow announced the
creation of the Richard J. Thoni
Award, which will be given
annually to a graduating WEC
student whose actions,
commitments, and future
aspirations most profoundly
demonstrate a commitment to
Augsburg’s motto, “Education for
Service.”
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SUPPORTING AUGSBURG
The Kennedy Center—
filled with Auggie spirit
On May 4, the dedication of the Kennedy Center, the three-story
addition to Melby Hall, brought together Augsburg alumni, donors,
regents, faculty, staff, and students in celebration of Augsburg
athletics, fitness, and health and physical education.
Greco-wrestling champion Alan Rice
President Pribbenow expressed gratitude to
was greeted by President Pribbenow
the family of former regent James Haglund
in front of the Alan and Gloria Rice
and his wife, Kathleen, whose gifts provided
Wrestling Center, a state-of-the-art
the spacious, new fitness center bearing their
training facility for Augsburg’s
family name.
championship team and GrecoRoman wrestling.
President Pribbenow (second from left), together with President Emeritus William
Frame (left) and lead donors Dean ‘75 and Terry Kennedy, cut the ribbon to showcase
the new training, fitness, locker, classroom, and hospitality facilities.
The Lute Olson Hall of Champions highlights and celebrates the accomplishments of
The open entryway provided a great gathering place for
the many Auggie student-athletes across 18 men’s and women’s intercollegiate sports.
the Augsburg community to celebrate the dedication.
SUMMER 2007 3
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2007 International Programs Photo Contest
FIRST PLACE
“Mysterious Ireland”
Anthony Porter ‘07, Wicklow, Ireland
SECOND PLACE
“Cliffside: Bonsai Overlooking Tea Hills”
Ryan Treptow ‘07, Munnar, Kerala, India
THIRD PLACE
“Beneath African Skies”
Krista Costin ‘08, Ada-Foah, Ghana
LANDSCAPE
4 AUGSBURG NOW
HONORABLE
MENTION
“Eiffel Tower“
Laura Henry ‘07,
Paris, France
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PHOTOJOURNALISM
SECOND PLACE
“Untitled”
Jennifer Oliver ‘07, Chiang Mai, Thailand
FIRST PLACE AND BEST IN SHOW
“Pilgrims and Three Oceans Converge at Sunrise”
Ryan Treptow ‘07, Kanyakumari, Tamil Nadu, India
THIRD PLACE
PORTRAITS
“The Boat Keeper”
Allison Hutterer ‘07, Rabat, Morocco
SECOND PLACE
“Lumbini Woman”
Ryan Treptow ‘07, Bijapur,
Northern Karnataka, India
FIRST PLACE
“Las Hermanitas” (“The Little Sisters”)
Megan Schiller ‘07,
San Lucas Toliman, Guatemala
SUMMER 2007 5
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ugsburg senior Jen Janda has
been “Diggin’ Dinos” this
summer—not on an
archeological dig in Egypt, but
in downtown St. Paul. It’s part
of the “Diggin’ Dinos” summer celebration
honoring the 100th anniversary of the
Science Museum of Minnesota. Beginning
Memorial Day weekend, 53 dinosaurs were
placed around the streets of St. Paul, mostly
downtown, and seven in the parks of
Minneapolis as part of their 150th
anniversary celebration.
Much like the Snoopy statues a few years
ago, these dinosaurs have been painted by
local artists. Until Labor Day, Janda’s 4.5 feet
tall by 8 feet long, 80 lb. dinosaur will live in
Murphy Square, Minneapolis’s oldest park,
located in the heart of Augsburg’s campus.
When the College joined the project,
Janda was selected as Augsburg’s designer by
the art faculty. In keeping with the overall
theme, she named the dinosaur
“Auggieasaurus.” All the statues were painted
during the Diggin’ Dinos Paint-Off at
RiverCentre in St. Paul, just before Memorial
Day weekend.
“My idea for the Auggieasaurus was to
incorporate Murphy Square’s history
into a ‘map’ of the various
activities that go on in the
Page 8
park each spring and fall because of its
location in Augsburg College’s campus,”
Janda says. Around the base of the statue,
she inscribed:
Murphy Square Celebrating 150 Years,
1857-2007 “From cow pasture to
community center” The Dinosaur
of Minneapolis Parks
The activities she depicts on the
Auggieasaurus are:
• Runners—The Auggie cross-country team
runs around Murphy Square every fall.
• A biker—Minneapolis has many biking
commuters who travel through the park
area every day.
• A picnic scene
• A student reading Murphy Square, the
College’s literary and arts journal
• Kayaks, representing Minnesotans’ love of
the outdoors
The four legs of the Auggieasaurus are
designed to represent the Minneapolis
skyline, Augsburg campus, Seward
neighborhood, and the University of
Minnesota.
On Sept. 9, all the statues will be
auctioned off to benefit the work of the
Science Museum of Minnesota in its next
century.
Janda is a senior in the Honors Program,
with an art studio major. During the summer
she is working on a project to illustrate a
book for children in hospitals to help them
understand medical treatments
and surgery. She also works as
a graphic designer in the
Marketing and
Communication Office.
• A Somali family, representing the rich
cultural diversity of our neighborhood
• Frisbee players
• The Campus Kitchen van that delivers
meals in the neighborhood
A
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lives in murphy square
by Betsey Norgard
and Judy Petree
page design by Jen Janda ’08
A Paint-Off took place in downtown St. Paul
as local artists created dinosaurs to be placed
around the city, all in honor of the Science
6 AUGSBURG NOW
Museum of Minnesota.
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Page 9
traditional day undergraduates and master’s program in physician assistant studies
commencement
Jeanette Clark receives Marina Christensen
Justice Award
Jeanette Clark, a senior graduating with a double major in metrourban studies and youth and family ministry, was selected as the 2007
recipient of the Marina Christensen Justice Award. Each year, this
honor is presented to the graduating senior who best exemplifies
Augsburg’s motto, “Education for Service.”
Clark, a President’s Scholar, participated in the Honors Program as
well as Concert Band. At Augsburg, she held numerous leadership
roles, including serving as a campus ministry commissioner, resident
adviser, and leadership team member for the Campus Kitchen at
Augsburg College.
As a Spanish minor, Clark spent a semester in Cuernavaca,
Mexico, through Augsburg’s Center for Global Education, where she
worked for a pre-school and after-school program.
This past year, Clark created a spring break opportunity for
students staying in Minneapolis, called “Go Away Here.” In order to
show students opportunities in the city, it included service projects,
visits to neighborhood organizations such as the Sierra Club and East
African Women’s Center, and social outings.
The award recipient must have demonstrated a dedication to
community involvement as characterized by the personal and
professional life of Marina Christensen Justice, who reached out to
disadvantaged people and communities.
— Jen Winter ’07
Senior Jeanette Clark was honored with the Marina Christensen Justice award from
President Pribbenow for her work in the community and on campus.
May
2007
SUMMER 2007 7
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Eboo Patel, founder of the Chicago-based Interfaith Youth
Core, in his Commencement speech, described the “faith line”
that separates religious pluralists, who seek tolerance and
cooperation, from the religious totalitarians.
excerpts
from the
commencement address
“The Faith Line: On Building the Cathedrals of Pluralism”
Eboo Patel
… In his new book, Peace Be upon You,
Zachary Karabell writes: “If we
emphasize hate, scorn, war, and
conquest, we are unlikely to perceive
that any other path is viable … ”.
Hate, scorn, war, and conquest
sounds like a pretty good summary of
our newscasts; it certainly seems like
the dominant narrative of our times.
And the soundtrack of violence these
days appears to be prayer—in Arabic,
in Hebrew, in Hindi, in various
inflections of English.
There are many who are eager to
divide humanity along a faith line:
Sunnis vs. Shias, Catholics vs.
Protestants, Hindus vs. Buddhists.
I believe there is something else
going on. I believe that the faith line is
indeed the challenge of our century,
but it does not divide people of
different religious backgrounds. The
faith line does not separate Muslims
and Christians or Hindus and Jews.
The faith line separates religious
totalitarians and religious pluralists.
A religious totalitarian is someone
who seeks to suffocate those who are
different. Their weapons range from
suicide bombs to media empires. There
are Christian totalitarians and Hindu
totalitarians and Jewish totalitarians
and Muslim totalitarians. They are on
the same side of the faith line: arm in
arm against the dream of a common
life together.
A pluralist is someone who seeks to
live with people who are different, be
enriched by them, help them thrive.
Pluralists resonate with the Qur’annic
line, “God made us different nations
and tribes that we may come to know
one another.” Pluralists are moved by
the image of the Reverend Martin
Luther King Jr. marching together with
the Rabbi Abraham Joshua Heschel in
Selma. Pluralists love the words of the
poet Gwendolyn Brooks:
We are each other’s business
We are each other’s harvest
We are each other’s magnitude
and bond…
We pluralists far outnumber the
totalitarians. What if we let ourselves
imagine? What if we began building?
What if every city block were a
cathedral of pluralism; every university
campus; every summer camp and day
care. There would not be enough
bombs in the world to destroy all of
our cathedrals.
Read the full Commencement Address at
www.augsburg.edu/commencement/
patel.pdf
President Emeritus Charles S. Anderson (right), who led the
College from 1980-1997 during a period of significant growth,
received an honorary Doctor of Humane Letters degree.
Maria Belen Power is the third in her family to
graduate from Augsburg. She poses here with
sister and brother Ana Gabriela ’05 and Camilo
Jose ’02, and their uncle, Dennis Power, from
White Plains, N.Y. The three grads are from
Managua, Nicaragua, where their mother,
Kathleen McBride, is the Center for Global
Education regional co-director for Central
America and adjunct professor.
8 AUGSBURG NOW
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As the graduates process down the street lined with faculty, hands are shaken, hugs exchanged, and high-fives given.
m”
Theatre arts professors Darcey Engen ’88
Physician Assistant program director Dawn
(second from left) and Martha Johnson (second
Ludwig places the master’s hood on Huong
from right) pose with grads James Lekatz (left)
Timp, one of the 31 newly-graduated PA
and Justin Hooper (right).
students.
President Emeritus William V. Frame, who retired last year from
Augsburg, received an honorary Doctor of Humane Letters
degree, and was lauded for his work in sharpening the mission
of the College.
SUMMER 2007 9
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The flags of the Commencement procession represent the countries of Augsburg’s graduating students.
A
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2007
weekend, evening, and graduate programs
commencement
Faculty line both sides of the street as
graduates march through them on their
way to the ceremony.
June
Nursing Department chair Cheryl Leuning takes a photo of instructor
Pauline Utesch ’05 MAN (right) with graduates in the Bachelor of
Science nursing completion degree program.
Roberta Kagin, associate professor and director of the
music therapy program, shares a graduation moment
with her daughter, Julia (Metzler) Mensing ‘00, who
serves on Augsburg’s Alumni Board and received her
10 AUGSBURG NOW
MBA degree.
a
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Angela Brand receives first
Richard J. Thoni Award
In honor of his retirement from Augsburg,
the Richard J. Thoni Award was established
earlier this year. It was awarded for the first
time on June 24 to Angela Brand, a social
work major.
Beyond the required 240 hours of public
service volunteer work Brand completed for
her major, she also provided parenting
instruction and visitation supervision to a
working mother in Chisago County. She
facilitated and organized meetings to ensure
that the transportation needs of clients at
the Chisago County Social Services office
were met.
Additionally, Brand developed an
evaluation of the youth-oriented services
provided by Chisago County Social Services.
The county is currently following up on her
recommendations to ensure that youth are
better prepared for their transition into
adulthood.
During his or her time at Augsburg, the
award recipient must have demonstrated a
dedication to the kind of community
involvement characterized by the personal
and professional life of Richard J. Thoni,
who until his retirement in June 2007,
served as a tireless advocate for higher
education at Augsburg.
— Jen Winter ’07
Social work major Angela Brand is the first recipient of the Richard J. Thoni Award, established in honor of the
retiring Weekend College founder and given to a weekend student committed to service in the community.
Dean Barbara Edwards Farley places a doctoral hood on
Srividya Raman, who received her master’s
Martin Marty, retired University of Chicago professor and
degree in social work, spoke on behalf of the
historian of religion, who was awarded an honorary Doctor
Class of 2007 and told how, after receiving a
of Humane Letters degree. In his Commencement speech,
business degree in India, she realized her
he gave suggestions about learning to live life as a process,
passion was in “doing something different that
not a product, continually questioning and testing.
was closer to [her] heart.”
A future college coed straightens the tassel of her mom’s
mortar board following Commencement.
More than 50 graduating students and their families from Rochester were able to leave the driving to
Augsburg and relax on their way to and from the Commencement ceremony.
SUMMER 2007 11
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Going to college with your mom
With more classes than ever offered in Weekend College, more
students are finding out what it’s like to attend college with their
parents. The Clark and the Spargo families are two who have had
more than one generation attend Augsburg simultaneously. Jeanette
Clark and her mother, Mary Simonson Clark, both graduated in the
spring. The Spargos have three family members graduating from
Augsburg this year and next. According to Clark, “Augsburg’s
graduate programs and Weekend College facilitate adult learning and,
therefore, increase the prevalence of multi-generational students in
families.”
The Clark family went through four commencements this past
spring. There were so many that Mary referred to their graduation
schedule as: “It’s a weekend, who needs a robe?” Jeanette graduated
from Augsburg with a Bachelor of Arts degree in youth and family
ministry and metro-urban studies on May 5. Mary graduated from
Luther Seminary with a Master of Arts in theology on May 27. Mary’s
other daughter, Marie, graduated from the New School of
Architecture and Design in San Diego, Calif., with a Master of
Architecture on June 16, and Mary received the other half of her dual
degree, a Master of Social Work, from Augsburg, on June 24.
Concerning being coeds together, Mary said, “I needed to learn
how to be on the same campus with my daughter without either of
us interfering with each other’s schedules.” Jeanette added, “To be
honest, I had some small anxieties when my mother started college at
Augsburg. It just doesn’t fit the norm to go to college with your
mother.” But both assert that not only did it work, but that the family
grew closer because of it. Jeanette claimed, “I think it was really good
for both of us to have others in our family who were going through
the stress of homework, tests, etc. at the same time. I think this really
promoted understanding.”
Jeanette Clark (left) who graduated in May, shares graduation joy with her mother,
Mary Simonson Clark, who completed dual master’s degrees at Luther Seminary and
Augsburg College. For more on Jeanette, see page 7.
The Spargos had three members attending Augsburg last year, and
all three participated in Advent Vespers. Antonio graduated in May
with a Bachelor of Arts in mathematics and secondary education.
Carolyn, mother to Annika and Antonio, graduated from Augsburg in
1980 and will complete the Master of Arts in Leadership program
next year. She says, “It’s been fun to have some of the same professors
my kids have.” Annika, who will graduate next year also, with a
Bachelor of Arts in music and education, adds, “Although there are
several of us on campus, we all have our separate programs which
allow us to maintain some individuality.” Continuing, she says, “I
think the neatest thing about being a family of Auggies is that I have
seen and met so many different people from different departments at
the school whom I normally would not know.”
— Jen Winter ’07
the class of 2007—956 graduates
May 5, 2007—semester programs
31 Master of Science, Physician Assistant Studies students
409 Bachelor of Arts, Bachelor of Music, Bachelor of Science
440 Total graduating
June 24, 2007—trimester programs
234 Bachelor of Arts, Bachelor of Science
172 Weekend College
52 Rochester
10 United/Unity/Mercy Hospitals
20 Master of Arts, Education
26 Master of Arts, Leadership
15 Master of Arts, Nursing
178 Master of Business Administration
43 Master of Social Work
516 Total graduating
An MBA degree was also awarded posthumously to Shika Addo,
a student in the program, who died in April 2006.
12 AUGSBURG NOW
ALUMNI NEWS
From the
Alumni Board
president …
Greetings fellow
Auggies,
Well, a year has come and gone.
My time as president of the
Alumni Association is at an end.
My hat is off to all the wonderful
folks on the Alumni Board and
to the faculty and staff at
Augsburg. They’re a great group
dedicated to Augsburg and her mission.
As I handed off the president’s role to Buffie Blesi, we had a great
strategic planning retreat in June to define our new objectives.
I’m excited to report to you that our focus areas for 2007 include:
• Augsburg Stewards—Connect with the Augsburg Stewards and
build our Auggie Pride!
• Career Development Program—support Augsburg’s efforts
around Career Development for (soon to be) alumni;
• Gateway—participate in the opening of the Oren Gateway
Center and ongoing activities there
• Vespers—support the annual Advent Vespers programming
• Awards Committee—honor Auggies each year who have done
amazing things in service to the world and Augsburg’s mission
• Augsburg Now Advisory Committee—provide input and advice
to the great group of folks producing the Augsburg Now
• Affinity Groups—build connections with other groups at
Augsburg
• Fundraising—help build Augsburg’s strength through support
of the Annual Fund
Centennial
Singers perform in
the Twin Cities
The Centennial Singers, a male
chorus of Augsburg alumni and
friends, will present a series of
concerts this fall in the greater
Twin Cities area.
The chorus was formed in the
early 1990s of former Augsburg
Quartet members to revive and
continue singing the gospel
quartet tradition. Since then,
they have toured both to Norway
and the Southwest U.S. twice.
Fall Concerts/Appearances:
Fri., Sept. 28, 7 p.m.
Faith Lutheran Church,
Staples, Minn.
Sat., Sept. 29, 7 p.m.
Salem Lutheran Church,
Deerwood, Minn.
Sun., Sept. 30, 4 p.m.
Cambridge Lutheran Church,
Cambridge, Minn.
Sat., Oct. 6, 7 p.m.
Christ the King Lutheran Church,
1900 7th St., New Brighton, Minn.
Sat., Oct. 20, 7 p.m.
Calvary Lutheran Church of
Golden Valley,\
7520 Golden Valley Rd.,
Golden Valley, Minn.
Benefit—Wilderness Canoe Base
Sun., Oct. 21, 4 p.m.
Colonial Church of Edina,
6200 Colonial Way, Edina, Minn.
Sat., Oct. 27, 7 p.m.
Community of the Cross
Lutheran Church,
10701 Bloomington Ferry Rd.,
Bloomington, Minn.
Sun., Oct. 28, 4 p.m.
King of Kings Lutheran Church,
1583 Radio Dr.,
Woodbury, Minn.
Sat., Nov. 3, 7 p.m.
Minnetonka Lutheran Church,
16023 Minnetonka Blvd.,
Minnetonka, Minn.
Sun, Nov. 4, 4 p.m.
St. Michael’s Lutheran Church,
9201 Normandale Blvd.,
Bloomington, Minn.
You are invited and encouraged to participate. Please contact the
Alumni Relations office.
All my best to you and your family as the cycle turns and we
start another year.
Barry M. Vornbrock ’96 MAL
President, Alumni Board, 2006-07
SUMMER 2007 13
CLASS NOTES
1950
1969
Frank Ario, Minneapolis, was
featured on the Minnesota Public
Radio show, Midday on May 18,
in a program, “Two Minnesotans
Touched by WWII; Two
Strikingly Different Stories.”
Royce Helmbrecht, Austin,
Minn., is principal at Lyle
Community School in Lyle,
Minn., a small school of 240
students recently named by
Newsweek in the top five percent
of high schools in the nation.
1952
Robert R. Hage Sr., Hector,
Minn., was entered into the
Minnesota High School Football
Coaches Hall of Fame on April
21. He is the former football
coach at Hector High School.
Rev. Orville Olson and his wife,
Yvonne (Bagley), Excelsior,
Minn., celebrated the 50th
anniversary of his ordination. He
is currently a pastor at Mount
Calvary Lutheran Church in
Excelsior. Gifts will be given to
the Timothy Olson Memorial
Scholarship, honoring their son.
John R. Hubbling, St. Paul,
Minn., received the Max Hecht
Award from ASTM International
Committee D19 on Water. The
committee cited Hubbling for his
outstanding service and
advancing the study of water. He
is laboratory manager for
Metropolitan Council/
Environmental Services in St.
Paul, and also serves on ASTM
International’s international
committees on waste
management, and quality and
standards.
1970
1967
Gerrie Wall (Neff), Rapid City,
S. Dak., retired in May, after a
five-decade teaching career, from
Western Dakota Technical
Institute (WDTI) in Rapid City,
where she has taught in the
general education department for
the last 18 years. At this year’s
commencement ceremony, she
received the Distinguished
Service Award from the school,
and is the first faculty member to
be honored with its highest
award.
Mary (Tweeten) Gladwin,
Pocatello, Idaho, has retired after
21 years in education. She taught
in Cottage Grove, Minn., and
was the media specialist at Grace
Lutheran and Hawthorne Middle
School in Pocatello, Idaho.
physical education and aquatics
in the Glynn County (Ga.)
schools. She was also principal
horn with the Coastal Symphony
of Georgia and played in other
bands and small brass groups. At
Augsburg, she played in a brass
group named Neophonic Brass
with Mike Savold, Bob Stacke,
Johnny English, and others, and
would love to continue playing
brass music.
1982
Les Heen, Maynard, Minn., was
recently appointed president and
general manager of Pioneer
Public Television in Appleton.
He and his wife, Barbara
(Westerlund) ’89, have two
children, Chris, 9, and Erik, 6.
Barbara (Mattison) Lagrue,
Lamberton, Minn., has recently
moved back to the Midwest,
with her husband, Paul. For
many years, she taught adaptive
14 AUGSBURG NOW
John Sheehan, Lakeville, Minn.,
has been named boys varsity
basketball head coach in
Lakeville South High School. For
seven years he was an assistant
coach with the Lakeville North
girls team.
1997
Jasmina Besirevic-Regan,
Hamden, Conn., and her
husband, Matt, welcomed their
second daughter, Lejla, on June
14, 2006.
Rev. Scott M. Ludford, Hayward,
Wis., was installed as senior
pastor of First Lutheran Church
on January 21, after serving at
Concordia Lutheran Church in
Superior, Wis., for eight-and-ahalf years.
1987
Jody Abbott was recently named
senior vice president and chief
operating officer at North Kansas
City (Mo.) Hospital to provide
direction for upper management
in the areas of nursing services,
support services, and facilities.
Previously, she worked at
Hillcrest Medical Center in Tulsa,
Okla., in a similar position.
1992
1975
1993
Rev. Judith Bangsund, San Jose,
Calif., is pastor, along with her
husband, Rev. James Bangsund,
at Timothy’s Lutheran Church.
She graduated in nursing, served
with her husband in Tanzania for
several years, and became
ordained.
Join the Augsburg
Online Community
• Keep in touch with
classmates
• Find out what’s happening
on campus
• Change/update your address
and e-mail
www.augsburg.edu/alumni
CLASS NOTES
1999
Cheri Johnson, Minneapolis,
received a $25,000 McKnight
Artist Fellowship for Writers,
through the Loft Literary Center,
in creative prose. She has
graduate degrees in English from
Hollins College and the
University of Minnesota and is a
regular participant in the English
Department Homecoming
Reading and Career Night.
2000
Sara M. Quigley, St. Paul, Minn.,
graduated on May 27 from
Luther Seminary with a Master
of Divinity degree. She is the
youth director at St. Stephen
Lutheran Church in White Bear
Lake, Minn., and hopes to
become ordained in the ELCA.
Jennifer Rensenbrink, and her
husband, Adam Miller,
Minneapolis, welcomed twins, a
boy and a girl, at Fairview
Riverside Hospital on June 9.
Rowan Charles weighed 5 lbs., 2
oz.; and Anneke Rensenbrink
weighed 4 lbs., 14 oz.
certified nursing assistant/
environmental aide at Fairview
Southdale Hospital in Edina,
Minn.
2003
Natalia Pretelt, Roseville, Minn.,
was mentioned in the Money
and Business section of the Star
Tribune on April 15 for her role
as a loan specialist with the
Minneapolis Consortium of
Community Developers. She is
involved in microlending and
small loans to help immigrants
and others start businesses.
Jonathan Fahler, has studied
since 2004 in the Master of Arts
in Medical Sciences program at
Loyola University Chicago and
was recently admitted to medical
school at Des Moines University
College of Osteopathic Medicine.
John Tieben, St. Louis Park,
Minn., received his medical
degree from the University of
Minnesota on May 4. Tieben and
his wife, Danielle (Slack) ’04,
will live in Duluth, where he will
serve a three-year family practice
residency in the St. Mary’s/Duluth
Clinic Health System, St. Luke’s
Hospital, and the Duluth Family
Practice Center.
Options, a volunteer mentoring
program that connects with atrisk kids, ages 10-14, in the
Twin Cities through biking and
running. See blog photos at
bolderoptions.org.
2005
Brooke Dornbusch received a
Master of Arts in counseling
degree in May from the
Assemblies of God Theological
Seminary in Springfield, Mo.
Mark Simmonds, placed fourth
in the 120-kilogram GrecoRoman class at the 2007 USA
Wrestling Senior World Team
Trials. He is a damage
controlman third class (DC3) in
the U.S. Navy, operating out of
the Mayport, Fla., Naval Station
and is a member of the Navy’s
wrestling team.
2006
Lauren Falk, Eden Prairie,
Minn., has started her own
portrait/wedding photography
business, Lauren B. Photography,
with on-location photography of
weddings, portraits, and events
in the Twin Cities metro area.
Graduate Programs
Jeff Falkingham ’95 MAL, Eden
Prairie, Minn., donated his
services to author a 2007
commemorative edition of his
earlier book, The County
Courthouse Caper, recounting the
history of his native Browns
Valley, Minn. The publisher,
Beaver’s Pond Press, has donated
1000 copies for the city to sell as
a fundraiser for its Long-Term
Flood Recovery Fund.
Dietrich-Swanson Wedding
2004
2001
Emily Waldon, Salem, Mass.,
recently joined the Harvard
Vanguard Medical Associates at
its Cambridge internal medicine
practice as a physician assistant.
She received a master’s degree
from Northeastern University in
Boston. Formerly she was a
Max Langaard, Oakland, Calif.,
was recently featured in an
article titled, “Teaching
Leadership through Coaching.”
The article is focused on the
Sports-4-Kids program centered
in the Bay area inner city
schools. The program attempts
to help children become not only
healthier but also to learn what it
takes to lead.
Laura Simones, St. Paul, has
biked from Boulder, Colo., to
Minneapolis with Bolder
Hannah Dietrich and Nathan Swanson ’05,, Lincoln, Neb., were
married on June 8, in Luverne, Minn. The wedding included several
Auggie students and staff, including Sadie Dietrich ’09, Lynde
Kuipers ’08, cross-country and track coach Dennis Barker, Marcia
Gunz ’05, Anna (Ferguson) Rendell ’05, Kyla Rice ’05, Tim
Stowe, and Janeece (Adams) Oatmann ’05. Jeremiah Knabe ’05
also served as an officiant at the wedding. Hannah is a doctoral
student at the University of Nebraska in Lincoln, and Nathan is
pursuing a job with Lincoln Public Schools.
SUMMER 2007 15
CLASS NOTES
SEND US YOUR NEWS AND PHOTOS
Please tell us about the news in your life, your new job, move,
marriage, and births. Don’t forget to send photos!
For news of a death, printed notice is required, e.g. an obituary,
funeral notice, or program from a memorial service.
Send your news items, photos, or change of address by mail to:
Augsburg Now Class Notes, Augsburg College, CB 146,
2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to
alumni@augsburg.edu. You can also submit news to the Augsburg
Online Community at www.augsburg.edu/alumni.
Full name
Maiden name
Class year or last year attended
Street address
City, State, Zip
In Memoriam
Larsen, Norman ’34,
Morristown, Minn., age 97, on
June 12. He was a member of the
Athletic Hall of Fame.
Woolson, Gladys (Oudal) ’34,
Minneapolis, age 92, on May 9.
Knudsen, Rev. Richard I. ’37
Sem, Minneapolis, age 95, on
July 10.
Gilseth, Margaret (Chrislock)
’40, St. Charles, Minn., age 88,
on June 10. She was a
Distinguished Alumna.
Framstad, Rev. Waldemar ’41,
Marinette, Wis., age 87, on June
14, after a lengthy illness.
Ahlberg, Rev. G. Harold ’42,
Valparaiso, Ind., age 86, on June 4.
Is this a new address? ❑ Yes ❑ No
Home telephone
Stolee, Magdalene (Gronseth)
’42, Kenyon, Minn., age 87, on
June 11.
E-mail
Okay to publish your e-mail address? ❑ Yes ❑ No
Employer
Position
Work telephone
Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No
If yes, class year
Spouse’s name
Maiden name
Your news:
16 AUGSBURG NOW
Estness, Borghild ’43,
Minneapolis, age 92, on July 8.
She served as a recorder in
Augsburg’s Office of the Registrar.
Gronseth, Luther C., Sr., ’43,
Apple Valley, Minn., age 86, on
June 23.
Lindahl, Burton J. ’50, Wayzata,
Minn., age 82, on May 22.
Bakken, Rev. Hardis C. ’52, San
Pablo, Calif., age 97, on May 5.
Thompson, Robert D. ’52,
Bloomington, Minn., age 81, on
June 29.
Pundy, Eileen “Dolly” ’59,
Minneapolis, age 69, on May 4.
Peterson, Rolf ’61, University
Place, Wash., on April 24.
Heimbigner, Marlene (Hanggi)
’65, Olympia, Wash., on Jan. 15.
Timmons, Peter ’74, St. Paul,
age 63, on June 16, from
pancreatic cancer.
Ness, Sheela Jo ’86, Plymouth,
Minn., on July 4, of injuries from
an auto accident.
Galland, John H. ’93, Durango,
Colo., age 56, on May 18, in an
auto accident.
Hope, Jared ’00, West Concord,
Minn., age 28, on May 8 of
injuries from an auto accident.
Neitzel, Daniel Kurt ’06, Eden
Prairie, Minn., age 27, on
June 11.
Ward, Sister Agnes, CSJ, on
April 10. She taught classical
languages at Augsburg in the
1960s.
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CALENDAR
For music information, call 612-330-1265
For theatre ticket information, call 612-330-1257
For art gallery information, call 612-330-1524
SEPTEMBER
September 10
Seventh Annual Scholastic
Connections Gala and Dinner
Celebrating the scholarship/
mentorship program and the four
ethnic services programs
Free and open to the public
6:30–8:30 p.m.—East Commons,
Christensen Center
Info and reservations: 612-359-6480
or scholar@augsburg.edu
September 24-25
2007 Christensen Symposium
Everyday Life in the Light of the
Gospel
Rolf A. Jacobson, associate professor of
Old Testament, Luther Seminary.
Free and open to the public.
September 24, “Why Do You Weep?
Sadness, Grief, and the Gospel”
7 p.m.—Hoversten Chapel
September 25, “How Can I Keep
from Singing? Laughter, Joy, and the
Gospel”
11 a.m.—Hoversten Chapel
September 27
Theatre Artist Series
From Augsburg to the Guthrie
Theater
Katie Koch ’06, stage manager and
executive assistant to Joe Dowling,
Guthrie Theater
9:40–11:10 a.m.—Tjornhom-Nelson
Theater
September 14–October 26
Glass from the American-Swedish
Institute and Its Local Influence
Gage Family Art Gallery, Oren
Gateway Center
Opening reception: Friday, Sept. 14,
5:30–7:30 p.m.
Artist Presentation: To be announced
September 14–October 26
Reweaving a Life
Prints by Alejandro González Aranda
and baskets by women weavers of
Tlamacazapa, Guerrero, Mexico
Christensen Center Art Gallery
Artist Printmaking Demonstration:
Friday, Oct. 12, 8:30–10:10 a.m.
Artist Presentation and Reception:
Friday, Oct. 12, 3:30–5:30 p.m.
September 18
Theatre Artist Series
Technical Direction at the
Guthrie Theater
Craig Pettigrew, assistant
technical director
9:40–11:10 a.m.—
Tjornhom-Nelson Theater
September 20
Featured Artist Presentation
A Life in the Theatre
Peter C. Brocius, artistic director,
Children’s Theatre Company
7 p.m.—Tjornhom-Nelson Theater
October 17
Many Voices: Bold Visions
Convocation Series
Peter Bisanz, film director,
documentary One
10 a.m.—Hoversten Chapel
NOVEMBER
November 2–11
Life is a Dream (La vida es sueño)
by Pedro Calderon de la Barca
Directed by Martha Johnson
Nov. 2, 3, 7, 8, 9, and 10 at 7 p.m.
Nov. 4 and 11 at 2 p.m.
Tjornhom-Nelson Theater
OCTOBER
October 8
Theatre Artist Series
Working in the Theatre
Buffy Sedlacheck, literary manager,
Jungle Theatre
12:10–1:10 p.m.—Tjornhom-Nelson
Theater
October 8–13
Homecoming 2007
See www.augsburg.edu/alumni for
information
October 11
Athletic Hall of Fame Banquet
November 14
2007 Koryne Horbal Lecture
Anne Pedersen Women’s
Resource Center
Jane Fonda
“My Life’s Lessons about Sex and
Gender”
10 a.m.—Hoversten Chapel
November 30
Velkommen Jul Celebration
10:15 a.m.—Chapel Service,
Hoversten Chapel
11 a.m.—Scandinavian treats and
gifts, Christensen Center
October 12
1957 50th Anniversary
Celebration
Homecoming Convocation
Homecoming Luncheon
Campaign Completion
Celebration and Oren Gateway
Center Dedication
Dept. of Sociology 60th
Anniversary Celebration
November 30–December 1
That All May Have Light
28th Annual Advent Vespers:
A service of music and liturgy
5 and 8 p.m. each night
Central Lutheran Church,
Minneapolis
For seating envelopes,
612-330-1265
English Alumni/ae Reunion
and Reading
October 13
1967 40-Year Reunion
Picnic in the Park
Football game vs.
University of St. Thomas
Auggie Block Party
SUMMER 2007
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Page 16
An Augsburg Mural
Augsburg’s history is celebrated in the mural across
the Barnes and Noble Augsburg Bookstore windows
at the new Oren Gateway Center. Artwork by
photographer Stephen Geffre.
2211 Riverside Avenue
Minneapolis, MN 55454
Non-Profit Org.
U.S. Postage
PAID
Minneapolis, MN
Permit No. 2031
Show less
Augsburg
Now
KEYSTONE CONNECTIONS
URBAN LEGENDS
AUGSBURG COLLEGE ALUMNI & FRIENDS
SPRING 2007
VOL. 69, NO. 3
Martin Sabo retires
The ending of an era
page 16
P. 21
A PLACE OF THEIR OWN
A P U B L I C AT I O N F O R
P. 12
P. 26
Editor
Notes
from President Pribbenow on…
Being a ... Show more
Augsburg
Now
KEYSTONE CONNECTIONS
URBAN LEGENDS
AUGSBURG COLLEGE ALUMNI & FRIENDS
SPRING 2007
VOL. 69, NO. 3
Martin Sabo retires
The ending of an era
page 16
P. 21
A PLACE OF THEIR OWN
A P U B L I C AT I O N F O R
P. 12
P. 26
Editor
Notes
from President Pribbenow on…
Being a college in the city
B
ut seek the welfare of the city where I have
sent you into exile, and pray to the Lord on
its behalf, for in its welfare will you find
your welfare. (Jeremiah 29:7, RSV)
One particular afternoon last fall, I was shepherded
through the nearby Cedar-Riverside neighborhood
by our legendary community ambassador Mary
Laurel True. She introduced me to good people
whose lives and work intersect with the College. We
sat in one of the four mosques in the neighborhood
and spoke with the elders about peace and the God
of Abraham, about our lives here together, about our
children, and about the world and how frightening
it can be to live with strangers. In other words, we
spoke as fellow humans living together in the city.
I love the city (despite my rural upbringing) and
my recent experiences in our neighborhood lead me
to revisit some of the historical themes that fascinate
me about city life.
My first thoughts go to the role that neighborhoods play in a strong urban life. Though we are a
city, we live our lives in neighborhoods. It is in the
neighborhood where I come face to face with the
challenges and joys of negotiating my life with others. I think of Jane Addams, who made the west side
Chicago neighborhood near Hull-House the sphere
of action for her efforts in the late 19th and early
20th centuries to build a stronger democracy. There
are many of us who still believe her settlement
house idea has relevance for the 21st century. It is
not a philosophical exercise—it is the daily living
with, abiding with, meeting the needs and sharing
the aspirations of neighbors that defined the work of
Miss Addams and her colleagues, and that needs to
define our lives in cities as well.
A second theme about cities is the ways in
which they reflect our abiding pursuit of civilization.
Sir Peter Hall in Cities in Civilization suggests that
great cities have been at the center of artistic growth,
technological progress, the marriage of culture and
technology, and solutions to evolving social problems. Cities are places “for people who can stand the
Betsey Norgard
norgard@augsburg.edu
Staff Writer
Bethany Bierman
bierman@augsburg.edu
Design Manager
Kathy Rumpza
rumpza@augsburg.edu
Class Notes Designer
heat of the kitchen: places where the adrenaline
pumps through the bodies of the people and
through the streets on which they walk; messy
places, sordid places sometimes, but places nevertheless superbly worth living in, long to be remembered and long to be celebrated.”
Finally, I think of the late Jane Jacobs, the legendary urban theorist, whose The Death and Life of
Great American Cities was a clarion call to arms for
all those who loved the diversity and energy of cities
that was being ravaged by trends in architecture and
city planning. One of Jacobs’ main points was that
the well-being of cities is defined primarily by common, ordinary things, like sidewalks, parks, defined
neighborhoods, and a diversity of architecture styles
and buildings of different ages. These common,
ordinary things, when thought about with the needs
and aspirations of citizens in mind, will create
healthy, sustainable, and vital urban centers. It is not
about spending a huge amount of money, but rather
about a reflective practice of city life—the genuine
work of urban planning.
During my short time here at Augsburg, I have
been challenged to think again about the role of colleges and universities in an urban setting. I am committed to the mutual dependency of colleges and the
city. The paradigm for the relationships between
cities and higher education must be less about
extracting benefits from each other, less dependent
on incidental impact, and more focused on the various resources that can be shared in the pursuit of a
more robust, healthy, and meaningful urban life. I
look forward to our efforts at Augsburg to give substance to this new (but not really so new!) paradigm
of urban citizenship.
Yours,
Signe Peterson
petersos@augsburg.edu
Photographer
Stephen Geffre
geffre@augsburg.edu
Media Relations Manager
Judy Petree
petree@augsburg.edu
Sports Information Director
Don Stoner
stoner@augsburg.edu
Interim Assistant
Vice President of Marketing
and Communications
David Warch
warch@augsburg.edu
Director of Alumni Relations
Heidi Breen
breen@augsburg.edu
www.augsburg.edu
Augsburg Now is published
quarterly by Augsburg College,
2211 Riverside Ave.,
Minneapolis, Minn., 55454.
Opinions expressed in Augsburg
Now do not necessarily reflect
official College policy.
ISSN 1058-1545
Send address corrections to:
Advancement Services,
CB 142,
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
healyk@augsburg.edu
E-mail: now@augsburg.edu
Telephone: 612-330-1181
Fax: 612-330-1780
Paul C. Pribbenow, president
Spring 2007
21
Contents
Features
11
The Kitchen Connection
by Betsey Norgard
Weekend College student Tom Gouras uses his food service experience to feel
more connected on campus and provide service in the community.
12
Fitting the Pieces Together
by Betsey Norgard
In their keystone courses seniors synthesize all their Augsburg experiences in
preparing for the next step.
16
The Ending of an Era
Photos and text by Stephen Geffre
The boxes are packed and farewells said as Martin Olav Sabo retires from a
28-year career in the U.S. House of Representatives.
21
Urban Legends
by Bethany Bierman
Augsburg’s metro-urban studies alumni are making their marks as leaders
in public service and city planning.
16
26
A Place of Their Own
by Betsey Norgard
The East African Women’s Center bustles with activity as mothers, children,
grandmothers, and girls learn skills for living in a new community.
On the Cover: Congressman Martin Olav
Sabo, Class of 1959, retires from a lifelong
career serving his constituents in Minneapolis
and earning high respect from colleagues on
both sides of the aisle.
Departments
2 Around the Quad
6 Supporting Augsburg
8 Sports
29 Alumni News
36 Views
All photos by Stephen Geffre unless otherwise indicated.
AROUND THE QUAD
Brian Krohn awarded
a Goldwater
Scholarship
NOTEWORTHY
A team of Augsburg and University of St. Thomas students received honorable men-
Junior Brian
Krohn, who is
majoring in
chemistry
with a biology
minor, was
awarded a
Barry M.
Goldwater
Scholarship for the 2007-08 academic year. A total of 317 schol-
arships were awarded from the
more than 1,000 nominations
made by college faculty in the
fields of natural sciences, mathematics, and engineering.
Krohn will join a research
group this summer at the Graz
Technical Institute in Austria,
funded by the National Science
Foundation.
Two other Augsburg students
received honorable mentions—
Kent Bodurtha and Reid Larson,
both in physics.
tion at the National Model United Nations Conference in New York in March.
Model UN team
wins award
A team of Augsburg and
University of St. Thomas students
received honorable mention at the
National Model United Nations
Conference in New York in
March—Augsburg’s first award in
nine years of competition.
More than 4,000 students
from the U.S. and 31 countries
participated, with opening and
closing ceremonies held in the
UN General Assembly Great Hall.
The student team represented
the interests of India in the conference and met with the Indian
Mission to the UN during the
week in New York.
Matt Broughton
named a Fulbright
Scholar
Matt
Broughton’06,
who graduated summa
cum laude
with dual
degrees in
English and
2 AUGSBURG NOW
physics, has been named a
Fulbright Scholar to Germany
during 2007-08. He will spend
the year at the Technical
University of Braunschweig,
working in space physics
research.
It was during an internship
with the National Academies’
Space Studies Board that
Broughton began to see how
research he had been doing fits
into the larger context of national and international physics
research, studying the relationship between the sun and earth.
At the Technical University,
he will study ultra-low frequency
(ULF) waves in the magnetosphere, using data gathered from
four satellites in the Cluster mission. He will be able to analyze
the data with use of a wave telescope, a multi-spacecraft analysis
tool, using techniques that scientists there developed. He already
has a working relationship with
the scientists and has received
some training on the wave
telescope.
This summer Broughton will
spend 10 weeks in Washington,
D.C., in an intensive German
language program.
Coach and athletic director
Ernie Anderson dies
Ernie Anderson ’37, who served Augsburg College
as its men’s basketball coach for 23 seasons and as
its athletic director for 34 years, died on March 18
at the age of 90.
Anderson was a part of the Augsburg community for more than 40 years. He attended the
Augsburg Academy as a prep student in the early
1930s. He played basketball and baseball at
Augsburg, graduating from the College with a hisErnie Anderson ’37
tory degree in 1937.
Anderson served as men’s
basketball coach for the
Auggies from 1947-70, and as
the school’s athletic director
from 1947-80. He was inducted into the College’s Athletic
Hall of Fame in 1975.
In 1984, Augsburg named
its outdoor athletic field
Anderson-Nelson Field, in
honor of Anderson and fellow
longtime coach Edor Nelson
’38. In 2001, the center competition court at Melby Hall was
named Ernie Anderson Court
in his honor, while the outdoor
athletic field was rechristened
as Edor Nelson Field.
Men’s basketball coach Ernie Anderson is
lifted in the air as the team celebrates its
conference championship in 1963.
PA students excel on
certifying exam
Physics students
receive award
All 28 of Augsburg physician
assistant 2006 graduates passed
the National Commission on
Certification of Physician
Assistants (NCCPA) exam,
required for physician assistants
to practice in most states.
While the mean score for all
new grads nationally was 506,
Augsburg’s mean score was 581,
which put the program in the
91st percentile in comparison to
other programs.
Augsburg’s chapter of the Society
of Physics Students (SPS) was
selected as an Outstanding
Chapter for 2005-06. This is the
fourth time in the last five years
the chapter has been recognized
among the top 10 percent of
chapters nationally.
Recognition is given for the
breadth of SPS activities in
research, public science outreach, physics tutoring programs, and interaction among its
members. Brian Wood ’08 serves
Students and money—dollar/sense
Sophomore Cody Warren (left) and financial aid counselor Carly Eichhorst (right)
teamed to teach students about financial literacy.
Studies show that more than half
of all college students acquire
their first credit card during
their first year in college. Nearly
half of all college students have
credit card debt, with the average debt over $3,000.
Combine that with the fact
that most parents feel they are
neither prepared to talk to their
kids about personal finances, nor
do they feel they are good role
models concerning financial
planning and decisions. And few
high schools offer courses on
financial matters.
Last year, Augsburg’s
Financial Aid Office decided to
do something about this and
provide resources for students to
as chapter president and
Professor Mark Engebretson is
faculty adviser.
Best Workplace for
Commuters
The Environmental Protection
Agency (EPA) and the U.S.
Department of Transportation
become more fiscally literate and
learn to make responsible money
choices. “Does Your Money
Matter?” was offered as a series
of formal presentations.
This year, financial aid counselor Carly Eichhorst and sophomore student worker Cody
Warren teamed up to revamp the
program and ratchet up the level
of conversation and participation.
“I knew my peers didn’t have
the [financial] information,”
Warren said, as they planned a
new program they called “dollar/sense.”
Five sessions (three of which
were repeated) were offered on
weekday evenings:
• Embark: Begin the Financial
Journey
• Build: Establish Credit.
Maintain Credit
• Plan: Chart Your Course
• Renew: Financial Aid Springs
Anew
• Share: Time. Talent. Gifts
included Augsburg among the
Best Workplaces for Commuters
in Minneapolis. It was recognized as an employer offering
good benefits to employees for
alternatives to driving alone to
work every day. Augsburg faculty, staff, and students can buy
discounted travel on buses and
light rail, can make teleworking
arrangements, and use carpools.
Augsburg also hosts an
HOURCAR hub in the CedarRiverside community, making a
hybrid-fuel vehicle available for
hourly rent by qualified drivers on
campus and in the community.
Lots of audience response and
visuals in a relaxed atmosphere,
plus some food, brought home
the message to 20 to 40 students
who came to each session of
“dollar/sense.”
Eichhorst was delighted at
the response. “[A student who]
attended last night’s event on
credit scores … came to me this
morning and told me he pulled
his credit report right away last
night and wanted to talk about a
discrepancy,” she said. “[Another
attendee] was a student who
experienced financial problems
last year … and he attended
every single session of
‘dollar/sense’.”
The word reached parents as
well. One mother e-mailed, “It is
really a shame that you don’t get
more students attending those
sessions since they are truly REAL
LIFE and kids so often complain
about learning things they think
they will never use. Thanks to
everyone in the Enrollment
Center who put them on.”
—Betsey Norgard
SPRING 2007 3
AROUND THE QUAD
Japanese artists visit
Augsburg
For two days in late February,
Ayomi Yoshida and Bidou
Yamaguchi engaged the
Augsburg community with their
talents and art.
Yoshida is a printmaker,
installation artist, and designer,
whose work ranges from a colorful gift wrap line designed for
Target to multi-story installation
art. She is a fourth generation
member of the illustrious Yoshida
family of printmakers, which also
included Toshi Yoshida, who
taught at Augsburg during two
summers in the early 1970s.
For an exhibit at the
Minneapolis Institute of Arts
(MIA) in 2002 featuring her family, she created a large installation
of wood grain panels. The installation was purchased by Target
Corporation and re-installed in
their corporate executive suites
in downtown Minneapolis.
“Reverberation Ad Infinitum”
is made up of four columns and
a wall, each running three stories
high, flanking a stairway. Out of
each red column, Yoshida carved
repeated lines of oval chips with
a scoop chisel. The red chips
were then glued to the white
wall, creating positive and negative polka dots. Over 60,000
chips were carved, with three
people working on it for three
months.
MIA curator Matthew Welch
led a group of Augsburg students
to Target Corporation to view
Yoshida’s installation—an opportunity for the students to see the
artwork in this restricted, nonpublic area. They appreciated the
centuries-old, handcrafted nature
of the installation, says Kerry
Morgan, Augsburg’s coordinator
of galleries, and were captured
by “the physical process, the
amount of work, and the time
and dedication needed for it.”
Morgan recounts that as people walk through the installation,
“fascinating things happen to the
eye, the grid becomes diagonal
and casts shadows.”
Bidou Yamaguchi demonstrates his master skills in carving masks from cypress wood
for Japanese Noh drama.
4 AUGSBURG NOW
Students explore the panels of a multi-story art installation created by Ayomi Yoshida
at Target Corporation headquarters.
Bob Ulrich, chairman and
CEO of Target Corporation,
greeted the group and told them
that Target employees prefer
walking the stairs through the
installation to taking the elevator.
Yoshida also is a designer for
Target. Her gift wrap line, with
polka-dot-and-lined patterns,
has been described as making
packages “too pretty to open.”
Yoshida’s husband, Bidou
Yamaguchi, is a master carver of
masks for Noh drama. He is
trained as a graphic designer, but
became enchanted with the
ancient craft of carving masks
and their long history as part of
an ancient art form.
Carved and smoothed from a
block of cypress wood by knives
and chisels with three layers of
steel, the masks are lacquer coated many times and then stressed
to show age and wear.
Yamaguchi tried his own
hand at carving, and sought out
a master carver with whom he
could apprentice. After five years
of study—only half the normal
time—he was awarded the master carver status. He was also
given his artist’s name, Bidou, a
combination of words meaning
the “god of war” and “a stack of
wood.”
Yamaguchi has lectured and
demonstrated his craft at numerous institutions in Japan and
other countries. His masks are
part of the permanent collections
of Target Corporation (which the
students also were able to view
on the tour) and the MIA.
Bringing Yoshida and
Yamaguchi to campus was a collaborative effort among the art
galleries, Art Department,
Theatre Arts Department, Art
Club, Pan-Asian Student
Services, and professor emeritus
Eugene Skibbe, a friend of the
Yoshida family. The presentations
made by the artists were open to
the public, and scheduled to
involve classes in AsianAmerican theatre, sculpture, art
history, and design.
— Betsey Norgard
Augsburg Stewards:
Preserving history,
keeping traditions
alive
The Augsburg Stewards have
been involved in nearly every
recent Augsburg event, and they
are not much more than a year
old. The 14-member group has
already participated in
Homecoming, orientation, an
event honoring the Augsburg
Associates, the annual
Scholarship Brunch, and other
events with alumni.
Augsburg students can’t help
but notice the Stewards, but
many wonder, “Who are they?”
If you refer to the group’s
official statement, the Augsburg
Stewards’ mission is “to engage
students in the mission of
Augsburg College in order to
cultivate pride in place and
purpose.”
Lead Steward Solveig Mebust
says, “We combine three important aspects of the College: we
look at the history, the present
traditions, and the future of the
College and then try to make it
all something to which students
can relate. We basically provide
the link between the students
and the alumni.
“We make connections with
people whom you might not otherwise have met, and these are
powerful people,” she says. “They
make the difference between having an Oren Gateway Center or
not, having a scholarship to go to
college or not.”
The Stewards don’t just make
connections with alumni, but
also focus on students. In an
interview in spring 2006,
Augsburg Stewards’ founder,
Paul Cumings ’06, said,
“Students are trying to find ways
to connect with Augsburg, to
The Augsburg Stewards seek ways to engage students in the history and traditions of the College and create links with alumni.
(L to R) Rikki Starich ’07, Marie Sager ’09, lead Steward Solveig Mebust ’08, Sarah Valasek ’09, Cody Warren ’09.
create meaning behind the
school.”
“That’s exactly what we try to
do,” Mebust confirms. “We want
students to be invested in this
school, to take pride in our rich
history, be involved in present
traditions, and to help sculpt the
future of the College.”
The Stewards have already
started working toward that goal.
Each Steward receives a copy of
the late professor emeritus Carl
Chrislock’s Fjord to Freeway, a
centennial history of Augsburg
College. They then share the
College’s history with the student
body.
For example, during Auggie
Days, an orientation program for
first-year Augsburg students,
Steward Chris Kuhn presented a
brief history from Chrislock’s
book.
The Stewards began in
December 2005 when Cumings,
the student body president, came
up with the idea. “It’s important
to learn the history of the
College, to open up our past.
That helps us learn why deci-
sions have been made,” he said.
Cumings asked a few students to join, wrote a constitution, and submitted the constitution to student government. In
January 2006 the Augsburg
Stewards became an official student organization.
Currently the organization is
structured into three main committees: the History Committee,
the Present Committee, and the
Future Committee, each led by a
Steward member and focusing
on one of the three main components. However, Mebust plans
changes to the structure to make
it easier for students to participate more fully. Formal recruiting for new Stewards has taken
place during spring semester.
In December the Stewards
hosted an event called “What is
an Auggie, anyway?” With information tables in Christensen
Center, the group focused on
what it means to identify as an
Auggie and provided students
with information, food, presentations, and a documentary about
the College’s history.
“There’s something unique
about Augsburg. It’s always been
the odd child out of the
Lutheran colleges because we’ve
never felt the need to compete,”
says Mebust. “We produce amazing alumni who are leaders of
both the political and religious
realms, and their children are
now attending Augsburg.”
Mebust hopes to learn more
about why Augsburg is so
unique. She assigned the
Stewards a long-term goal of discovering the personal history of
the College. “Fjord [to Freeway] is
a great history based on institutional life, but not [its] personal
life.”
Even while still evolving, the
Augsburg Stewards are working
hard to reach their goals. Mebust
says, “We do our best to be
involved … and to be the best
representation of the College.”
—Kari Aanestad ’08
Kari Aanestad is a junior, with double majors in English/writing and
political science.
SPRING 2007 5
AROUND THE QUAD
SUPPORTING
AUGSBURG
Sabo Scholars …
‘Walking the talk’
One year after he graduated from
Augsburg, 22-year-old Martin
Olav Sabo was elected to the
Minnesota House of
Representatives in 1960 as its
youngest member. In 1978 he
was elected to the first of 14
terms in the U.S. House of
Representatives and served as one
of its most liberal members.
Throughout his entire career, he
has exemplified Augsburg’s motto,
“Education for Service,” and he
leaves a legacy as one of the most
fair-minded and principled legislators.
In 1990, his friends, family,
and alumni established the Martin
Olav and Sylvia A. Sabo
Scholarship in recognition of
Sabo’s distinguished record. The
scholarship is awarded to students who study political science
and/or have engaged in public
service, and aspire to careers in
public policy.
In 1994, fundraising began to
build the Sabo Endowment for
Leadership in Public and
Community Service. In addition
to the Sabo Scholarships, a summer leadership program for high
school students, a lecture series,
and academic support to public
service are envisioned.
Since 1995, nearly 50 students have been named Sabo
Scholars, and some served internships in Sabo’s Washington office.
A number have since chosen
careers in public service.
Garry Hesser, professor of
sociology and director of the
metro-urban studies program,
says, “What we’re trying to lift up
with the Sabo initiative is that
graduates in urban studies walk
the talk … . They stand for elected office and grapple with the
complexities of public issues and
The Sabo Scholarship
The Martin Olav and Sylvia A. Sabo Scholarship, established in 1990
by friends, alumni, and family is awarded to students with demonstrated financial need and academic achievement who study political
science and/or have engaged in public service or have interest in
public policy.
“I hope your college experience has taught you to listen, and that you
will continue to listen. … I hope you will develop your convictions
and your beliefs. I hope that you will pursue your passions. And I
hope you do get involved and choose your causes. But always remember to listen. And remember—you may not be absolutely right.”
— Martin Olav Sabo ’59
Augsburg Commencement address, 1983
6 AUGSBURG NOW
public policies.”
Here are four Sabo Scholars
whose lives are centered around
walking the talk of public service.
For Minneapolis native
Breanne Dalnes ’03, it took a
year at another Lutheran college
to realize she was an urbanite at
heart.
Once at Augsburg, a metrourban studies major became an
instant fit. “I knew as soon as I
discovered there was such a thing
as neighborhood organizations
that I wanted to get involved on
such a grassroots level,” she says.
While at Augsburg, Dalnes
spent one semester with HECUA’s
Metro-Urban Studies Term
(MUST), which she says opened
her eyes to a new way of thinking. She also served as a planning
Junior Kari Aanestad’s internship teaching
a recent immigrant to write has brought
to life issues around community needs
that her classes in political science have
introduced.
intern for the City of St. Paul.
Her last semester, she spent a
week in Washington D.C., where
her group visited various nonprofits and Sabo’s office. “It was
the perfect send-off to graduate
school.”
She received a Master of
Urban/Regional Planning degree
at the University of Minnesota’s
Humphrey Institute in 2005 and
currently serves as an associate
planner for the City of Ramsey.
“I’m putting my passions to
good work and watching out for
people who are too busy making
ends meet to get involved in their
communities or politics.”
Erica Champer ‘04 chose
Augsburg “for its integration into
a world-class city.” She also chose
metro-urban studies because, in
Making a gift to Augsburg
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All donations are tax-deductible.
her words, “it intertwined all of
the areas I was interested in—
history, economics, sociology, and
politics, all with a focus on making the city a better place.”
She now serves as an associate
director of quality and compliance at Heartland Alliance for
Human Needs and Human Rights
in Chicago. Champer climbed the
ladder in a short period of time,
becoming the youngest director
in a company of 800.
“At Augsburg I learned about
public housing in Chicago and
what a disaster it was, and now
I’m here two years later working
on a real solution!” says Champer.
“I am working on issues that are
meaningful to me—affordable
housing, human rights, and
more.”
Kari Aanestad graduates next
year with double majors in political science and English with a
writing concentration. During her
time at Augsburg, she has taken
advantage of many opportunities
to reflect on vocation, community
service, and building democracy.
“I love helping people and
being a servant of the people,”
Aanestad says. Her Honors Junior
Colloquium, taught by President
Pribbenow, focused on humanitarian Jane Addams, and what
Aanestad took away was a deep
appreciation of Addams’ belief
that in serving people she did not
expect to teach them, but to learn
from them.
Aanestad says her four classes
during spring semester all seemed
to synthesize around public serv-
Ana Chilingarishvili’s international
interest in children’s rights stem
from her own experience growing
up in the post-Soviet Union
Republic of Georgia.
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donation. You can use the form to make a one-time donation or
to set up recurring gifts.
Gifts by phone
To make a donation by phone, call Kevin Healy, director of
advancement services, at 612-338-6537 or 800-273-0617.
Gifts by mail
You can mail your gift to:
Development Office, CB 142
Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454
For complete information about making a gift,
including the types of giving and giving programs,
go to www.augsburg.edu/giving.
ice. In political science theory, she
studied what it means to be a
civil leader and servant of the
people. A statistics course taught
her how knowledge is used and
how public policy is translated for
the general public. An internship
gave her the chance to work oneon-one with a 46-year-old East
African man, teaching him to
write. She learned how education
is empowerment, and how leaders have a responsibility to
empower their people. Lastly, in
American literature, she studied
what it means to have a voice,
and how in poverty people do
not have any voice.
Her thoughts after graduation
include work with the Lutheran
Volunteer Corps or AmeriCorps,
giving her chances to offer community service and better understand the role of civic associations
in a democracy.
Ana Chilingarishvili graduates this year with a major in
international relations and will
begin law school in the fall. Her
sights are set worldwide, beyond
local and national boundaries. A
native of the Republic of Georgia,
she was 6 years old when the
Soviet Union came to an end and
independence was declared. Her
family endured the civil war that
followed and were fortunate to
receive help from a number of
international organizations.
Chilingarishvili’s interest is in
human rights law, especially children’s rights, so that she can help
others in the same way. She
doesn’t yet know exactly what
that will be, but feels that
Augsburg’s focus on vocation has
helped her prepare for whatever
may develop.
When the Sabo Scholars had
the opportunity to meet Martin
Sabo on campus this spring,
Chilingarishvili was amazed to
hear about the roots of this legislator who has traveled the
world—a tiny North Dakota community and a high school graduating class of three.
— Bethany Bierman and
Betsey Norgard
SPRING 2007 7
AROUND THE QUAD
SPORTS
Auggies win 10th
national title, claim
nine All-Americans
Claiming three individual national
titles and making collegiate
wrestling history for one of its
wrestlers in the process, the
Augsburg wrestling team won its
record-10th NCAA Division III
national championship in the last
17 seasons with a dominating
performance in the tournament,
held in March in Dubuque, Iowa.
With nine All-Americans,
including three titlists and two
runners-up, Augsburg finished
with 135.5 points, 36 points
ahead of second-place Wartburg
(Iowa), the defending national
champion, with 99.5 points.
Wisconsin-La Crosse finished in
third with 92.5 points, Luther
(Iowa) finished fourth with 86.0
points and the College of New
Jersey finished fifth with 46.5
points.
Augsburg head coach Jeff
Swenson ’79 was named National
Coach of the Year by the National
Wrestling Coaches Association,
the sixth time he has earned the
honor in his 25-season career.
After the championships,
Swenson announced his resignation from his coaching position,
in order to focus on his responsibilities as the school’s assistant
dean for athletics and recreation.
Sam Barber, who has served as an
assistant on the Auggie staff for
six seasons, was named the team’s
new head coach.
“We had a lot of ups, mostly,
and a few downs,” said Swenson.
“It’s hard for me when the year
comes to an end because of the
great seniors, but the bottom line
is I’m proud of them as a group.
They really came together in the
last month of the season.”
Augsburg has finished among
the top two teams in national
competition 19 times since 1975,
has finished among the top four
Wrestling head coach Jeff Swenson steps
down after 25 seasons.
Auggie coaches Jeff Swenson (lower) and Sam Barber (upper) watch their team
With a commanding win, Auggie wrestlers captured their 10th national championship in March, with nine All-Americans.
nationally the last 19 seasons in a
row (the only NCAA school in
any division that can make that
claim), and has finished in the
top 20 nationally every season
since 1971 (NCAA from 1983 to
present, NAIA pre-1983).
Augsburg’s Marcus LeVesseur,
a senior from Minneapolis,
became the first Division III
wrestler ever to win four national
titles, and the second college
wrestler ever to finish his career
unbeaten and untied. LeVesseur,
who won Division III national
titles at 157 pounds three times
(2003, 2004, 2005), finished his
senior season at 31-0, and his collegiate career at 155-0, the second-longest winning streak in
college wrestling history. Cael
Sanderson went 159-0 during his
career at Iowa State from 19982002, winning four Division I
national titles.
“It’s unbelievable,” Swenson
said of LeVesseur’s accomplishment, “… no one had ever won
four titles (at the Division III
level), and only two guys have
ever gone through their careers
undefeated. He’s in great company with Cael [Sanderson].”
Junior Quincy Osborn
claimed his first national championship at 141 pounds. Osborn
finished his first season as an
Auggie with a 44-3 record, completing his third national tournament appearance. As a Division I
wrestler at the University of
Minnesota, he competed in
national tournaments in both
2004 and 2005. Osborn is now
104-35 in his college career.
Junior Jeremy Anderson also
earned his first national championship, completing his second
All-American season with a win in
the 157-pound class. Anderson,
who was a national runner-up last
season, finished his junior campaign at 39-2 overall and his 83-5
in his two seasons as an Auggie.
At 133, junior Jafari Vanier
repeated his second-place finish
from a year ago, and sophomore
Seth Flodeen claimed national
runner-up honors in his first
national finals appearance at 125
pounds.
Senior Jared Evans, a threetime All-American, closed out his
career with his second straight
fourth-place finish, and junior
Robbie Gotreau finished his campaign at 41-6 overall. Heavyweight senior Andrew Neumann,
in his second national tournament, finished fifth overall. At
197, junior Wally O’Connor finished eighth.
Augsburg finished with an
11-1 dual-meet record this season. For the third time in the sixyear history of the event,
Augsburg claimed the championship at the National Wrestling
Coaches Association/Cliff Keen
Division III National Duals in
January.
Academically, Augsburg finished 11th among Division III
programs in the NWCA’s academic national rankings, with a 3.283
team gradepoint average. Five
Auggies earned NWCA Scholar
All-American honors—Evans,
Neumann, Paul Bjorkstrand, Josh
Hansen, and Brandon Klukow.
wrestle to a national title.
8 AUGSBURG NOW
—Don Stoner
Jeff Swenson resigns
as wrestling coach
Augsburg wrestling head coach
Jeff Swenson announced in March
that he is resigning his coaching
post in order to focus on his
responsibilities as the school’s
assistant dean for athletics and
recreation.
Swenson, a 1979 Augsburg
graduate, served as head coach of
the Auggies for 25 seasons (198084, 1986-2007), building the
squad into a national small-college
wrestling powerhouse. Under
Swenson’s leadership, Augsburg
won a record-10 NCAA Division
III national championships and
produced a career dual-meet
record of 321-44.
Associate head coach Sam Barber takes
over as head coach.
Sam Barber, who served as an
assistant coach on Swenson’s staff
for six seasons, is taking over head
coaching duties for the Auggies.
Barber has served as associate
head coach for the last two seasons. A 1995 Upper Iowa
University graduate, he served as
head coach for the Peacocks in the
1999-2000 season.
During his Augsburg tenure,
Barber has been a part of three
national championship squads
and two national runner-up
squads, and has coached 46 AllAmericans and 13 individual
Jeff Swenson ’79 retires after 25 seasons, with a national title and Division III Coach
of the Year honors. He shares the moment with his nearly-two-year-old son, Brady.
national champions. He was
named Division III Co-National
Assistant Coach of the Year by the
National Wrestling Coaches
Association in 2006.
In his role as assistant dean for
athletics and recreation as a member of President Pribbenow’s staff,
Swenson supervises the 18-sport
intercollegiate athletics program,
the athletic facilities department,
and the College’s intramural athletic program. Swenson was
named to the position on an interim basis in 2001, and his posting
was made permanent in 2004.
“I look forward to working
with Coach Swenson in the years
ahead,” Pribbenow said, as “we
partner to make Augsburg one of
the finest examples of NCAA
Division III athletics in the country—a college that honors the
connections between academics
and athletics, that celebrates both
sportsmanship and competition,
and that helps our students to
grow as individuals and teammates … I can think of no one
better than Jeff Swenson to lead us
in this vision for intercollegiate
athletics at Augsburg College. His
track record speaks for itself. His
love for the College is unparalleled. And he has the passion,
commitment, and skills to guide
our athletics programs into a
bright future.”
Swenson has been a member
of the Augsburg community for
more than 30 years—as a student,
coach, and administrator. A
national champion wrestler at
Augsburg in his senior year of
1979 with a career record of 10217, Swenson began his coaching
career in his first year out of college, as an assistant coach on John
Grygelko’s Auggie staff. Grygelko
retired in 1980, and Swenson was
named head coach.
Swenson said that two years
ago, he made the decision that he
would step down from his coaching post this year. He said that
focusing on his role in athletic
administration will help him in
his goals to improve every aspect
of Augsburg’s athletic program
among schools in the Minnesota
Intercollegiate Athletic Conference
and NCAA Division III.
“For me, this is a cause for celebration. It’s not a sad day. It’s a
great day. I’m able to listen to my
vocational calling and lead the
entire athletic department without
having the coaching demands,”
Swenson said.
As an administrator, Swenson
has led the Augsburg program
through a period of unprecedented growth and improvement. This
year, construction was completed
on the new Kennedy Center addition to Melby Hall, which
includes expanded classroom,
meeting, and locker room space,
along with a new fitness facility
and a new wrestling training facility. Two years ago, a new
SprinTurf surface was installed at
Edor Nelson Field, and a new
seasonal air-supported dome was
installed for the first time this
year over the field.
“I’ve been around Augsburg
since the fall of 1975, over 30
years,” Swenson said. “Augsburg
has shaped me. Augsburg has
made me who I am, and it’s
allowed me to pursue my passion
to be a coach. Now, I have a
greater passion to lead the entire
athletic department as a full-time
administrator. I’ve learned a lot
about leading and coaching by
being the head wrestling coach
here for 25 years. That’s going to
help me as I lead Augsburg athletics into the future.”
“I am proud to know Jeff
Swenson and to be able to honor
his remarkable career as our head
wrestling coach at Augsburg,”
Pribbenow said. “He has accomplished great things with his
wrestling teams—10 national
championships, countless individual titles, team academic achievements, and so on. But perhaps
more than anything, I am proud
of Jeff’s commitment and passion
for that individual student who
needs the guidance, support, and
challenge to be the best he or she
can be—as an athlete, as a student, as a person. Jeff exemplifies
what makes Augsburg the special
and rare place that it is—putting
students first and helping them to
grow to be successful, responsible,
and good people.
“Jeff Swenson leaves a remarkable legacy as the Augsburg
wrestling coach. He has built a
program that will endure as a
shining example of quality and
achievement. Now he has made
the remarkable decision to bring
his skills and passion to bear on
moving Augsburg’s intercollegiate
athletics programs to the next
level of excellence. Surely there is
no one better than Jeff to lead our
athletics programs—both to the
benefit of our student-athletes and
the reputation of the College.”
—Don Stoner
SPRING 2007 9
Augsburg
men’s hockey
head coach
Chris Brown
was named
Minnesota
Intercollegiate
Athletic
Conference
Chris Brown
Coach of the
Year. In his first year as the
Auggies head coach, Brown led
the Auggies to a 12-10-4 record
and third-place conference finish
(9-3-4), as the Auggies clinched
a berth in the MIAC playoffs for
the first time since the 2002-03
season.
Brown returned to Augsburg
last season as an assistant coach
under Mike Schwartz, a position
in which he also served during
the 1996-97 season. After leaving Augsburg in 1997, he was an
assistant coach at Division I
Alaska-Anchorage for three
years, then served as head coach
at Marian (Wis.) for four seasons
(2000-04) and at Hamline for
one season (2004-05).
Brown was also named as
one of 12 finalists for the
Edward Jeremiah Award as the
NCAA Division III National
Coach of the Year by the
American Hockey Coaches
Association.
Aaron Johnson
named MIAC Player
of the Year
Senior forward Aaron Johnson
was selected by MIAC as the
conference Player of the Year in
men’s hockey. A three-time AllMIAC honoree, he also was
10 AUGSBURG NOW
named for the
second year in
a row as a
first-team
selection on
the AHCA/
RBK Hockey
Division III
All-American
Aaron Johnson ’07
squad.
In April, he was selected as
one of two Division III players to
compete in the NCAA Pontiac
Frozen Four Skills Challenge
during Division I men’s hockey
Frozen Four in St. Louis, Mo. He
was also one of eight finalists for
the Sid Watson Award, given by
the AHCA to the Division III
National Player of the Year.
Ed Saugestad
receives Hobey Baker
Legends of Hockey
Award
Former
Augsburg
men’s hockey
coach Ed
Saugestad ’59
was recognized for his
lengthy and
outstanding
service to college hockey with
the 2007 Hobey Baker Legends
of Hockey Award. The award
was presented by the Hobey
Baker Memorial Award
Foundation on May 3 in St. Paul.
Saugestad coached Augsburg
to a 503-354-21 record in a
career that spanned 37 seasons.
Only two other Division III
coaches have amassed more than
500 career victories.
In his 37 years of coaching,
Saugestad took teams to national
postseason play on 10 occasions
(nine NAIA and one NCAA),
winning NAIA national championships in 1978, 1981, and
1982. He was named NAIA
National Coach of the Year after
each of the national championships. He coached 22 AllAmericans at Augsburg.
Saugestad and his Auggies
won Minnesota Intercollegiate
Athletic Conference (MIAC) regular-season titles six years in a
row (1976-77 to 1981-82), and
Saugestad was MlAC Coach of
the Year six times. In 1998, the
MIAC’s playoff championship
trophy was christened as the Ed
Saugestad Trophy.
Saugestad began his Auggie
coaching career while still a student at Augsburg, in 1958. He
graduated with a double major
in physical education and biology in 1959 and went on to earn
his master’s degree from the
University of Minnesota in 1964.
In addition to coaching hockey
for parts of five decades, he also
served on the Augsburg football
coaching staff from 1959-84
(head coach in the 1970-71 seasons); men’s athletic director
from 1981-87; and during his
entire Augsburg career served as
an instructor in the Health and
Physical Education Department.
Saugestad was named the
2002 recipient of the John
MacInnes Award from the
American Hockey Coaches
Association for his contributions
to the growth of amateur hockey
in the United States. In 1996,
the state of Minnesota declared
Feb. 17 as Ed Saugestad Day, in
recognition of his career accomplishments.
Archive photo
Chris Brown named
MIAC Men’s Hockey
Coach of the Year
Sophomore Ed Saugestad (back row, second from left) played on the 1956-57 Auggie
hockey team.
Coach Saugestad studies a hockey pro-
Saugestad’s hockey team captured a
gram during the 1961-62 season.
national championship in 1981.
Weekend College student Tom Gouras uses his food service background as a volunteer in Augsburg’s
Campus Kitchen, a great way for him to meet other students and feel more connected to Augsburg.
The kitchen connection
by Betsey Norgard
“I can begin to see
it take shape.”
Tom Gouras, the Monday
night shift leader at Augsburg’s
Campus Kitchen, is looking at
several pans of fried rice and vegetables, surplus food donated by a
local restaurant through the
Emergency Foodshelf Network.
Alongside them sit other pans of
pork riblets, wax beans and carrots, potatoes, and some melons.
From the donations they
receive, the Campus Kitchen volunteer crew transforms the various components into healthy
meals to be heated, delivered, and
served the next day—to the Brian
Coyle Community Center and
Trinity Lutheran’s Safe Place tutoring program in the CedarRiverside neighborhood, and at
the Minnesota Indian Women’s
Resource Center.
“I call this Chinese medley,”
Gouras says, as he combines several pans of rice and vegetables.
It can be a challenge, as the crew
never knows exactly what foods
they’ll find when they arrive for
the cooking shift. Sometimes, he
says, “what goes into the soup is
interesting.”
Since Augsburg students are
on break, Gouras’ crew tonight is
a group of four students from
Fridley High School with their
teacher, a father with his middle
school son who is doing community service, and Augsburg alum
Bill Ogren ’73. All of them have
become regular Monday night volunteers. Tonight, they cook the
potatoes, chop the melons, and
check out all the boxes of food to
make sure everything is still fresh.
Finally, pans are labeled—protein,
starch, vegetable, and fruit—and
everything is cleaned up to finish
the evening shift.
Gouras is a Weekend College
student who has been volunteering at the Campus Kitchen at
Augsburg since January. His 15
years of experience as a cook and
chef are valuable in the kitchen to
lead the crews of students and
community volunteers.
He entered Weekend College
last spring after two years at
Rasmussen College studying criminal justice. A native of St. Paul’s
East Side, Gouras recites a litany
of blue-collar jobs he’s held—furniture delivery, food service
cook/chef, garbage truck driver,
loading dock worker, chemical
dependency technician, greenhouse hand, and, currently, delivery truck driver for the New
French Bakery.
While at Rasmussen, Gouras
realized that in order to advance
much higher than where he is and
has been, he needs a four-year
degree. He hopes his courses in
psychology and sociology will prepare him for probation work with
the county or state. He’s also open
to possibilities that may develop
during his studies. “I’ve been
asked if I know my calling,” he
says, “and I hope I find it. I’m
open to it.”
After two trimesters in WEC,
Gouras began to understand how
much of the college experience
involves social interaction, and he
wasn’t feeling very connected to
Augsburg. Campus Kitchen
appealed to him because he could
use his food service experience,
and he liked the program’s mission of reaching out to others less
fortunate, making sure they have
hot meals.
Gouras is old enough to be
father to most of the student volunteers, but he enjoys their
enthusiasm, as well as sharing
with them some of his “street
smart” wisdom and common
sense.
Rachel Vallens, Campus
Kitchen coordinator, recognizes
what this does for the program.
“Tom’s cooking experience and
maturity really bring an added
dimension to his cooking shifts,”
she says. “The students look up
to him as someone who knows
what he’s doing and has done a
lot in life.”
Recently, Gouras took on an
additional task. Three days a
week, sandwiches and deli items
are donated from the University of
Minnesota, and when no one else
could pick them up on
Thursdays, he volunteered. It’s all
part of giving back, which is why
Gouras says he’s in the kitchen
every week. Ⅵ
For more information about
Augsburg’s Campus Kitchen, go to
www.campuskitchens.org.
SPRING 2007 11
keystone
courses
Fitting the pieces together
by Betsey Norgard
In architecture, a keystone sits at the top
of the arch and provides the shape and
support to the curved pieces rising to it.
In the Augsburg Core
Curriculum, the keystone is the
final piece that integrates what
students have learned in their
required general education
courses and their chosen major
with everything else they have
done at Augsburg—co-curricular experiences, leadership
development, service-learning,
study abroad, and other areas
of their Augsburg experience.
12 AUGSBURG NOW
First-year day students begin
their Augsburg education with
Augsburg Seminar, a semester
that includes orientation to residence life; development of skills
and strategies they need for success in college; introduction to
the themes of an Augsburg education, including vocation, service, community; and learning
about Augsburg’s neighborhood
and the city. It’s all about transition to college, integration into
Augsburg’s learning community,
and reflection on how they
become responsible learners.
Students learn that a hallmark of an Augsburg education
is intentional reflection on vocation, or what they call the “v”
word. All students study two
semesters of “Search for
Meaning,” which includes critical
conversations on understanding
and discovering one’s own gifts.
The senior-year keystone
course becomes the other bookend. Students synthesize all their
in-classroom and out-of-classroom experiences as they focus
on transition from college to the
community, integration of what
they’ve learned, and reflection on
how they will use their gifts and
knowledge—again, transition,
integration, reflection.
What does it mean to be a
professional in their major? What
does it mean to be a biologist,
accountant, social worker, English
teacher, actor, or whatever?
Because conversations about
vocation are revisited during the
keystone, faculty need to feel
comfortable and confident in
discussing issues of faith and
vocation in this context. A grant
from the Wabash Center for
Teaching and Learning in
Theology and Religion,
“Common Vocation, Distinctive
Callings,” provides funding for
keystone faculty to partner with
religion faculty members.
Together they strategize on content and methods for these crucial conversations.
The vocation focus and other
signature elements of the Core
Curriculum—diversity, the city,
service and service-learning—
distinguish Augsburg’s keystone
from other senior “capstone”
courses. Russell Kleckley, associate professor of religion and
coordinator of keystone seminars, explains that Augsburg’s
keystones are “more intentional
about the educational experience
as a whole, to see how the general education experience has
informed the [major] discipline
and vice versa.”
Diane Pike, sociology professor and director of the Center for
Teaching and Learning, says that
keystones “take the time, with
guidance, to help students figure
out how the pieces fit together
for them.” She says, “We’re
equally serious about the transition from college outward as we
are about the transition to college from high school.”
From the College’s point of
view, the keystones measure how
well Augsburg fulfills its promise
to students. Are they satisfied
with their experience, and do
they feel well prepared and confident in what they know and
will take away with them?
keystone
Psychology majors (clockwise from bottom) Rebecca Lewis, Tiah Colacci, Nghi Ngan, and Peter Chea played a version of the Game
of Life in which the cards required players to discuss some of the bigger questions in life.
the keystone
variations
Most students take the keystone
in their senior year, and most
often in connection with their
major. This past academic year
was the first time all students
have had access to a keystone
course. With a fair amount of
flexibility, departments have created or modified existing courses, or collaborated across departments or divisions to create
classes.
psychology:
the game of life
The psychology keystone is a
good example of a department
capstone course that evolved into
a keystone. All psychology
majors have completed capstone
internship semesters that includ-
ed time on the internship site,
plus time in class, plus papers,
portfolios, etc.
This year, the course changed
to be one-half internship and
one-half keystone, with about
one-third of the total time devoted to issues around vocation. As
part of the Wabash grant, Bridget
Robinson-Reigler, associate professor of psychology, was paired
with Mary Lowe, assistant professor of religion. RobinsonReigler says that she and Lowe
had five or six conversations
about vocation, and that Lowe
helped her plan new activities to
engage her students.
“I was pleasantly surprised
how unbelievably well the students have gotten into [the discussion of vocation],” says
Robinson-Reigler. Early in the
seminar, she offered her own
model of vocation, and by opening herself to them, she set a
comfortable tone for class
discussion.
In what became a popular
activity, Robinson-Reigler introduced an adapted version of the
Game of Life, in which a number
of the play cards were rewritten
with questions relating to vocation. Given this context, students
felt comfortable first answering
the questions themselves, then
opening the conversation to
everyone.
In another session, students
were asked to evaluate the effectiveness of their required liberal
arts courses. Did they work?
Why did Augsburg want them to
study those courses? Some students responded by saying that
without the keystone they never
would have thought about these
SPRING 2007 13
business and
vocation
John Knight, Center for Faith and Learning, encourages business majors to consider how their skills, beliefs, and values will
influence decisions they make every day in the business world.
questions, and this assignment
helped them figure out what
they had learned.
Robinson-Reigler’s psychology keystone is a mix of day and
weekend students, giving the
class a combination of ages and
experiences. While all students
were in the same situation of finishing college and figuring out
what was next to come, some
interesting conversations were
launched in the multigenerational class. One WEC student
said that these discussions
helped her understand her own
daughter better. Some said it
helped them understand and
appreciate the younger day
school population.
Robinson-Reigler confirms
that students are not getting any
less psychology in the new capstone-keystone with the addition
of the vocation conversation;
14 AUGSBURG NOW
they’re just getting it differently.
“I’ve taught this class before,
but I love teaching it now,” she
says. “I enjoy grading the papers!”
keystone-capable
english courses
In their new curriculum, the
English Department doesn’t have
a separate keystone course, but
rather several advanced courses
designed as “keystone-capable.”
Students are required to take one
of these courses as a keystone, for
which extra work is indicated.
Much of that work is selfreflection, and requires students
to consider, for example, their
function as readers and to think
about what is happening when
they read. The nature and depth
of their commitment to reading,
and what, if any, responsibilities
their reading entails.
This reflection is more seamless in some courses than others.
When Professor Doug Green
teaches Advanced Studies in
Language, Theory, and Method,
he integrates reflection and vocation throughout the course, even
for the non-keystone students.
Last year he taught Criticism
and Theory as a pilot keystone
course. Students read Azar
Nafisi’s Reading Lolita in Tehran
and wrote about how they
viewed the place of literature in
their own lives and cultures.
They had to respond to questions like, “How has my understanding of ‘self’ (who I am as a
reader, writer, student, English
major, woman or man, and
human being) evolved as a result
of my experiences at Augsburg?”
John Knight, associate director of
the Center for Faith and Learning,
has taught several sections of the
keystone course for the Business
Administration Department, the
College’s largest department. The
course is a collaboration between
the business and religion departments, and he co-taught the day
section with religion professor
Hans Wiersma.
Titled Vocation and the
Meaning of Success, the keystone
objectives include reflecting upon
the ways students have been
transformed by their college experiences, especially in their business major; reflecting critically on
beliefs and values they use in a
diverse world; and reflecting on
Augsburg’s understanding of vocation and a comparison to their
own vocation.
Knight finds that the feel of
the class depends significantly on
the class makeup—the day or
weekend student mix, the mix of
males and females, etc. Weekend
College students, he says, who
bring wider job skills and life
experience to class, showed a
“deep willingness to engage in the
material … and really wrapped
themselves around the [vocation]
issues by the second class.”
Some students are suspicious of
the keystone as being a religion
class and question its relevance to
their future. Knight asks them to
consider the bigger picture of
meaning and purpose in their lives.
What does it mean to be a business
professional? How does he or she
behave? He believes that somewhere down the road students will
understand why they had to take
this course and see the benefits
from it.
creating a life in
the fine arts
Students in music, visual art, and
theatre share a cross-disciplinary
keystone course, Creating a Life
in the Fine Arts.
The syllabus states that the
course will “synthesize recurring
powerful concepts of vocation
with practical tools and realities.”
Students will balance the “development of entrepreneurial skills
with ‘intrapreneurial’ knowledge
and awareness” while preparing
for professional life in the community.
The idea of shared courses
across the arts is not new—several short-term courses have
taken place over the past few
years. What’s new is the infusion
of the larger issues integrating
liberal arts and vocation.
Merilee Klemp ’75, associate
professor of music, led the conversations among arts faculty
around the new Core
Curriculum.
Anticipating the need to create a keystone course, she sought
a Lilly Endowment grant for the
music faculty to explore topics in
music and vocation with a consultant, Janis Weller.
Extending this conversation
to art and theatre faculty formed
the nucleus for the new keystone. It also promoted the
building of a fine arts community among both faculty and students on campus. Weller taught
the course, along with Klemp
(music), Darcey Engen (theatre),
and Tara Sweeney (art).
Critical conversations about
vocation began and ended the
course. These included visiting
guest artists, who spoke about
their roles in the community and
world.
In conjunction with the
Wabash grant, Sweeney was
paired with Lori Brandt Hale,
assistant professor of religion.
They met frequently, and Sweeney
describes the experience, “What I
am discussing in the service of
teaching the keystone is inseparable from what I am learning about
my own vocation and practice as
an artist at the same time.”
Their discussions included
how their religious upbringing or
belief systems affected what and
how they teach, and how they
could challenge and support students to discover their own
authentic voices.
The keystone seniors across
art, music, and theatre were
encouraged to find common
ground. In one exercise, teams of
students were given ordinary
objects, like a chair, and together
asked to consider it from a number of perspectives—how the
object could move or be used
with their bodies, what the visual
elements of the object were, what
kinds of sounds the object could
make.
Practical sessions about being
an artist were also included.
Students practiced networking
with introductions and business
cards, and they had to prepare
artist’s statements and professional
résumés.
Several break-out sessions separated the students into their
respective departments for discussions specific to their fields.
For the most, students resonated with the cross-disciplinary
focus of the keystone. “I think
working alongside artists in
another genre is a rare gift in the
college setting,” said music performance major Nikki Lemire.
Still, she enjoyed working with
her music classmates, however,
and would have enjoyed more
break-out time within her own
department and less full-group
time.
Theatre major James Lekatz
appreciated the practical elements
of the course. Hearing from guest
speakers—practicing artists,
teachers, grants administrators—
made him aware of their involvement in the community and the
different styles they use. He said
the course helped students deal
with removal of the “safety net of
Augsburg,” and taught them how
to use specific skills, e.g., to get
gallery space, to plan a show, etc.
Over the next couple of
years, the keystone courses will
all be evaluated and revisions
made where needed. But no matter what the form or content the
senior keystone courses take,
they will all continue to help students complete an Augsburg
education as effective, informed,
and ethical citizens. And to
become adaptable and resilient—
elements needed for success on
whatever path they choose.
Studio art major Rachel Nelson (top), theatre arts major James Lekatz (middle), and
music performance major Catherine DeVoe (right) explore the properties and possibilities of a stool.
SPRING 2007 15
Above: Martin Sabo smiles to greet a judge as he stands in the
imposing Capitol Rotunda, 96 feet in diameter.
Left (top): In their suburban Virginia home, Sylvia Sabo, Martin’s wife
and college sweetheart, works on a crossword puzzle; her husband
usually tackles Sudoku. According to Sylvia, playing the puzzles is
part of their morning ritual.
Left (below): Leaving Congress means many farewells, in this case to
Pennsylvania’s 12th District congressman John Murtha, as the doors
close in the Rayburn Building elevator.
Right: The transition in leadership begins to seem more real as Sabo
sits in a nearly barren office watching Rep. Nancy Pelosi read the
results for the new Democratic leadership in the House.
16 AUGSBURG NOW
The
ending of an
era
CONGRESSMAN MARTIN OLAV SABO,
Augsburg College Class of 1959, represented
Minnesota’s Fifth Congressional District in the
U.S. House of Representatives for 28 years and
became a fixture in the Democratic party. In
2006 he made the decision to retire from
Congress and return to life as a private citizen.
Augsburg staff photographer Stephen Geffre
tagged along on the day Sabo and his staff
vacated the corner office in the Rayburn
House Office Building he had earned through
seniority. Sabo actually spent the last month
of his term in a basement cubicle in Rayburn
HOB, with room enough for him and only one
staff member.
SPRING 2007 17
18 AUGSBURG NOW
Olav
Martin
Sabo
THE ENDING OF AN ERA
Above: Martin Sabo takes a moment to read through the
mail delivered to his desk.
Left (top): After a rainy day, the sun finally breaks
through to illuminate the dome of the United States
Capitol, a stately presence in the nation’s capital city.
Far left: Bonnie Gottwald, Sabo’s scheduler, packs up her
small portion of the D.C. office. She is one of only two
schedulers Sabo has had throughout his 28-year tenure in
Washington, and she echoes the entire staff in saying that
Sabo was always a joy to have as a boss.
Middle left: Each departing representative receives a
lengthy final checklist, to ensure as smooth a transition
as possible.
Left: Martin Sabo’s staff poses on the Capitol steps for
their last official photo.
SPRING 2007 19
THE ENDING OF AN ERA
Above (top): Sabo chats with Kevin Bonderud, who served as his first communications
director, during the office-closing party. Scattered across Sabo’s desk are mementos of
more than two decades in the House of Representatives, including mock baseball cards
with Sabo’s stats on them, photos, ashtrays, and T-shirts.
Above: Back in his Minneapolis office, Sabo takes a few minutes to go through the mail.
The plaques, hanging outside the door, are just a small sample of the honors and awards
that mark the achievements of a long legislative career.
Right: Each successive file drawer marked “empty” means that staffers are getting closer
to having all files reviewed and sorted.
20 AUGSBURG NOW
Auggies at the forefront
General civil unrest swelled across the nation. Detroit was
rioting, and downtown Minneapolis was starting to empty.
College students demanded social change, and colleges
responded with programs centering on the urban crisis.
And, Augsburg College was at the forefront.
Thirty-five years later, thanks to a visionary professor, an
enterprising faculty, and a supportive administration,
Augsburg’s metro-urban studies program graduates leaders
who are making decisions about current issues and future
needs, and planning for livable and sustainable neighborhoods and cities.
Urban legends
by Bethany Bierman
in city planning
It was the late sixties, and American cities were in crisis.
Joel Torstenson’s vision laid the foundation for an urban studies program. His wife,
Garry Hesser is professor of sociology and chairs the metro-urban studies program.
Fran, joins him here.
A program is born
Joel Torstenson came to Augsburg as a history major from west central Minnesota. After graduating in 1938, he worked in education for
Farmer’s Co-ops, earned a master’s degree in history and sociology,
and began teaching part time at Augsburg.
During the war years he joined the peace movement and community organizing. In 1947, he returned to Augsburg to develop its
social work and sociology programs while completing his PhD in
sociology. These programs provided a natural foundation for urban
studies 20 years later.
Torstenson writes in his memoirs, “The more [Augsburg] became
involved in urban affairs, the more we began to ask the question—
what is the appropriate role of a liberal arts college located at the center of an exploding metropolis?”
In 1966, Torstenson used his sabbatical to explore this question.
He visited urban studies programs at East Coast schools. Upon
returning, he wrote a position paper with the rationale and proposal
for a metro-urban studies program at Augsburg.
In order to set this in motion, courses centering on the city were
needed. Torstenson, Miles Stenshoel of the political science department, Orloue Gisselquist in history, Ed Sabella in economics, Ron
Palosaari in English, and other faculty embraced this concept.
In 1968, when Martin Luther King Jr. was killed, the director of
youth programs for the American Lutheran Church, Rev Ewald Bash,
wanted to address the cultural challenges head on. Colleagues
encouraged him to contact Torstenson, who had a reputation for his
pursuit of racial justice and human rights.
“The Crisis Colony” was born from their conversation. Students
lived on the north side of Minneapolis, first in public housing and
later in an abandoned synagogue, while learning from people who
lived and worked in the community. Led by Torstenson, Bash, and
Stenshoel, it grew from an intense summer program, to a semester
program, to the Metro Urban Studies Term, or “MUST,” the first academic program of the Higher Education Consortium for Urban
Affairs (HECUA). Today, MUST is a key element for all urban studies
majors and is one of the premier interdisciplinary experiential education programs in the nation.
Torstenson took his second sabbatical in Scandinavia in order to
explore how to build cities without crisis. Out of this came the
Scandinavian Urban Studies Term, or “SUST,” the second program of
22 AUGSBURG NOW
HECUA. Based at the University of Oslo, students attend seminars,
go on field excursions, and volunteer with various community and
governmental organizations.
“Two unique ingredients contributed to the success of the [metrourban studies] program: commitments from faculty … and the programs offered through HECUA, which became catalysts and capstones for the major,” says Garry Hesser, professor of sociology and
chair of the metro-urban studies program, who was hired in 1977 to
succeed Torstenson.
While the University of Minnesota and other private colleges
established urban studies programs in response to the mid-’60s urban
crisis, most have not survived.
“Augsburg’s is one of the few that has retained faculty and administrative commitment,” Hesser says. “Over the past 35 years there has
been a steady stream of graduates who have become professional
planners, city administrators, elected officials, and citizens serving on
planning commissions, hearkening to the call to public service.”
With monies from the Lilly [Endowment] grant, a spring break
trip to Washington, D.C., has run the past five years, exposing students to vocations in community development and public service. Up
until this year, the group visited Martin Sabo at his office. This year
they met with newly-elected congressman Keith Ellison and his staff.
Many students decide on metro-urban studies majors after the trip.
Here are several stories of careers that have been shaped by the
metro-urban studies program.
Allan Torstenson ’75
Transforming neighborhoods
One of the first graduates of the metro-urban studies program was
Allan Torstenson.
In his first semester at Augsburg, the Dawson, Minn., native took
his Uncle Joel Torstenson’s “Man in Modern Metropolis” course (now
called “Community and the Modern Metropolis”) because it fulfilled a
graduation requirement. “I tried my best not to disappoint him, and
found it to be a fascinating subject,” says Allan.
As a sophomore, he took an Interim course on new towns, which
included meeting with architects and city planners and visiting HUD
officials in Washington, D.C., and Columbia, Maryland. He loved the
trip, but was still unsure of a major. He considered taking a break
Allan Torstenson ’75 speaks to a metro-urban studies class about community
Paula Pentel’s life experiences have informed her work in urban studies at the
development.
University of Minnesota and with her City Council seat.
from school, but when he shared this with his uncle, Joel suggested
the new SUST program, which was being offered for the first time in
1973. That cross-cultural experience was the eye opener he needed
to decide on metro-urban studies.
Today, Allan is a senior planner for the City of St. Paul, where he
has worked since 1980. One of his most challenging and gratifying
projects has been the Phalen Village Plan and redevelopment project.
Through strategic vision, neighborhood involvement, and hard work,
a run-down, auto-oriented area surrounding a failed shopping center
was transformed into a more pedestrian- and neighborhood-oriented
“urban village” with new housing, new jobs, a restructured neighborhood commercial area, a restored wetland, and a new sense of community.
More than just “the guy who wrote the plan,” Allan researched solutions and wrote grants addressing the larger issues. In 1993 he authored
the Phalen Corridor Redevelopment Proposal, leading to the Phalen
Corridor Initiative and affecting much of St. Paul’s East Side.
“The transformation in only a few years has been amazing,”
Torstenson shared with one of Hesser’s classes recently. “A lot of what
I did in this effort was influenced by the urban studies program at
Augsburg. It’s not just about design, but addresses the real problems
neighborhoods deal with to build and sustain socially and economically viable communities.” He also credits the SUST program as a
foundation for many of the project concepts he considered.
Washington Avenue down through the scrap yards … up through
Cedar-Riverside, which in the early ’70s was very vibrant—it was a
fascinating trip through time that I took every day.”
A course she took from Joel Torstensen really resonated with her,
and she abandoned the biology major.
While at Augsburg, Pentel got involved in collective decisionmaking as one of the volunteer coordinators of North Country
Co-op. Pentel also participated in SUST the fall of her junior year.
“What I took back was planning for versus planning with the public.”
Between Augsburg and graduate school in geography at the
University of Minnesota, Pentel interned for the City of Richfield and
became involved in her neighborhood organization. In 1985 she and
her husband moved to Golden Valley, where she continued volunteering in the community, serving 12 years on the Planning
Commission, seven years as chair.
In 2004 there was a vacant seat on the Golden Valley City
Council. Pentel was appointed to fill out the term and was reelected
in 2005. During her tenure, she’s seen considerable improvements in
regard to environmental stewardship, construction of the Luce Line
bike trail, and creation of a vibrant downtown area.
Pentel stays connected to her North Minneapolis roots by serving
as a board member on the West Broadway Area Coalition and being
active at the Hollywood Studio of Dance, a non-profit, parent-managed endeavor.
“To be effective in what I do in my public life, I have to be articulate, informed, accepting, and open. A lot of that I developed at
Augsburg,” she says.
In her professional work, Pentel serves as undergraduate advisor
for the urban studies program at the university. “I help students find
their calling and what interests them.” She is particularly proud of
mentoring Patricia Torres Rey, who became the first Latina woman
elected to the Senate in the State of Minnesota.
Pentel developed and now teaches a course on the urban environment, which examines the urban effects on air, water, and soil. “All
environmental issues have a local component,” Pentel says. “I tell my
students to look at Augsburg’s new low-impact parking lot [on the
east edge of campus]. It’s a great example of a very innovative way to
mitigate pollution from storm water runoff.”
Pentel also continues the Torstenson legacy of hosting an annual
open house for her advisees—about 80 of them. “I tell them, ‘This is
your private college experience.’”
Paula (Brookins) Pentel ’78
Teaching the next generation
It was at Minneapolis North High School that Paula (Brookins) Pentel
’78 began her life-long interest in civic engagement. She witnessed
the unequal distribution of resources while visiting various
Minneapolis high schools with the debate and cheerleading teams,
and also watched “white flight” from her north-side neighborhood. “I
became interested in social justice and wanted to understand and
affect change in how the city works.”
Pentel chose Augsburg because it offered a biology major and
allowed her to commute.
“I rode the bus to and from campus for four years,” she recalls.
“That’s how I really became interested in urban studies—riding down
SPRING 2007 23
Tammera (Ericson) Diehm ’93
Giving citizens a voice
Growing up in Coon Rapids, Minn., Tami Diehm was fascinated by the
“inner city.” Her plan to be a social studies teacher changed when she
took a metro-urban studies class from Andy Aoki her freshman year.
“For me, the program was the perfect way to combine my interests in
people, government, and the urban environment.”
In the spring of her junior and senior years, Diehm interned with
Anoka County, and during her senior year, she examined multicultural
education in Minneapolis public schools for her senior honors project.
Following graduation from Augsburg in 1993, Diehm spent several
years raising three children but kept in touch with her interests through
her appointments to the Columbia Heights Charter and Planning
Commissions. She also kept in touch with Aoki, her adviser.
While discussing her graduate school plans with him over lunch
one day, he asked her if she could do anything, what it would be. Her
answer? Law school, although she thought her three young children
prevented her from pursuing it. Aoki said she owed it to herself to
check it out.
Three years later, in 2003, Diehm graduated summa cum laude
from William Mitchell College of Law, which she attended on full scholarship. She clerked for Justice Russell Anderson of the Minnesota
Supreme Court for one year and currently is an attorney at Winthrop &
Weinstine, P.A. Her practice focuses primarily on land use and real
estate, assisting clients as they seek development approvals from local
government. She also serves as the city attorney for Mendota Heights.
In addition to her legal work, Diehm is serving her second term on
the Columbia Heights City Council, and was elected as council president in 2006. She is also a member of the Economic Development
Authority and the chair of the city’s Housing Redevelopment Authority.
“There was a strong sense that Augsburg students should not only
be an active part of the College community, but also an active part of
the larger community in which the College is located,” says Diehm.
“This desire to ‘give back’ has stayed with me and directly impacted my
decision to run for my position on the City Council. I saw a need in our
community—the need for young families to have a voice in the decision-making process of the city.”
The desire to give back that Tami Diehm ’93 learned at Augsburg has influenced her
decisions to serve in public office.
24 AUGSBURG NOW
“Through my experiences at Augsburg, I realized that I could use
my gifts to serve a need in the world, and thus follow the Christian concept of vocation,” says Diehm. “I have incorporated my ‘call to serve’
into my work—not only by adhering to the highest ethical standard in
the way in which I practice law—but also through a commitment to
providing pro bono legal services to those who would otherwise have
only limited access to legal representation, and by serving my community on the city council.”
These pro bono projects include representing women and children
in domestic abuse cases, volunteering at a legal clinic where she advises
people who are starting new businesses, and assisting with the formation of new non-profit organizations as they work to obtain tax exempt
status from the IRS.
“In both my legal work and my public service I feel I am using my
gifts to serve a need in the world.”
Diehm was named a “Rising Star” by Minnesota Law and Politics in
2007 and one of 15 “Up and Coming Attorneys” in 2006 by Minnesota
Lawyer.
Susan (Horning) Arntz ’94
Managing suburban growth
Susan (Horning) Arntz decided in ninth grade civics that she would run
for president in 2020, with her slogan being “A Clearer Vision.” Her
love of government grew, and she came to Augsburg to major in political science. She learned of the metro-urban studies program in her second year and focused her electives around metro-urban studies courses.
At a rally on campus her sophomore year, Arntz introduced herself
to Hennepin County commissioner Peter McLaughlin, hoping to secure
a summer job. His aide, fellow Auggie Mike Matson ’79, insisted she
begin earlier, and she spent one-and-a-half years working for him.
After graduation, she interned for the City of Shoreview and then
began her professional career in assistant city administrator positions in
Chaska and New Brighton, before becoming the youngest person ever
hired as city administrator in the City of Waconia, where she has
worked since 2001.
“It’s a growing community, so much of what we do requires look-
Susan Arntz ’94 leads the City of Waconia through its growth spurt.
Today’s Students
ing to the future on a daily basis,” says Arntz. “The people having
these conversations may never be here to see these things happen, just
as those before us made decisions that affect us today.”
Arntz says the biggest challenge she deals with is how to manage
the growth of the city, which has increased 25% in six years and
shows no sign of slowing. This requires communication and cooperation with developers, the school board, property owners, and elected
officials.
“I think one of the best things that Augsburg taught me, both from
a faith perspective and also from an educational perspective, was how
to be receptive to all of those ideas and to have a guide for what I
believe to be right.”
As far as running for president, Arntz says, “The longer I serve in
the capacity I am in, the less I’m intrigued by elected office. I can
make an immediate impact on 10,000 people. We can make huge,
positive improvements or small incremental improvements that will
have a greater outcome down the road.”
Arntz earned a master’s degree in public administration from
Hamline University in 1999. In 2004, Augsburg awarded her the First
Decade Award, and she has served on the Alumni Board.
Rebecca Brown ’00
Promoting community development
While her mother, Barbara (Anderson) ’66, is an alumna, it was the
call of the city that lured Rebecca Brown of Appleton, Minn., to
Augsburg.
While at Augsburg, Brown completed five different internships
and off-campus work-study opportunities, from working with a summer youth peace garden for the Seward Neighborhood Group, to
teaching English for the South American arm of the YMCA in Quito,
Ecuador.
After her sophomore year, Brown took a year off to serve with
AmeriCorps in order to truly live in the city. She took the bus every
day from South Minneapolis to her work at an alternative high school
in North Minneapolis.
Brown also participated in HECUA her senior year, teaching
Tomorrow’s Leaders
Sarah Pesola ’07 of Wadena, Minn., chose metro-urban studies because,
“It meant that I could study history, sociology, economics, political science,
and other disciplines as well.”
Pesola participated in SUST and recalls, “My semester in Norway was
amazing. It had a huge impact on me, ultimately changing the way I view
the world.” Pesola will begin to volunteer at a youth homeless shelter in
Berkeley, Calif., through Lutheran Volunteer Corps.
Since a mission trip to Detroit in junior high, Greg Hildebrandt ’08
has felt the pull to work with people living in the inner city. He went on
the D.C. trip with Hesser last year and will participate in the MUST
semester in the fall.
“Students who are in [metro-urban studies] are very passionate about
what they are doing,” Hildebrandt says. “They’ll carry this passion with
them the rest of their lives, whether professionally or through volunteering.”
Plans for the future include using his second major in mathematics to help
with statistics and budgeting within a non-profit as well as tutoring students.
Jeanette Clark ’07 felt a calling into urban ministry even as a student
at Hopkins High School. She chose Augsburg for its metro-urban studies
and youth and family ministry programs.
At Augsburg, Clark served as a campus ministry commissioner and
leadership team member for the Campus Kitchen. In March Clark created a spring-break opportunity, “Go Away Here,” which included service
projects in the local community, visits to neighborhood organizations,
and social outings.
She will begin work at City South Cluster Ministries in South
Minneapolis through Lutheran Volunteer Corps, then plans to begin
Seminary with the hope of serving in an urban congregation.
English and learning about community organizing, agriculture, and
the economy in Ecuador and South America. She spent an additional
seven months in Ecuador on her own, working with rural youth in
agriculture.
“Traveling abroad definitely makes me a better city planner,”
Brown says. “It has opened my mind to varied ways of thinking and
behaving in community. As a city planner, understanding and validating different points of view, opinions, and experiences is critical.”
After graduating from Augsburg, Brown served over three years as
code enforcement and neighborhood coordinator for the City of
Crystal. She earned a master’s degree in city and regional planning
with a specialization in economic development from the University of
North Carolina at Chapel Hill in May 2006.
She now serves as project coordinator for the City of Minneapolis’
Department of Community Planning and Economic Development.
She works in neighborhoods to coordinate commercial redevelopment projects that incorporate public assistance.
As for her future, Brown says, “I see myself in a life of public
service, involved in state-level economic and tax policy in 15-20
years and perhaps an elected office.” Ⅵ
For more information about programs mentioned, go to:
www.augsburg.edu/sociology and www.hecua.org
Travel abroad and internships prepared Rebecca Brown ’00 for city planning.
SPRING 2007 25
T
place
A
of
their
own
Doroth Mayer
by Betsey Norgard
East African women spend time at the East African Women’s Center, established two
he East African Women’s Center in Riverside Plaza near
Augsburg’s campus is a busy place on a weekday morning.
In this two-year-old program of the Confederation of
Somali Community in Minnesota (CSCM), several East
African women sit at sewing machines, practicing sewing
seams in bright fabrics. Others are pressing their fabrics or talking with
a center volunteer. In the next room, behind a glass window, six or
seven small children play actively under the watchful eyes of mothers
and the center’s caregiver in the family childcare room.
In the middle of the activity is center coordinator Doroth Mayer,
often juggling a baby on her hip as she goes about her work. Rarely are
there quiet moments for her in this center she co-created with CSCM’s
executive director, Saeed Fahia.
Since 1994 CSCM has served more than 18,000 Somali immigrants who have settled in Minnesota—the largest concentration in the
country. CSCM provides resources and services to assist Somalis in
navigating American systems and making the transition to living life in
a new culture, while still preserving their traditions. CSCM is funded
by county, state, and federal agencies, as well as a number of
Minnesota foundations. The Women’s Center’s funding has come from
the Office of Refugee Resettlement and local foundations including the
Bush Foundation, the Jay and Rose Phillips Family Foundation,
Sheltering Arms Foundation, and Wells Fargo.
Within the East African refugee community, young mothers with
children and elderly women who have arrived in the last few years
remain especially isolated, some rarely leaving their apartments to take
English classes, to meet American women, or to learn how to cook and
prepare American food. When CSCM was offered a 2,000-square-foot
location right in the middle of the Riverside Plaza housing complex, it
secured grant money and opened the Women’s Center in February
2005. From the beginning, a family childcare center was an integral
part of CSCM’s plan so mothers would have a safe place to leave their
children and take English language classes, learn to sew, or simply to
do their laundry and daily tasks.
The Women’s Center currently serves 85-100 women and children
every week. Different levels of sewing classes meet three days, morning
and afternoon, with two teachers and six or seven women in each
class. Fabric is provided, and the women learn the basics of how to
sew and how to use sewing machines to make simple items, like
aprons and bags. Some women’s skills are now advanced enough to
make clothing for themselves and their children.
years ago in Cedar-Riverside, for sewing classes, the family childcare center, and other
activities.
A partnership
grows
Augsburg’s partnership with the East African Women’s Center is relatively new. During President Pribbenow’s inauguration week last fall, a
service group from Augsburg spent a morning painting at the center.
One person in the group that day was Augsburg junior Kristen Hoyles,
a youth and family ministry major. After hearing Mayer talk about renovation of the center and how much painting was still needed, Hoyles
made a commitment not only to paint, but to teach two or three of the
26 AUGSBURG NOW
Doroth Mayer
adolescent girls in Girls’ Group
how to paint, so together they
could get the job done. She’s
there on Friday afternoons and
feels she is living out her theology by using her painting experience to help where it’s needed.
“I’m in awe of how grateful
the center has been for something I feel is no big deal,”
Hoyles says.
Mayer adds, “Kristen has no
clue how much she means to us.
She has finished the painting,
and we’ve negotiated a new job
for her—she is becoming our
‘handy person.’ She is starting by
taking on the task of repairing
the center’s tricycles so the little
kids have trikes to use.”
The group that visited the
center also took great interest in
the textile weavings hanging on
the walls, made by Somali
women from yarn donated to the
center.
The weavings represent the
thousand-year-old tradition of
East African “twine weaving,”
originally using grasses and vines
to make wall coverings, horse
blankets, and bags used in their
nomadic cultures. When
President Pribbenow furnished
his new office at Augsburg, he
sought out Somali art, and now
has samples of these weavings
hanging both in his office and in
his home.
The Somali weavings will
Kristen Hoyles, an Augsburg junior majoring in youth and family ministry, volunteers at the Women’s Center, teaching adolescent Somali girls to paint with her.
also be featured on campus as
the inaugural exhibit in the new
Gage Family Gallery, scheduled
to open in August in the Oren
Gateway Center.
A kitchen shower
Mayer, who has worked for
many years in community-based
activities, would love to see more
opportunities for the East African
women to spend time with
American women—she knows
how much the women want to
develop friendships with
American women, learn from
them how to live within
American culture, and share East
African culture with their new
friends.
Mayer sometimes takes
women from the center with her
when she buys groceries for center activities. The women ask
about things they don’t know or
understand and foods they’ve
never seen before.
“Last week at the supermarket, we saw some asparagus,”
Mayer says. “We brought back
several bunches and steamed it.
It was a big hit. Even some of
the little kids in the family child-
care center tried it—cautiously,
but they tried it!”
When the Women’s Center
space was renovated (with the
support of the Bush and Phillips
Foundations and the apartment
complex managers, Sherman and
Associates) a full kitchen was
added at Mayer’s suggestion—
and it has proven to be popular
and very well used. She learned
that giving the women recipes to
try at home was not useful, since
many of them don’t read or
know how to follow recipes. But
learning by observing and then
trying it themselves was the way
to go.
“Once in a while we make
quick bread to give the kids for
snacks,” Mayer says. “We learned
that women wanted to watch us
make it. Then, after we make it
together they tell us they feel
comfortable trying it themselves
at home.”
The popularity of cooking
led to another project initiated
by Augsburg community services
director Mary Laurel True. For
Professor Bev Stratton’s religion
class, in which students carry
out projects that benefit the
community, True suggested the
idea of a kitchen shower for the
Women’s Center.
With a wish list provided by
the Women’s Center to adequately equip their kitchen, the class
sought donations from faculty,
SPRING 2007 27
Doroth Mayer
The Somali yarn weaving hanging in President Pribbenow’s office
East African women enjoyed opening gifts for their kitchen from Augsburg faculty, students,
symbolizes the partnership between Augsburg and the East African
and staff at a “kitchen shower” initiated by Professor Bev Stratton’s religion class.
staff, students, and friends.
Fifteen women from Augsburg
met nearly 20 East African
women at the center, shared
desserts and Somali tea, and gave
them “presents” to open. In addition, cash gifts and Target and
IKEA gift cards were given, to
involve the East African women
in shopping for their kitchen.
Mayer was delighted and
called it a great event. “Mary
Laurel came up with the most
creative way to bring women
together that I’ve seen yet. She is
giving women an opportunity to
share their cultures in a respectful and joyous way.”
Learning to lead
Mayer recognizes that new leadership must grow from the
women at the center. She is
encouraging them to actively
engage in whatever learning
28 AUGSBURG NOW
opportunities are appropriate to
their personal situations and to
develop their leadership skills so
that some day they have the
capacity to run the center that
they call their “home away from
home. “In addition,” she says,
“we need partners in the community who try to understand
what we’re doing … partners
who really get to know the
women and plan together with
them.”
For Augsburg’s part, this
kind of partnership wouldn’t be
possible without its Center for
Service, Work, and Learning,
which establishes and nurtures a
myriad of connections between
the College and its surrounding
neighbors—for tutoring, health
education and fitness, sports
clinics, music lessons, science
teaching in the school, meals
programs, use of campus facili-
Doroth Mayer
Women’s Center.
ties, college preparation sessions,
and so on.
Augsburg partners with
CSCM for two tutoring programs, one of which brings
Somali high school students
directly to campus twice a week
for homework help from students in Augsburg’s Honors
Program. The other program targets elementary and middle
school students for tutoring and
receives snacks from the Campus
Kitchen at Augsburg College
Monday through Thursday.
Already True has ideas for
new projects, especially between
the Women’s Center and
Augsburg’s Women’s Resource
Center.
“We are so fortunate to have
this new center in our neighborhood,” True says. “There is so
much we can learn from each
other, and so many ways we can
work together to enhance the lives
of women in this community.”
Hoyles confirms this, saying
that during her time at the center
she is gaining a stronger sense of
community, and “understanding
that our world isn’t so big.
“I think students who do not
learn about our community are
really missing out,” she says. Ⅵ
ALUMNI NEWS
From the Alumni Board president …
Greetings fellow Auggies,
As I’m sure you’re experiencing, the circle and cycle of life continues unabated this year. It is
particularly noticeable to me this year because of the differences which reinforce the sameness
(apologies and thanks to Dr. Palosaari—you helped me improve my writing skills tremendously and
ensured that the poet in me remains untrammeled, too!). Let me explain …
I’m both a student of and practitioner in the field of human systems dynamics. One way we model the
world is through containers, differences, and exchanges. A container, like Augsburg College, is
described by its differences which make a difference in the world. Then, as critical friends, we can
exchange thoughts about those differences in our mutual container.
One difference at Augsburg I want to bring to your attention relates to Commencement:
• The school year is ending with graduation again—a common experience we alumni share and a tremendously important difference,
that makes a difference in the lives of our alumni-to-be. Please join me in welcoming them into new stages of life as Auggie alumni by
taking a moment to think warm, welcoming thoughts or remember them in your prayers.
• Augsburg has two Commencement ceremonies for the first time in its history—one on May 5 aligns the cycle of life of
traditional day students and physician assistant students on semesters, and one on June 24 aligns with WEC and graduate program
students on trimesters. Please join me in saluting Augsburg’s leadership for recognizing the differences in the cycle of life for different
parts of the student body and responding to provide a better graduation experience.
Another difference I want to encourage you to check out is our Online Community. Go to www.augsburg.edu and click on the Alumni
and Friends link:
• To see up-to-date information on Alumni Relations
• To check out the benefits available to you as alumni (did you know that as alumni you can use Lindell Library? Check out the Alumni
Benefits link!). Read about it on the next page.
• Log in to the Augsburg Online Community where you can search for fellow Auggies, keep the College up to date on contacting you,
make a donation to support Augsburg, or read about fellow alumni. You can even read the minutes of the Alumni Association and its
committees (log in to the Online Community, then select the Alumni Leadership>Alumni Board path).
And finally, as you make a difference in the world, remember to stay in touch. We want to hear from you and we want to be able to
contact you.
• Let us know how you are and what you are doing through the Alumni Relations Office (alumni@augsburg.edu or 612-330-1181).
• Register and visit our Online Community (www.augsburg.edu, click on Alumni and Friends, then Augsburg Online Community). Then
update your profile and search for your fellow classmates.
Go Auggies!
Barry Vornbrock, ’96 MAL
President, Augsburg Alumni Association
We’re off to the races!
Auggie Night at the Races
Canterbury Park, Shakopee
Thursday, August 2
5:30 p.m., picnic • 7 p.m., first race
Complimentary entrance fee; fun for all ages. Space is limited.
RSVP to rsvp@augsburg.edu by July 26.
Alumni Board meetings
Aug. 21, 5:30 p.m.—location to be confirmed
SPRING 2007 29
ALUMNI NEWS
Take advantage of Auggie alumni benefits
Augsburg Legacy
Award
The Augsburg Legacy Award is
available to full-time day
students working toward their
first bachelor’s degree, who are
children or spouses of Augsburg
graduates; siblings of current
Augsburg students; or children
or spouses of current ELCA
pastors. No scholarship
application is required. Students
who qualify for both the Legacy
Award and Regents’ Scholarship
or Transfer Regents’ Scholarship
will receive only one award,
whichever is higher. Renewal is
based on maintaining a
minimum cumulative grade
point average of 2.0, measured at
the end of spring term.
Amount: Minimum $4,000
per year
Deadline: Accepted for
admission by May 1 for fall
enrollment; or Dec. 1 for spring
enrollment
www.augsburg.edu/day/finaid/
scholarships.html
Discount on tuition
for classes
Alumni are offered up to four
courses—one course per
term—at 50% off the current
part-time tuition rate (day or
weekend programs). This benefit
does not apply to alumni whose
enrollment qualifies them for
full-time comprehensive tuition.
Tuition discount must be applied
for in the same academic year as
the course is taken.
The following courses do not
count for the benefits noted:
directed study, independent
study, internships, Summer
School, graduate programs,
study abroad, continuing
education. The following do
meet the requirements for the
benefits noted: fall, winter, or
spring term courses; student
teaching; and partial courses (.50
and .25 education courses use
one of the four benefits). NOTE:
The tuition discount cannot be
applied until after the 10th day
of classes in the specified term.
Book privileges in
Lindell Library
Free Augsburg library cards with
limited services are available to
alumni. Check with the
circulation or reference desks for
further information on how to
obtain a library card.
Augsburg License
Plate
Join the Augsburg Online Community
It’s designed just for you—
• Keep in touch with classmates
• Find out what’s happening on campus
• Send class notes about what you’re doing
• Change/update your address and e-mail
• Update your profile so others can find you
• Make an online gift to Augsburg
It’s fast and easy. Already, more than 500 alumni have registered.
Simply go to www.augsburg.edu/alumni—have you signed up?
If you have questions, e-mail healyk@augsburg.edu.
30 AUGSBURG NOW
Display your Augsburg
connection! Available through
the Minnesota Department of
Transportation
www.dps.state.mn.us/dvs/
PlBrochure/CollegiatePlates.htm
Athletic facilities
Augsburg’s athletic facilities are
available to alumni when they
are not in use for special events,
classes, or other activities. If you
plan to come, it’s best to check
first with the athletic facilities
office at 612-330-1504,
especially during the summer.
Schedules are posted outside
of ice rinks A and B (neither rink
is available during the summer),
the gym, and the fitness centers.
Note: Use of the fitness centers is
available only to graduates of the
College. Alumni may use the
racquetball court by signing up
on the posted sheets at the court.
Reservations must be made in
person—no phone reservations
are accepted.
Alumni will be asked for
identification when using the
facilities. An Augsburg ID card
(available in the Enrollment
Center) or an A-Club pass will
expedite your admission.
Alumni using the facilities are
allowed one guest each.
CLASS NOTES
1950
1968
Roger “Bud” Leak, Excelsior,
Minn., was named the 2007
recipient of the Cliff Thompson
Award by the Minnesota Hockey
Coaches Association, at its
banquet in March. The award is
given annually for “long-term
outstanding contributions to the
sport of hockey in Minnesota.”
He helped start the Minnetonka
boys’ hockey program in 1952.
Lois (Hallcock) and Bruce
Johnson, Plymouth, Minn., were
featured in a Minneapolis Star
Tribune article in March about
how families finance education.
All three of their children—Leah,
Thomas, and current senior
Aaron—have attended Augsburg.
1964
Dennis J. Erickson, Los Alamos,
N.M., was awarded the
Distinguished Service to Safety
Award, the highest honor
bestowed by the National Safety
Council, in recognition of
outstanding service in the field
of safety. He has worked for 35
years at Los Alamos National
Laboratory and is scientific
advisor in the New Mexico
governor’s office.
1967
Loren Dunham, Fairmont,
Minn., is retiring from public
school teaching in Fairmont after
39 years in the classroom. He
taught economics, psychology,
American history, and
International Baccalaureate
courses, as well as coaching
tennis and Economics Challenge
and Knowledge Bowl. A former
editor of Augsburg Echo, he says
he feels he was “well-prepared
academically for the many and
various teaching assignments” he
received. dunfritz@charter.net
1969
Matty (Janis) Mathison,
Shawano, Wis., was honored
with the Women’s Sports
Advocates of Wisconsin Lifetime
Achievement Award for 2007. In
1998 she retired from 35 years
of teaching and 25 years of
coaching volleyball at Shawano
High School.
1970
Susan Pursch, Philadelphia, Pa.,
received the 2007 Tom Hunstad
Award (known as the “Tommy”)
at the ELCA Youth Ministry
Network Extravaganza. She has
served as a youth minister and
has coordinated and run
programs for at-risk youth.
Currently she is vice president
for church and community
partnerships at Liberty Lutheran
Services in Philadelphia.
Donald Q. Smith, Portland,
Ore., retired as the publisher and
editor of the weekly Monticello
Times. In October he was
honored with the James O. Amos
Award by the National
Newspaper Association, one of
the highest tributes in
community journalism.
1976
James Moen, Carrollton, Texas,
retired last year from 27 years of
serving as band director in the
Carrollton-Farmers Branch
school district. To honor his
legacy the district named the
new fine arts wing at R.L. Turner
High School after him.
In addition to spending
retirement time with his family,
he works with computers, is a
substitute teacher, and
accompanies students in music
competitions. JLJAMS@msn.com
1977
Rev. Dr. Mark Braaten, Bullard,
Texas, is senior pastor of Our
Saviour’s Lutheran Church in
Tyler, Texas. His first book Come,
Lord Jesus: A Study of Revelation,
was published by Liturgical Press
in January. His second book, on
prayer, is scheduled for
publication in fall 2008.
James M. Strommen,
Minnetonka, Minn., was recently
re-elected president of the
Minneapolis law firm of Kennedy
& Graven, a firm of 36 lawyers
located in downtown
Minneapolis and St. Cloud. He
practices in the area of municipal
franchise, construction, and
utility law.
1978
Rev. Guy Redfield was installed
in November as senior pastor at
Chetek Lutheran Church in
Chetek, Wis.
1980
Carol (Kenyon) Dekker,
Sheboygan, Wis., began as an
administrative and operations
assistant in marketing and public
relations roles at BurkartHeisdorf Insurance in
Sheboygan.
Gary Tangwall, Lake Elmo,
Minn., a senior financial
consultant for the Landmark
Group of Thrivent Financial for
Lutherans in Lake Elmo, has
been honored as the second
highest performer in 2006
among the organization’s 2,500
financial representatives. He is
one of 25 Thrivent representatives
invited to attend the Pinnacle
Leadership Retreat in September
in New York.
1985
Jean Taylor, Eagan, Minn., is
president of Taylor Corporation
in North Mankato, Minn., and
has recently assumed additional
responsibilities as chief executive
officer.
Denise (Rolloff) Tewes,
Lincoln, Neb., announces the
release of her first original CD,
Apple of Your Eye, contemporary
Christian music drawing from
the psalms and reflecting on
some of life’s experiences. She is
choral director at Messiah
Lutheran Church.
denise@denisetewes.com
James Rongstad, Pine Island,
Minn., was appointed in January
to a three-year term on the Van
Horn Library Board. This is the
public library serving Pine
Island. In February he was
appointed treasurer of the Board
of Directors of the Girl Scout
Council of River Trails, serving
southeast Minnesota.
SPRING 2007 31
CLASS NOTES
Responsibility as an adjunct
professor at William Mitchell
College of Law.
1987
Scott L. Anderson married
Susie Wilkey of Coon Rapids on
April 8, 2006. He joined Farmers
Insurance Group and Farmers
Financial Solutions in March.
They live in Minneapolis.
ScottLAnderson38@msn.com.
1998
Brandon Reichel and Shannon
Geiger were married Aug. 28,
2004. They welcomed a baby
girl, Finley Vada, on Jan. 17,
who was 8 lbs., 5 oz., and 21.5
inches long.
1992
Stacy (Shiltz) Abraham and her
husband, Chris, in Milwaukee,
Wis., announce the birth of
Elijah James, on Jan. 26. Stacy
is a teacher in the Milwaukee
Public Schools.
mrs.abraham@earthlink.net
1989
Thomas Stutsman, St. Louis
Park, Minn., founded Stutsman
Realty, Inc. in 1992 and is
celebrating 15 years of business
this year.
1991
Mark Keating and his wife,
Amy, of Edina, Minn., announce
the birth of their third son,
Aidan Howard, on March 14,
2006. He joins brothers Owen,
5, and Carson, 3. Mark is an
account executive at Symantec.
Sharol Tyra, of Life
Illuminations Presentations &
Coaching has qualified for
professional membership and
joined the National Speakers
Association.
1993
Kim (Swanson) Meslow and her
husband, Jeff ’92, in White Bear
Township, Minn., announce the
birth of their third daughter, Hanna
Rose, born on July 7. She joins
big sisters Ally (5) and Kayla (3).
kmeslow@swansonyoungdale.com
Michelle Kay (Wincell) Nielsen
and her husband, William,
welcome the arrival of a
daughter, Lena Kay, on Dec. 10.
They were married in September
2005 and live in St. Paul.
32 AUGSBURG NOW
1996
Scott Magelssen, Rock Island,
Ill., saw publication of his book
Living History Museums: Undoing
History through Performance, by
Scarecrow Press in February. It
treats performance practices and
historiography at living museums
in the U.S. and Europe. He and
his wife, Theresa (Hoar) ’95,
and two-year-old son, Trygg, will
move to Ohio where Scott will
teach theatre history at Bowling
Green State University, starting
in August.
Heidi (Geyer) Ostrander is a
physical education teacher at
Valley View Elementary School
in Columbia Heights, Minn.,
where she teaches the Dance,
Dance, Revolution curriculum.
She was featured on the Fox
Morning Show in February.
Brooke (Manisto) and her
husband, Erik Reseland ’98, in
St. Anthony, Minn., welcomed a
daughter, Adeline, born on Feb. 3.
She joins big sister Elsa, 3.
1994
1997
Will Stute has joined the
Minneapolis law firm office of
Faegre & Benson as a partner in
the Business Litigation Group,
focusing on litigation matters,
particularly commercial fraud.
He also teaches Professional
Astrid Larssen, of Oslo,
Norway, is currently living in
Sydney, Australia, where she is in
the process of finishing up a PhD
in computer science. She has
also lived and worked in Norway
and Ghana since leaving the U.S.
Wendy (Shields) and her
husband, Bradley Reiners ’99
PA, in Prairie Farm, Wis.,
welcomed a son, Jackson
Patrick, their first child, on Aug. 10.
Brad works as a physician
assistant at Luther MidelfortPrairie Farm Clinic.
1999
Aaron Smith and Jill (Pintens)
are proud to announce the birth
of Wyatt Douglas, born May 20,
2006. They currently live in
Tucson, Ariz., where Aaron is a
surgery resident and Jill is a
physician assistant.
With an internship at the White
House, Emily Soeder carried out a
dream and has stayed in
Washington to gain the experince
it has to offer for her future
career choices.
Inside the White House
Emily Soeder didn’t realize how
many statements she would be
researching and fact checking, or
how many definitions of
ordinary words she would be
looking up. But she did know
that she had always wanted to
work at the White House, and
that is exactly where she landed
during her last semester, before
graduating summa cum laude
from Augsburg in December.
She had known for some
time about internships available
at the White House, and during
her senior year worked with Lois
Olson in the Center for Service,
Work, and Learning to complete
and submit the online
application. Several months later,
she was living what was for her
an “amazing experience” as one
of about 70 interns selected for
fall 2006, and one of three in the
Office of Presidential Speechwriting.
“One of the most memorable
projects I worked on was
annotating a version of the
speech the president was going
to deliver to the UN,” Soeder
says. It meant going through it
line by line, ensuring the
factuality of every word and
statement.
When asked how the real
West Wing compared to that of
the TV show of the same name,
Soeder notes that in reality the
West Wing is very small—not
the huge area it seems to be on
TV. In fact, nearly all of the
administration’s staff offices are
not located there, but next door
in the Eisenhower Executive
Office Building.
Beyond her specific duties,
Soeder has learned a great deal
from the contacts with executive
branch staff, as the interns
listened to speakers such as Karl
Rove, assistant to the president,
deputy chief of staff and senior
adviser, and Harriet Miers,
counsel to the president. Her
most exciting “Washington
moment,” she says, came in
November when she met
President Bush the day after
election results came in.
Once her internship ended
in December, Soeder was
fortunate to be appointed as a
confidential assistant to the
assistant secretary in the Office
of Legislation and Congressional
Affairs at the U.S. Department of
Education. Here, she works on
projects, scheduling, and briefing
materials.
Outside of work, Soeder
volunteers as a tutor with
Horton’s Kids, a non-profit
agency that provides services to
children from nearby, lowincome Ward 8 in D.C. The kids
are bused to the Department of
Education once a week for oneon-one tutoring by the
employees.
While at Augsburg, Soeder
was involved with College
Republicans, and has now
become active with Young
Republicans in D.C. To be hired
for political or legislative jobs,
she says, candidates generally
need to show loyalty to a party
or candidate. Campaigning at the
grass roots is a great way to start
building that experience, and she
got a taste of it last fall by
traveling to Ohio and Tennessee
to work on local campaigns.
At this point, Soeder doesn’t
see herself staying in
Washington, D.C., for a long
time. She believes her career
decisions will keep coming back
to a basic question students at
Augsburg are asked to
consider—how am I going to
impact the world in what I do?
She appreciates the grounding
she received in her communications
courses, such as Persuasion, and
the analytical skills and
experience from participating on
the Forensics Team.
For now, she’s enjoying all
Washington has to offer—
politics, history, culture, and the
excitement of being at the center
of it all.
SPRING 2007 33
CLASS NOTES
Wendy (Hoekstra) Vogelgesang
and her husband, David, in
Litchfield, Minn., welcomed twin
boys, August and Ewan, born
three months early on Aug. 1.
They spent three months
growing at St. Cloud Hospital
and Fairview Riverside Hospital
neo-natal intensive care units.
Read their journey at
www.caringbridge.com/visit/wen
dyandboys. They are doing well
now, but everyone has gone
through a lot. Wendy went back
to work as a kindergarten
teacher at Litchfield Public
Schools in January, while David
is a stay-at-home dad.
and 21 inches long. Holly
graduates in June with an MBA
from Augsburg.
hknutson04@yahoo.com
2003
2000
Julia Mensing works at Event
Lab, an event-planning company,
which was recognized for the
second year in a row by the
International Special Events
Society (ISES) with a 2007
Minnesota Star Award in the
“Best Event Design and Décor”
category.
2006
2002
Brendan Anderson, Phoenix,
Ariz., was commissioned by the
Concordia Wind Orchestra in
Irvine, Calif., to write a large
concert piece, The Gift and the
Wise Men, around the theme of
Epiphany, for their orchestra and
guest organist. It premiered in
Phoenix while the orchestra was
on tour in January.
Matthew Chappuis and
Jennifer (Lemke), Apple Valley,
Minn., welcomed their first
child, a daughter, Hattie Romae,
on Aug. 18, weighing 8 lbs., 3
oz., and 21 inches long. He is a
middle school physical education
and health teacher in the
Burnsville School District, and
she is an eighth-grade science
teacher in the Inver Grove
Heights School District.
2004
Rick Dzurik was featured in
March on KARE-11 TV news as a
music therapist working with
hospice patients. With his guitar,
he makes house calls or visits
hospice units to sing music
requested by the patients and
families—one of only a few
certified music therapists in the
Twin Cities who do this.
Anna Warnes and Nathan
Erickson ’03 were married in
August and live in Eugene, Ore.
Both are students at the
University of Oregon; Nathan is
pursuing a doctorate in
sociology, and Anna is studying
for a post-baccalaureate degree
in nursing.
2001
Amy (Stier) Eppen and her
husband, Jeff, in Belle Plaine,
Minn., are proud to announce
the birth of their son, Caleb
Todd, born on Nov. 28. He was
welcomed home by big sister
Courtney, 22 mos. Amy is a
therapeutic recreation
coordinator at The Lutheran
Home: Hope Residence.
34 AUGSBURG NOW
Holly (Ebnet) Knutson and her
husband, Jeremy, in Hugo,
Minn., are the proud parents of a
baby girl, Adelei Marie, born
Nov. 28, weighing 8 lbs., 0 oz.,
India, beginning in the fall. She
is currently employed at
Admission Possible, through
AmeriCorps, where she works
with 34 low-income, first
generation students, encouraging
them to stay in school and
helping them apply to college.
Her work with Admission
Possible was featured in a Star
Tribune article.
2005
Carolyn Herman is a Rotary
Ambassador Scholar and will
continue study of literature at
the University of Hyderabad,
Katie Koch began a new
position in April as the executive
assistant to Joe Dowling, artistic
director of the Guthrie Theater
in Minneapolis.
Graduate Programs
Doris Rubenstein ’93 MAL is
the new director for membership
and development at the Resource
Center of the Americas and
draws on her background in
Spanish, Peace Corps experience,
and living in Puerto Rico and
Ecuador. Her thesis focused on
nonprofit organizations serving
Minnesota’s Latin population.
Jill Boike ’03 MSW joined
Family Innovations in 2005. She
has developed a new
employee/intern training
program and is also working as
an outpatient therapist and
clinical supervisor.
jsalome@comcast.net
Nick Thomley ’06 MBA was
featured in the business section
of the Minneapolis Star Tribune
with a profile of the company,
Pinnacle Services, that he
founded while a sophomore in
college. His high school job of
working with disabled residents
in assisted living led him to start
a company that provides
vocational, residential, and
financial management services to
the elderly and people with
disabilities. In seven years, the
company has reached $7.2
million in revenue.
In Memoriam
Ernest (“Ernie”) W. Anderson
’37, Edina, Minn., age 90, on
March 18, unexpectedly. See
story on page 2.
Henry Erickson Chapman ’40,
Coon Rapids, Minn., age 91, in
Dec. 2006. He was a retired
coach and athletic director from
Proctor (Minn.) Public Schools
and a member of Augsburg’s
Athletic Hall of Fame.
Delbert Rhodes ’41, Renville,
Minn., age 89, in Nov. 2006.
Chester L. Brooks ’42, Duluth,
Minn., age 89, on March 5. He
was a Distinguished Alumnus and
husband of Ebba (Johnson)
Brooks ’42.
The Rev. Robert Erickson
Warren ’46, Edina, Minn., age
82, on Feb. 27.
Fabian C. Carlson ’49, Detroit
Lakes, Minn., age 82, on July 21,
2006.
SEND US YOUR NEWS AND PHOTOS
The Rev. Oliver S. Solberg ’49,
Appleton, Wis., age 87, on Jan.
10. Husband of Viola (Nelson)
Solberg ’50.
Please tell us about the news in your life, your new job, move,
marriage, and births. Don’t forget to send photos!
For news of a death, printed notice is required, e.g. an obituary,
funeral notice, or program from a memorial service.
Send your news items, photos, or change of address by mail to:
Augsburg Now Class Notes, Augsburg College, CB 146,
2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to
alumni@augsburg.edu. You can also submit news to the Augsburg
Online Community at www.augsburg.edu/alumni.
Rachel M. Stennes ’49,
Minneapolis, age 86, on Feb. 10.
Full name
Arlene Larsen ’49, Tacoma,
Wash., age 75, on Dec. 13. Wife
of Harold Larsen.
Robert Hofflander ’51,
Clitherall, Minn., age 79, on Jan.
29, of myelodysplastic
syndrome. Husband of Dorothy
(Gramling) Hofflander ’50.
Maiden name
John E. Seaver, Sr. ’54,
Edgerton, Wis., age 74, on
Feb. 2, after a long illness.
City, State, Zip
The Rev. James Glasoe Sr. ’57,
Statesboro, Ga., on March 17, of
lung cancer. Husband of Nicole
(Jacobson) Glasoe ’62.
Home telephone
Class year or last year attended
Street address
Is this a new address? ❑ Yes ❑ No
E-mail
Okay to publish your e-mail address? ❑ Yes ❑ No
Regie S. Huber ’74, Maple
Grove, Minn., on Nov. 1.
Employer
Marlin (“Mike”) Kloster ’53, of
Willmar, Minn., age 77, on
Jan. 20.
Position
Timothy W. Hanson ’88,
Ogilvie, Minn., age 40, on March
18, of injuries from a car
accident.
Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No
Work telephone
If yes, class year
Spouse’s name
Maiden name
Your news:
SPRING 2007 35
VIEWS
Celebrating 20 years of leadership
by Kathy Rumpza, ’05 MAL
On the evening of Sat., January 27, approximately
110 alumni, students, and guests gathered to
celebrate the 20th anniversary of the Master of Arts
in Leadership program at Augsburg College. The
keynote address was given by Ryan LaHurd,
president and executive director of the James S.
Kemper Foundation, and former vice president of
academic affairs at Augsburg. His presence was
appropriate because of the significant role he played
in the MAL Program’s inception.
More than 20 years ago, LaHurd was key in
launching a task force to explore graduate options
at the College. After much research and discussion
with business leaders it became apparent that there
was a need in the market for a different type of
program than was currently being offered—the kind
of program that would provide students with the
crucial broad-based knowledge and skills needed
for success.
Enter the era of an exciting program,
differentiated from others by a liberal arts focus
specifically on leadership. It offers solid content with
academic rigor as opposed to a workshop format. The
Master of Arts in Leadership program, started in
January 1987, marked an important turning point for
Augsburg and its entrance into the graduate market.
During its 20-year history, the program has
gone through transformation. While content,
schedules, and support staff have changed, the
signature “leadership model” that forms the basis for
the program remains steadfast. Feedback from
students and faculty has helped to hone and refine
course offerings, and relevant courses such as
Women and Leadership have been introduced.
Another constant is the faculty. Norma Noonan,
professor and director of the MAL program since
1993, notes that although the program has grown,
she and instructors Diane Pike, Tom Morgan, and
Garry Hesser have been teaching in the program
since its inception. She says such loyalty comes
from a simple idea—“faculty just love teaching in
the program.”
Noonan credits much of the recent program
growth to the addition of professional graduate
recruiters, and the fact that the program caters to
“students who seek personal development and
challenge.” The classes are “exiting and very
stimulating,” she says. “We’ve had pinnacle
36 AUGSBURG NOW
Norma Noonan is professor of political science and
director of the MAL program.
experiences in class … students are almost
electrified by some of the discussions.”
As far as alumni and students go, many have
had life-changing experiences. Students often say
that the program has changed their career paths,
and many experience a personal metamorphosis as
well. “People use it to define a turning point in
their lives,” says Noonan. Individuals have been
inspired to start their own businesses, and have
been promoted to vice president or CEO positions.
While it is true that completing the program
has changed personal and professional lives,
Noonan says that “completion is not the greatest
indicator of success.” She quickly adds, “it
emboldens you to take more risks, and brings a
maturity in judgment.” And that seems to be the
more important point.
Although some aspects of the program have
changed over time, it will remain a quality program
that “tries to live the leadership model,” under the
passionate direction of Norma Noonan. Her only
regret: “That I didn’t have the knowledge—what we
read, what we study—earlier in life.”
For information on the MAL Program,
go to www.augsburg.edu/mal
MAL… by the numbers
203
21
22
56
MAL degrees conferred since 1989
MAL graduating class in 2006—the largest yet!
Current MAL faculty and adjuncts
Number of new MAL students in 2006-07
The Oren Gateway Center is coming
Construction on the Oren Gateway Center is
proceeding extremely well. The building should be
ready for occupancy in the beginning of August,
with departments and programs starting to move
in during the middle of August.
Watch for more updates—and mark your calendars
for a grand celebration on October 12!
SPRING 2007
John 14: 1-3
A group of Augsburg students
traveled by train to New
Orleans to spend their spring
break working for Lutheran
Disaster Relief. Students spent
five days gutting and rebuilding
houses affected by Hurricane
Katrina. Here, workers find a
plaque from the Gospel of John
that fell from the attic of the
house in which they were
working. The verse offered a
great source for reflection by
the students.
— Photo by Rachel Olson ’08
2211 Riverside Avenue
Minneapolis, MN 55454
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PAID
Minneapolis, MN
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MAKING CONNECTIONS
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DOG ROBOTS IN CLASS
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A P U B L I C AT I O N F O R
AUGSBURG COLLEGE ALUMNI & FRIENDS
WINTER 2006-07
VOL. 69, NO. 2
A president is inaugurated
page 12
Editor
Notes
from President Pribbenow on…
The richness and wond... Show more
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Now
MAKING CONNECTIONS
P. 18
DOG ROBOTS IN CLASS
P. 22
GLOBAL BUSINESS
P. 24
A P U B L I C AT I O N F O R
AUGSBURG COLLEGE ALUMNI & FRIENDS
WINTER 2006-07
VOL. 69, NO. 2
A president is inaugurated
page 12
Editor
Notes
from President Pribbenow on…
The richness and wonder of human diversity
S
o God created humankind in God’s image, in
the image of God he created them; male and
female he created them … God saw everything that he had made, and indeed, it was
very good. (Genesis 1: 27, 31a, NRSV)
I once heard a presentation from a nursing student
who was part of a community health practicum
course in a homeless shelter, who commented that
before she went to her assignment at the shelter, her
general feeling was that homeless people had done
something to “deserve” their fate—she had no sense
of how she could interact with these “people.” She
was frightened. Once she had begun her assignment, however, she recounted how the residents of
the shelter became her fellow citizens, her friends
even. She learned their stories, grieved with them
about bad decisions, unfair circumstances, sad and
distressing experiences. She stood side by side with
them in their struggles to find a home and set a new
course for their lives. And she rejoiced in the role
she could play in listening, empathizing, offering a
word or hand or whatever might help. In her experience in that service-learning course, she learned
about otherness and difference in ways that would
make her a better nurse, a better citizen and neighbor, a better friend.
This story is why I will never give up in our
efforts to make diversity a core value of our academic and common work and why I am so pleased that
this issue of Augsburg Now illustrates some of our
efforts to promote diversity on campus and beyond.
Creating, sustaining, celebrating, and supporting
diversity is an abiding challenge for our college.
Whether it is diversity of perspective, religion, ethnicity, race, social class, and so forth, there are critical voices from all sides pressing us to make the case
for our philosophy, commitment, experience, policies, and practices related to diversity on campus
and beyond. Here at Augsburg, we have the distinct
gift of at least three compelling mission-based
reasons for intentionally engaging the diversity of
our world.
Betsey Norgard
norgard@augsburg.edu
Staff Writer
Bethany Bierman
bierman@augsburg.edu
Design Manager
Kathy Rumpza
rumpza@augsburg.edu
Class Notes Designer
Signe Peterson
petersos@augsburg.edu
• Theologically, we believe that God has created
humankind in all its diversity in God’s own image.
• Educationally, we believe that a liberal arts
approach to learning and teaching is fundamentally committed to engaging otherness and difference
so that we might genuinely understand and
embrace the richness of human experience and
creativity throughout the ages.
• Civically, we are persuaded that educating for
democracy is at least in part about preparing our
students for lives in society that will require them
to have the knowledge, skills, and values needed
to negotiate their ways with people of diverse
backgrounds and experiences.
This past summer, I had the privilege of visiting
Augsburg’s study site in Cuernavaca, Mexico, where
I, too, learned to face my fears and stereotypes of
other cultures and life experiences. We all are still
learning to admit our privilege, to embrace the wonder of difference and other experiences, to live as
neighbors here on campus and in our community,
where the world is becoming our neighbor in very
concrete and real ways.
Our work to educate students for democracy
cannot be uncoupled from this commitment to
diversity. This is why diversity on campus, in the
neighborhood and city, in the church, and in the
world is important—it is the heart of a healthy
democracy.
Yours,
Photographer
Stephen Geffre
geffre@augsburg.edu
Augsburg Now Intern
Erin Kennedy
kennedy1@augsburg.edu
Media Relations Manager
Judy Petree
petree@augsburg.edu
Sports Information Director
Don Stoner
stoner@augsburg.edu
Director of Alumni Relations
Heidi Breen
breen@augsburg.edu
www.augsburg.edu
Augsburg Now is published
quarterly by Augsburg College,
2211 Riverside Ave.,
Minneapolis, Minn., 55454.
Opinions expressed in Augsburg
Now do not necessarily reflect
official College policy.
ISSN 1058-1545
Send address corrections to:
Advancement Services,
CB 142,
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
healyk@augsburg.edu
E-mail: now@augsburg.edu
Telephone: 612-330-1181
Fax: 612-330-1780
Paul C. Pribbenow, president
22
Winter 2006-07
Contents
Features
11
A Change in Reference—Librarian to Volunteer
by Betsey Norgard
For nearly 15 years in retirement, Margaret Anderson has continued to volunteer
in the library she once headed.
12
Ages of Imagination: The Inauguration of Paul C. Pribbenow
Around themes of abundance, generosity, engagement, and service,
Augsburg inaugurates its 11th president.
18
Making Connections
by Betsey Norgard
After five years, the Scholastic Connections program has proven a winner for
both mentors and mentees.
22
See AIBO Walk … and Sit … and Wiggle Its Ears
by Betsey Norgard
Sophomore Jesse Docken finds both fun and challenge in “training” dog robots.
24
12
On the Cover: At his investiture as
Augsburg’s 11th president, the seal of the
College is placed around the neck of
Paul C. Pribbenow by Board of Regents
chair Ted Grindal ’76.
Global Business
by Bethany Bierman
Augsburg business classes have built-in global experience from a very
international faculty.
Departments
2 Around the Quad
5 2006 Alumni Awards
6 Supporting Augsburg
8 Sports
28 Alumni News
40 Views
Inside back cover Calendar
All photos by Stephen Geffre unless otherwise indicated.
AROUND THE QUAD
NOTEWORTHY
Three new regents elected to board
Three new members were elected to four-year terms on the
Augsburg College Board of Regents at the annual meeting of the
Augsburg Corporation in October.
In addition, Michael O. Freeman and Philip Styrland ’79 were
re-elected to second six-year terms. Freeman is a partner at
Lindquist & Vennum, P.L.L.P., and Styrlund is president of The
Summit Group, an international education and development firm.
Richard C. Hartnack
Since the beginning of his banking career in
1971, Hartnack has held positions in corporate
banking at First Interstate Bank of Oregon, and
in community banking at First Chicago and
Union Bank of California. He currently is vice
chairman and head of consumer banking at
U.S. Bancorp.
Hartnack has a bachelor’s degree in economics from UCLA and a master’s degree in business administration from Stanford University. He is a graduate of the Strategic
Marketing Management program at the Harvard Business School.
Congratulations to
Jacki Brickman ’97
Augsburg alumna Jacki Brickman
’97 was one of two teachers in
the Minneapolis and St. Paul
school districts who were awarded a Milken National Educator
Award in October.
This award, from the Milken
Family Foundation, recognizes
teachers and principals across
the country for their effectiveness
in the classroom, accomplishments outside the classroom,
leadership, and ability to inspire
students, teachers, and the community. It carries a cash award of
$25,000.
Brickman, a 10-year teacher,
is a teacher mentor at Hall
International Elementary School
in Minneapolis, working with
other teachers at the school to
test new techniques.
Brickman, who also is an
adjunct instructor in Weekend
College, is the second Augsburg
graduate to receive a Milken
Educator Award. Margaret
Knutson ’91, fifth-grade teacher
at Orono Intermediate School,
received the same award in
2004. Read about both teachers
in the Augsburg Now spring 2006
article, “Teachers who Lead,
Leaders who Teach,” at
www.augsburg.edu/now.
André Lewis ‘73
Since 2002, Lewis has served as director of
marketing and community affairs and president of the RBC Dain Rauscher Foundation.
Previously he held a similar position at
Honeywell. His background in education
includes serving as principal at both Washburn
and South high schools.
Lewis graduated from Augsburg and earned
a Ph.D. from the University of Minnesota. He has been active in
Augsburg’s Corporate Connections program.
Rev. Norman Wahl ‘75
Since 1996, Wahl has been executive pastor of
Bethel Lutheran Church, the site of Augsburg’s
programs in Rochester, Minn., and served on
the task force that led to the formation of the
Rochester campus. He has also been part of the
alumni board, campaign cabinet, and on staff
at the College.
After Augsburg, Wahl graduated from
Luther Seminary and earned a Doctor of Ministry degree from the
seminary in 1997.
2 AUGSBURG NOW
MBA consulting firm to start
Small businesses and non-profits in Rochester can qualify for probono consulting services from Augsburg’s Rochester MBA students
and graduates.
This new service, Augsburg Alumni Consulting Team (AACT),
extends the MBA field service program, in which all students work
with a client in the community on business issues and applications.
A “full-team” consultation by AACT on critical strategic or management issues will be staffed by four to eight volunteers. A “fast track”
for focused issues will involve one to three volunteers in two or
three client meetings. And, a “board match” program will help nonprofits build their board leadership.
Additional support services—database design, Web design,
research, etc.—may be added by Augsburg undergraduate business
and computer science students.
This College-sponsored consulting service will offer both experience and exposure to the students and alumni, and include a
review process to build case studies.
While beginning in Rochester, AACT hopes to also expand the
program to the Twin Cities.
For information, contact William Aguero at
aguero@augsburg.edu.
The “greening” of
Augsburg
Augsburg imagines environmental stewardship as central to its
mission as a Lutheran college in
the city.
President Paul Pribbenow
says, “The Augsburg College
community is deeply committed
to what it means to build a sustainable urban environment. …
Our relationships with our
diverse neighbors, with the
Mississippi River, and with other
neighborhoods in our vibrant
city are opportunities for learning, for civic engagement, and
for faithful service.”
The institutional committee
that grew out of a learning community seven years ago is now
named the Environmental
Stewardship Committee and provides leadership for the College
in areas addressing sustainability.
The committee’s growing website
offers information and resources
in the following initiatives:
• Recycling/waste
reduction—Recycling bins
have risen to nearly 75% capacity in the last year and new
equipment across campus
reduces water consumption
and energy usage. The College
recycles household items to
community organizations and
established a re-use table. A
number of measures adopted
reduce storm water run-off
from campus, which, perhaps
more than anything else, has
had an impact on water quality
in the Mississippi River.
• Transportation—Two light rail
stations within walking distance and reduced fare bus-rail
passes help the Augsburg com-
munity increase its use of public transit, freeing up parking
spaces. Accessible bike trails
provide alternatives to driving.
• HOURCAR—Augsburg is the
newest neighborhood hub for
HOURCAR—a hybrid vehicle
that can be rented.
• Curriculum—Across the curriculum, courses address sustainability issues, and study
abroad is available in metrourban studies. A new environmental studies program is
scheduled to launch in fall
2007.
• River stewardship—Augsburg
is an official “steward” of a
portion of the Mississippi
River near campus and regularly hosts “clean-ups” to prevent pollution. The
Environmental and River
Politics course explores issues
related to restoration of the
river ecosystem and ways in
which our relationship to the
river reflects the health of our
community.
• Campus Kitchen at Augsburg
College—In its three years,
Campus Kitchen has kept
more than 35,000 pounds of
food out of landfill and turned
it into over 37,000 meals for
the community. In the next
year, Augsburg plans to launch
a community garden to bring
neighbors together and provide food for community
organizations.
• Building a green
campus—The Environmental
Stewardship Committee has a
voice in the ongoing planning
for the new Science Center,
which includes a “green” roof
and maximal use of sustainable architecture and products.
Michael Lansing, assistant professor of history, wrote in the
Augsburg Echo about Christensen
Symposium speaker Douglas
John Hall’s comments on “stewardly vocations.” Hall argued that
everyone must make stewardship
of the environment both a personal and collective priority.
Lansing wrote that stewardly
vocations “push us all toward
recognizing and caring for the
many other forms of life that we
depend on for sustenance and
comfort.”
To learn more about sustainability at Augsburg, go to www.augsburg.edu/green or contact Tom
Ruffaner, chair of the
Environmental Stewardship
Committee, at ruffaner@augsburg.edu.
—Betsey Norgard
Fond farewell to ‘Mr. Augsburg’
On Sept. 30 Jeroy Carlson ’48 officially retired from the
campus and community he first came to more than 60
years ago. During that time, he served Augsburg as a student, volunteer, alumni director, and development officer.
At a packed reception in his honor, Carlson was presented with a baseball jersey bearing his No. 10 and a
“Jeroy Carlson” baseball card. He was also presented
with framed photos of the Augsburg campus, as he knew
it and as it is today.
Known as “Mr. Augsburg” by his classmates and colleagues, Carlson excelled as a student-athlete in baseball,
basketball, and football, and was part of four MIAC
championship teams. He continued to work with the
A-Club and helped establish the Augsburg Athletic Hall
of Fame.
In 1991, after serving on the alumni board and as
director of alumni relations, the alumni office was dedicated as the Jeroy C. Carlson Alumni Center.
See the winter 2005-06 Augsburg Now for a feature
story on “Mr. Augsburg.”
Vice President Tracy Elftmann ‘81 presents Jeroy
Carlson with a baseball jersey bearing his no. 10.
WINTER 2006-07 3
AROUND THE QUAD
COMMENCEMENT
Two commencements at Augsburg
Beginning this year, Augsburg will offer two commencement ceremonies, in order to recognize the different academic calendars followed. A May 5 ceremony will be held for day students and physician assistant students who are on semesters; a June 24 ceremony
will honor Weekend College, Rochester, United Hospital, and the
other five graduate program students who follow trimesters.
This year’s Commencement speakers are Eboo Patel on May 5, and
Rev. Martin E. Marty on June 24.
With a national fellowship in microbiology and an interest in infectious diseases, senior Richard Birkett is studying the genes encoding streptococcal bacteria.
Senior Richard
Birkett wins research
fellowship
Biology senior Richard Birkett is
one of 43 students across the
country to receive a 2006
Undergraduate Research
Fellowship from the American
Society for Microbiology. Its
stipend funded his summer
research with biology professor
Beverly Smith-Keiling.
The project, applied for jointly by Birkett and Smith-Keiling,
looks at the characteristics of
streptococcal bacteria and the
genes that encode them. They
study a particular streptococcal
protein, discovered by SmithKeiling, that binds a human
immune system protein, and its
role in causing infections, especially in immuno-weak people
4 AUGSBURG NOW
(neo-natal babies, elderly, and
others who are immuno-compromised). The research involves
manipulating the protein’s DNA
in the laboratory to create
mutants for further study.
“We were thrilled to receive
this ASM Fellowship,” says
Smith-Keiling. “It is a prestigious
award and played a significant
role as a feather in our cap as
one of several steps that
Augsburg is taking to secure
external funding, build our
undergraduate research program,
and move toward more scientific
research at our institution.”
Birkett’s interest in infectious
diseases began in summer 2005
when he traveled to Tanzania
with a microbiology study
abroad course through Hamline
University. He visited labs and
small villages, and found the
experience “eye-opening” in
terms of lifestyle and conditions
he encountered.
To gain background in
research, Birkett took a pilot
course at Augsburg, Introduction
to Research, designed to prepare
second-year students for facultyled research. He credits that
course for teaching him the discipline, motivation, and critical
thinking needed for scientific
study. The course was repeated
this past fall, and Birkett served
as a peer mentor.
Birkett has thrived in the
microbiology laboratory, and is
interested in pursuing work in
the health field with infectious
disease, possibly attending medical school. He, along with
Smith-Keiling and other students, will present their research
at the American Society for
Microbiology general meeting in
the spring.
“Richard has been the model
for what we hope to continue, as
students progress from their
early years without research
skills to excelling as independent
researchers, and the fellowship
played a key role,” says SmithKeiling. “It has been a privilege
and joy to work with him.”
Birkett came to Augsburg
from Boston as a student in the
StepUP Program, which supports
students in chemical recovery.
He says that Augsburg has been
great for him. “I came to
Augsburg for StepUP; I’m staying
for science and the people.”
—Betsey Norgard
HOMECOMING 2006
Two honored as
Distinguished Alumni
Augsburg’s Distinguished Alumni
are recognized for their significant achievement in vocation, for
outstanding contribution to
church and community, and for
lives that exemplify the ideals and
mission of Augsburg College.
Glen Person ’47
A native of
Minneapolis,
Glen Person
grew up in
Augsburg’s
neighborhood.
He graduated
with degrees
in mathematics and business, and was one of
the first students in Augsburg’s
new business administration
department. His college studies
were interrupted by World War
II, where he served in the U.S.
Navy.
Person’s vocational career
involved two 20-year employments in the insurance industry.
In 1948 he started as a bookkeeper at Fidelity and Casualty
Co., and left in 1968 as its bond
manager. From 1969 until his
retirement in 1989, he was an
accounting manager and bond
vice president at W.A. Lang
Company.
From 1993 to 2005, Person
served on Augsburg’s Board of
Regents, as a member of the
Finance Committee and as board
treasurer. Over the years, he has
been one of the most active
members of Augsburg’s A-Club,
and a frequent spectator and
loyal Auggie athletic booster. He
serves on the Claire Strommen
Golf Tournament Committee.
Person has also contributed
financial expertise to numerous
boards of directors, and as treasurer of Prairie Lutheran Church
in Eden Prairie, Minn.
Lois (Peterson) Bollman ’69
Lois Bollman
graduated in
1969 with a
bachelor’s
degree in
English education from
Augsburg, and
went on to
earn a master’s degree in reading.
In 2001 she earned a doctorate
in educational policy and administration of higher education.
For the past 30 years, she has
worked in a number of areas
within the Minnesota community
college system and is a recognized leader and administrator in
areas of student assessment, college readiness, and developmental education. Her strengths lie in
strategic planning, institutional
research, and evaluation of academic programs. Currently she is
vice president of strategy, planning, and accountability at
Minneapolis Community and
Technical College.
Here, she developed the
Urban Teacher Education
Program, in collaboration with
secondary and postsecondary
institutions, that aims to inspire
and educate students from urban
schools to become teachers in
their own communities. In 2003,
Bollman led the faculty development work that received one of
five national Theodore Hesburgh
Awards from TIAA-CREF.
Bollman has served as a class
agent and is active at Edina
Community Lutheran Church.
First Decade Award
The First Decade Award is presented to Augsburg graduates of
the past 10 years who have made
significant progress in their professional achievements and contributions to the community, and
in so doing, exemplify the mission
of the College.
Spirit of Augsburg
Award
The Spirit of Augsburg Award honors alumni or friends of the College
who have given exceptional service
that contributes substantially to the
well being of Augsburg by furthering its purposes and programs.
Herald Johnson ‘68
Milana (Gorshkova)
Pirogova ’96
Milana
Pirogova graduated magna
cum laude
from Augsburg
with a bachelor’s degree in
economics and
international
relations, and went on to earn a
master’s degree in international
economics from George
Washington University.
In 1998 she began working
for the International Finance
Corporation, a member of the
World Bank Group, in
Washington, D.C. She is now an
investment officer in the Global
Financial Markets Department
and posted in Russia, her homeland.
Two of her significant projects have included working with
privatization projects in Bosnia
and drafting the Mortgage
Securities Law with the Russian
national parliament. In her current work she is able to promote
awareness and resources for the
much-needed economic and
educational development in
Russia. She also has been an
eager promoter of Augsburg
College to prospective students
in Murmansk, St. Petersburg,
and Moscow.
After graduating, Herald
Johnson first
became an
admissions
officer, then
Augsburg’s
first financial
aid officer
when new federal programs
required administrative oversight. Over the nearly 40 years
since, he became a pioneer,
leader, and mentor among all of
Minnesota’s financial aid officers.
He is respected both for
helping students understand and
access financial resources to
make college possible and for
mentoring young professionals in
the field. He is the only person
to have been twice elected president of the Minnesota
Association of Financial Aid
Administrators (MAFAA).
Johnson collaborated with
Julie Olson ’90, ’04 MAL, now
vice president of enrollment
management, to create and
implement the Enrollment
Center, which brings together
several student service offices
into a one-stop shop for students.
Johnson retired last summer,
but continues to serve as a consultant on scholarship programs
and with Augsburg’s government
relations office concerning financial aid issues.
—Betsey Norgard
WINTER 2006-07 5
Photo courtesy of Martha Gisselquist
AROUND THE QUAD
SUPPORTING
AUGSBURG
The Clement A.
Gisselquist Endowed
Scholarship—
an Augsburg family’s
music legacy
6 AUGSBURG NOW
All six of Clement and Borghild Gisselquist’s children graduated from Augsburg, and most of them were choir and band members
during their college years. (L to R): James ’68, Joel ’77, Rebecca ’67, Borghild, Martha ’87, John ’72, and Miriam ’83.
Gisselquist extended family
includes 17 relatives with
Augsburg connections. Clement’s
brother, professor emeritus Orloue
Gisselquist, attended Augsburg, as
well as two sons, Richard and
David. His wife, Marilyn, came to
Augsburg and completed her
bachelor’s degree in 1973.
Clement and Orloue’s sister
Grace E. Gisselquist ’49 married
the Rev. Oliver Johnson ’50.
Another sister, Marilyn, attended
science classes at Augsburg as
part of her nurses’ training and
married Vardon Quanbeck ’44.
While at Augsburg, Orloue,
like Clement, sang in the choir
and Grace belonged to the Music
Club, both sharing their brother’s
love for music.
Another brother, John Irving,
did not attend Augsburg, but his
son, John E. Gisselquist, graduated in 1984.
Even more telling is the musical legacy Clement left his six
children, all of whom graduated
from Augsburg. The youngest,
Miriam (Gisselquist) Jensen ’83
was a music major and is now an
organist and piano teacher—
something her mother knows
would have pleased her father.
John, Class of 1972, sang in
the Augsburg Choir and for
many years has been a member
of the National Lutheran Choir,
performing in concerts throughout the U.S.
Judy Petree
The Rev. Clement A. Gisselquist
enjoyed a lifelong love of music.
He graduated from Augsburg
College in 1941, and during his
college years he sang both in the
Augsburg Choir under Henry P.
Opseth and in the Augsburg
Quartet as its second bass when
they toured in 1940.
Following Augsburg,
Gisselquist graduated from
Luther Seminary, and he and his
wife, Borghild, served churches
in North Dakota, Minnesota, and
Iowa. Throughout his life, he
always actively promoted his
churches’ music programs.
Borghild recounts how especially
pleased he was when his church
in Sioux City, Iowa, purchased a
new organ.
After Clement died in 1979,
the family decided to establish a
scholarship endowment in his
memory and designed it to benefit students “of organ and/or
choral music who desire to serve,
professionally or otherwise, in
the ministry of music of the
Lutheran Church.”
“Augsburg was close to his
heart and we knew that music
was something he was always
interested in,” comments
Borghild, recalling the family discussions. The scholarship just
seemed a fitting way in which
they could honor their brother,
husband, father, and uncle.
The remarkable fact is that the
Nicole (Warner) Simml ’01 (left), who performs and teaches music in Germany, joined
Krista Costin ’07 (right) as soloist with the Augsburg Choir’s concert in Leipzig,
Germany last May. Both Simml and Costin are recipients of the Clement A. Gisselquist
Church Music Scholarship.
Rachel Olson ’08
Photo courtesy of Orloue Gisselquist
The Rev. Clement A. Gisselquist (far right) sang second bass in the 1940 Augsburg
Quartet. His love of music is passed on to students through an endowed scholarship
Five of the Gisselquist women enjoyed meeting the current student scholars at the
in his name. Photo taken from The Augsburg Quartets: A Mission-Driven Tradition, by
annual Scholarship Brunch in November. (L to R): Martha Gisselquist, Becky Lien,
Merton P. Strommen and David M. Larson.
Borghild Gisselquist, Marilyn Gisselquist, and Miriam Jensen.
Joel, Class of 1977, played
tuba in the Concert Band for two
years and sang in the Augsburg
Choir during his senior year. The
two oldest children, Rebecca
(Gisselquist) Lien ’67 and James
’68, also sang in the choir. James
is married to fellow Auggie Jane
(Eidsvoog) ’73. Martha, a nurse,
came to Augsburg to complete
her bachelor’s degree in 1987.
The Clement Gisselquist
Scholarship keeps the extended
family connected to Augsburg. A
number of the relatives continue
to grow the endowment by making gifts to the scholarship a part
of their regular giving—in lieu of
exchanging gifts within the family on special occasions.
In the fall, Borghild said of
her immediate family, “We’ve
already talked about this
Christmas, that we’ll make gifts
to the scholarship instead of to
each other.”
The Gisselquists enjoy meeting the Augsburg students who
receive the scholarship each year.
The 2006-07 recipient, junior
music major Krista Costin was
studying abroad in Ghana during
the fall and regrets missing the
Scholarship Brunch. She fondly
remembers meeting members of
the Gisselquist family at last
spring’s Music Scholarship High
Tea. Costin sings in the
Augsburg Choir and toured with
the choir last May to the Czech
Republic and Germany.
Last year’s scholarship recipient, senior Nikki Lemire, is a
harpist and a section leader in
the choir at Central Lutheran
Church. The 1998-99 scholarship holder, Nicole (Warner)
Simml ’01, now lives in Germany
and is enjoying a career performing and teaching voice. Last May
she joined the Augsburg Choir in
Leipzig on their tour in
Germany, and joined Costin as a
soloist.
An earlier Gisselquist recipient, Melissa (Wieland) Bergstrom
’97 has been organist and choir
director at Edina Community
Lutheran Church, in addition to
teaching and serving as director
of choral activities at AnokaRamsey Community College.
Several of the Gisselquist
scholarship recipients have sub-
sequently been chosen as Orville
and Gertrude Hognander Music
Scholars.
With many of the Gisselquist
Auggies making regular gifts to
grow the scholarship endowment, future students—and per-
haps additional Gisselquists—
join Rev. Clement A. Gisselquist’s
legacy to Augsburg’s music program—something that surely
would please him.
—Betsey Norgard
Making a gift to Augsburg
It’s easy to make a donation to Augsburg College.
All donations are tax-deductible.
Gifts online
Go to www.augsburg.edu/giving to make a secure credit card
donation. You can use the form to make a one-time donation or
to set up recurring gifts.
Gifts by phone
To make a donation by phone, call Kevin Healy, director of
advancement services, at 612-338-6537 or 800-273-0617.
Gifts by mail
You can mail your gift to:
Developement Office, Campus Box 142
Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454
For complete information about making a gift,
including the types of giving and giving programs,
go to www.augsburg.edu/giving.
WINTER 2006-07 7
AROUND THE QUAD
SPORTS
Brothers in soccer
Vinnie Brooks and Ryan Kitzman
are like brothers. Brothers united
by soccer.
For all but one year of the last
dozen, the two have played on
the same soccer teams—the same
club teams, elementary school
team, junior high team, high
school team, and the same college team.
Ever since they were each
eight years old, growing up in
Maple Grove, Minn., and attending schools in Osseo, the duo
could be found on the same
fields—Brooks on defense,
Kitzman in the midfield.
Best friends and players with
similar competitive personalities,
the two split for just one year—
their freshman years in college,
when Kitzman attended Bethany
Lutheran College in Mankato,
Minn., and Brooks enrolled at
Augsburg.
But the pair reunited their
sophomore years, became roommates, and helped to lead a renaissance in the Augsburg men’s
soccer program.
“I wanted to be back in the
city,” Kitzman said. “I talked to
Vinnie pretty much all my freshman year. I came to visit
Augsburg a couple of times, and
he said they were getting a new
coach and a new field, so I came
for another visit. Once I met
[coach] Greg [Holker], it was a
done deal.”
So Kitzman transferred, and
the pair was reunited.
“We have the same style of
play. We practice against each
other and just go at it. It’s like we
8 AUGSBURG NOW
hate each other when we’re practicing. It gets pretty intense,”
Brooks said. “He’s pretty much
like my replica on the field. We
have some minor differences, but
overall, the competitiveness and
our work ethic, we just relate to
each other. It just clicks. We both
respect each other.”
Both were starters throughout
their Auggie careers and were key
elements of the dramatic growth
of the men’s soccer program. In
Brooks’ freshman year, 2003, the
Auggies finished 5-11-2 overall, 09-1 in league play. In the 2006
season under third-year head
coach Greg Holker, the Auggies
finished 13-3-3 overall and 5-2-3
in conference play, winning a
place in the conference’s postseason playoffs.
In four seasons at Augsburg,
Brooks played in 67 games, starting 57, with eight assists from his
defensive position. As a midfielder
during his three years at
Augsburg, Kitzman started 49 of
54 contests, with five goals and
six assists for 16 career points.
As two of only three seniors
on this year’s Auggie squad, the
pair acknowledges that they have
been a part of a new beginning for
the men’s soccer program, which
they hope continues to succeed.
“It’s just awesome to have this
kind of success in our last year
playing here,” Brooks says. “It’s
like leaving a legacy behind. It’s
one of the things we wanted to
do. We had the first winning season here in 20 years and made
the [conference] playoffs.”
But the end of their senior
seasons will not mean the end of
soccer, or friendship, for Brooks
and Kitzman. The two play on
the same adult-league team and
coach a youth team together in
Plymouth, Minn. Brooks, a health
and physical education major
Auggie teammates Vinnie Brooks (left) and Ryan Kitzman (right) have played soccer
together since elementary school.
and business management minor,
and Kitzman, a marketing major,
have talked about starting a business together.
“It’s almost natural for us,”
Brooks said. “Some people hear
about it and think it’s pretty
weird. But we had the same
group of friends growing up,
from elementary school to junior
high and high school. We were
always in the same group.”
“We don’t think of it as being
weird,” Kitzman added. “It’s just
normal for us.”
—Don Stoner
An amazing soccer year
For the Augsburg College men’s and
women’s soccer teams, the 2006 season was
a history-making one.
The Auggie women captured a third
straight berth in the Minnesota Intercollegiate
Athletic Conference playoffs and finished 106-2 overall, 7-3-1 in league play—the team’s
fourth double-digit victory season in the past
five years. Augsburg’s 15 points in conference
Greg Holker, named MIAC
play this season were the most for an Auggie
Coach of the Year
squad in the 21-season history of the program.
Meanwhile, the Auggie men reached the league’s four-team postseason playoffs for the first time, finishing the season 13-3-3 overall,
5-2-3 in conference play. Augsburg finished with its most victories
(13) since its MIAC championship season of 1975 (15-2-1), and
claimed its most points in league play (13) since its last MIAC title
season of 1980 (11-1-3 overall, 9-0-3 MIAC, 21 points). Head coach
Greg Holker was named MIAC Coach of the Year this season.
Augsburg was the lone school to have both its men’s and women’s
soccer teams qualified for the MIAC postseason playoffs this year.
Both teams set school records along the way. Both teams were
unbeaten and did not give up a goal until the women were scored
upon on Sept. 20—Augsburg went the farthest among all NCAA
Division III soccer teams in having both its men’s and women’s teams
unbeaten and unscored upon.
For both the Auggie men’s and women’s teams, the future looks
bright. The men lose just three senior regulars to graduation, while
the women lose only five.
—Don Stoner
Marathoner
extraordinaire
Mary Croft ’79 didn’t catch the
running “bug” until she was in
her late thirties, a relatively late
start for a serious athletic career.
But that bug has taken the
Augsburg alumna around the
world and earned her numerous
unique distinctions in the world
of distance running.
Croft is one of only 67 people—including just eight
women—to have run in every
Twin Cities Marathon over the
25 years of its existence. She has
run a marathon in each of the 50
states—a feat that only 285 individuals have accomplished.
And over the past quartercentury, she has run in about
140 marathons and 30 ultramarathons—races ranging from 30
to more than 100 miles in
length.
She credits her running
career to her return to Augsburg
as an adult learner to complete
her bachelor’s degree in the late
1970s. She was an Augsburg student in the mid-’60s before starting her career in nursing.
“One of my friends was a
runner, and she was running five
miles a day for her mental health.
I was impressed with that, but I
didn’t start running until I graduated in 1979,” Croft said.
That year, she went to
Duluth to watch a friend compete in Grandma’s Marathon, and
was encouraged by her husband,
David, to try a marathon herself.
Later that year, the first Twin
Cities Marathon appeared on the
running calendar, and her running career kicked into high
gear.
“I trained for my first
marathon in just 12 weeks,” said
Croft, who noted that she had
As a Charter Club member, Mary Croft ran her 25th Twin Cities Marathon in October,
with a track record of 170 marathons in 50 states and several countries.
only run a 10-kilometer race
competitively before trying a 26mile, 385-yard marathon.
Since then, she has run in
each Twin Cities Marathon over
the past 25 years, a race considered the most scenic urban
marathon in the country.
According to Twin Cities
Marathon officials, Croft, at age
60, is the third-oldest woman of
the eight to have run in each of
the 25 races. She has also completed Grandma’s Marathon, a
race along the Lake Superior
shoreline from Two Harbors to
Duluth, eight times.
She has also run in two of
the most famous marathons
in the country, the Boston and
New York races. She has competed in the Boston Marathon—
a race in which runners have
to achieve a qualifying time
in another marathon to compete—three times, including
the 100th running of the race
in 1996.
“It was just such a historic
event,” Croft said. “Boston is the
epitome of marathoning in the
country.”
In 2004, she accomplished
the feat of running a marathon in
each of the 50 states (and the
District of Columbia)—becoming
the 162nd person at the time to
be able to make that claim. Since
then, the list has grown to nearly
300 members nationwide. She
has also run in marathons in
Russia and Spain.
In addition to her marathoning, she has also competed in
long-distance ultramarathons,
which brought her the most
meaningful moment in her sport.
In 2000, she ran in the 75th
Comrades Marathon, a 56-mile
race in South Africa, considered
one of the top ultra-distance
events in the world.
“It’s the biggest sporting
event in South Africa. It was the
most amazing thing,” she said.
“They were so wonderful. They
greeted us and welcomed us to
their country.”
She even incorporated running into her work. As a nurse at
the Minnesota state prison in
Stillwater, she organized inmates
and members of a local running
club to run a marathon inside
the prison walls each year for a
decade.
“We ran 112 laps around the
prison yard, about 15 to 20 runners,” she said. “It was pretty
well received by the prison
administration.”
Her best time ever was a 3hour, 18-minute effort in 1985 at
the Grandma’s Marathon. Now,
she runs in the 4:20 to 4:30
range; her time in the 2006 Twin
Cities Marathon was 4:28.34,
good enough for third place in
her age group.
“I just run for the health benefits and I enjoy it. If I place in
my age group, it’s an added benefit,” she said. “It’s the adventure,
the travel, seeing other parts of
the country, which is fun.”
She noted that she has been
fortunate not to have suffered
significant injuries during her
career, which she credits to leading a lifestyle of fitness and training in moderation.
She now runs about seven or
eight marathons a year—“I’m
always in training,” she notes—
and has been involved in organizing volunteers for the
marathon in Tucson, Ariz., where
she and David spend their winters. The Crofts live in Bayport,
Minn., during the summers.
—Don Stoner
WINTER 2006-07 9
AROUND THE QUAD
MOVING FORWARD
Kennedy Center now open
The Kennedy Center for Sports and Recreation has opened for classes,
with health and physical education staff and coaches moving into their
new offices. It will be formally dedicated on May 4.
The three-story addition to Melby Hall features a new wrestling
training facility, increased classroom space, expanded locker-room
facilities and expanded fitness facilities, as well as hospitality, meetingroom, and office space.
The new Alan and Gloria Rice Wrestling Room provides a spacious training area for
the champion Auggie wrestlers. It also provides a training facility for Greco-Roman
wrestling.
The Kennedy Center, the new three-story south wing added to Melby Hall, is open
for classes, athletic teams, intramural teams, and fitness.
In the left back corner of the photo, the roof of Lindell Library provides context to
the construction of the Oren Gateway Center, scheduled for completion in the fall.
Oren Gateway Center
Scheduled to open in fall 2007, the four-story Oren Gateway Center
will be the home of the StepUP program and other residential students in substance-free housing. The administrative section of the center will house the Institutional Advancement staff and an alumni relations conference center.
On the street level, a Barnes & Noble bookstore will serve as a
welcoming place in the neighborhood for books, readings, and coffee.
The Gateway Center will anchor a new circular entrance to the
College, flanked by Lindell Library and Foss Center.
The illustration on the sign in the photo shows the orientation of
the new center, facing the circular entrance to the College.
10 AUGSBURG NOW
After 23 years at Augsburg,
Margaret Anderson retired as
head librarian in 1990. She had
just spent several years studying
and documenting the need for a
new library building, and then
convincing the College to build
it. Now, 16 years later, she continues to work in Lindell Library
one day a week as a volunteer—
in the new building she labored
to justify.
In the first two years following her retirement, she took time
off. But then, she couldn’t turn
down a phone call asking her to
help troubleshoot problems the
librarians were facing in creating
barcodes for all materials.
There were lots of problems—“books without barcodes,
and barcodes not connected to
books,” Anderson says. Once
that process was straightened
out, she began working on a
series of long-term special projects that, without additional staff
and a meticulous eye, probably
never would have seen the light
of day.
For one project, Anderson
classified videotapes from many
years of College events that had
been turned over to the library—
which meant that she first had to
view each tape for content and
date, and then write a short
description.
Another similar project
involved classifying a collection
of sound recordings, for which
her music minor in college
proved extremely helpful.
With history and knowledge
of the Dewey Decimal System,
Anderson has also aided in classifying and cataloging fiction, the
only books in the library to use
the Dewey system.
Her current project tops all
others. In 1994, writer and
activist Meridel LeSueur donated
her personal library of more than
4,500 items to Augsburg College.
A change in
REFERENCE—
from LIBRARIAN
to volunteer
BY BETSEY NORGARD
It’s housed in the library’s Special
Collections Room, but has not
been easily searchable. After
working for more than two
years, literally from book to
book, Anderson hopes next year
to complete an extensive spreadsheet index that will enable the
collection to be searched by title,
author, and subject.
In reflecting on her 40 years
of library work, Anderson says
that the heart of the work has
not changed. “It still means connecting readers and scholars with
sources,” she says, “but now,
both in print and online.” What
has changed dramatically is the
way librarians fulfill that role,
and the different tools they use.
One of the tools that made a
huge difference in students’ (and
librarians’) lives was the development of the CLIC (Cooperating
Libraries in Consortium) system,
making materials from more
than a dozen college libraries
available on loan.
In the 1960s, Anderson was a
cataloguer, and she tells of how
librarians phoned each other to
check on availability by looking
at catalog cards for all the books.
She recalls that Karlis Ozolins,
her predecessor as head librarian, often would track down students with cars to pick up the
materials from other locations.
Two decades later, catalog
cards became relics and library
collections became housed on a
database, introducing new physical requirements for technology
in libraries. Already Anderson
had fought for improvements to
the aging Sverdrup Library,
including carpeting to replace
the loose asbestos tiles she continually removed. Upstairs, it
was so cold that the case for a
new building became obvious
when students were seen studying in mittens.
In 1982 the new Weekend
College increased the College’s
enrollment and brought new
demands on the librarians. At
the time, Anderson recalls, the
library staff was 4.75 full-time
equivalents.
Over the next few years,
Anderson detailed and documented what would be required
to meet College needs and help
it remain competitive. In the
process, she studied and visited
many libraries. She made her
case before retiring, and then—
as a volunteer—helped supervise
the move into the new building.
While it’s rewarding to work
in the new library, it’s really the
people, she says, who keep her
coming back each week. “The
people I worked with have been
among my best friends and they
were a big reason why I wanted
to stay in touch.”
Since her retirement 16 years ago, Margaret
Anderson has continued to volunteer in the
library to stay connected with the staff she
enjoyed during her career.
“We just think of her as one
of us,” current library director
Jane Ann Nelson says about
Anderson. Current cataloging
coordinator Betty Joyce talks
about what a wonderful mentor
Anderson has been to her.
Anderson’s career at
Augsburg has been part of an
Augsburg family affair, dating
back to 1949, when her husband, Ray, was appointed to
teach speech and theatre. He
retired in 1990, the same year as
his wife.
All three of the Andersons’
sons graduated from Augsburg—
Dean ’77, Stuart ’78, and Brian
’82. Stuart teaches in the
Department of Physics, but also
worked in the new library for
several years in information technology. He still spends some time
there as assistant director for
instructional course design in the
Center for Teaching and
Learning. Ⅵ
WINTER 2006-07 11
The Inauguration of Paul C. Pribbenow
October 18-21, 2006
Ages
of
Imagination
Over four days in October, Augsburg College inaugurated its 11th
president, Paul C. Pribbenow.
The days were filled with activities connecting its own community
of faculty, staff, students, alumni, and parents with city neighbors,
church leaders, and colleagues from across higher education.
Events included discussions on civic engagement, roundtables on
public education, service projects, and celebrations filled with music,
art, and good conversation. Each day at the “Abundance” lunches,
those who attended donated food and money to fill the food shelves
at the nearby Brian Coyle Community Center.
Inauguration Day, October 20, began with a Festival Service and
Holy Communion, officiated by Mark Hanson ’68, ELCA presiding
bishop, with the sermon presented by Rev. Dr. Robin W. Lovin,
Southern Methodist University. The investiture ceremony was held in
the afternoon.
Completing the inauguration was a morning of service in the community, preceding outdoor family activities and an Auggie football
game against Carleton College.
For additional information and photos from the inauguration, go to
www.augsburg.edu/inauguration.
In a lighter moment, Paul and Abigail Pribbenow,
with daughter Maya, enjoy festivities in the tent
during inauguration week.
Ages of Imagination
The theme of the inauguration, “Ages of Imagination,” was drawn
from The Marriage of Heaven and Hell, one of the most influential
works of British poet and artist William Blake (1757–1827).
From The Marriage of Heaven and Hell:
The Prophets Isaiah and Ezekiel dined with me, and I asked them how they
dared so roundly to assert, that God spoke to them; and whether they did
not think at the time, that they would be misunderstood, and so be the cause
of imposition.
Isaiah answer’d, “I saw no God, nor heard any, in a finite organical
perception; but my senses discover’d the infinite in every thing, and as I was
then perswaded, & remain confirm’d; that the voice of honest indignation is
the voice of God, I cared not for consequences but wrote.”
Then I asked: “does a firm perswasion that a thing is so, make it so?”
He replied, “All poets say that it does, and in ages of imagination this
firm perswasion removed mountains; but many are not capable of a firm
perswasion of any thing.”
(Top) The newly-invested President Paul C. Pribbenow greets his colleagues in higher
education following the ceremony. From right to left, he greets Kathryn Jeffrey, president of Hennepin Technical College; Linda N. Hanson, president of Hamline
University; Lois (Peterson) Bollman ’69, vice president of strategy, planning, and
accountability at Minneapolis Community and Technical College; James L. Peterson,
As Augsburg College celebrated the inauguration of its 11th president,
it also celebrated its calling as a college, and imagined itself in future
ages, using “AGES” to remind it of the four themes of this new era:
Abundance, Generosity, Engagement, and Service.
In moving these four “mountains,” Augsburg College, under the
leadership of Paul Pribbenow, will continue to demonstrate how the
power of imagination can transform the lives of its students and its
community.
14 AUGSBURG NOW
president of Gustavus Adolphus College; and (tallest, with mortar board) the president’s brother, Dean Pribbenow, dean of the School of Integrative Studies at
Edgewood College. (Above) Student Government president Maria Mitchell led the
responsive prayer during the Inauguration Ceremony.
Excerpts from the sermon
for the inauguration of
Paul C. Pribbenow
The Rev. Dr. Robin W. Lovin
Cary Maguire University Professor of Ethics
Southern Methodist University
(Left) Rev. Robin Lovin, from Southern Methodist University, preached about moving
mountains at the Festival Service on Inauguration Day. (Right) ELCA presiding bishop
… I greet you on behalf of all of us who have known and
worked with Paul Pribbenow over the years and benefited
from his leadership in many different places. …
I am also welcoming you to your own future, because
those of us who have worked with Paul Pribbenow in the
past know what you can expect in this new phase of the history of Augsburg College that we inaugurate today. … as I
looked at the [Inauguration] program with its multiple
events and its common themes, I spotted the Pribbenow
imprint of energy and organization. …
And I suppose that what you want to know about the
future from my knowledge of the past is whether it is really
true that this guy can move mountains. I’m here to tell you
that he can, and I’m also going to tell you how he does it. …
The way [he] moves mountains is to figure out what
everybody else is already doing and tie those activities
together into a single mission with a unified message, so that
when the mountain moves, it’s because you moved it. …
Education is supposed to be about expanding our vision
of the world and changing the way we see our own place in it.
It is about asking new questions, and questioning familiar
answers. It should change us in fundamental ways, not just fill
our heads with facts. Education is inseparable from change,
personal and social, change in ideas, goals, and priorities. …
and Augsburg parent Mark Hanson ’68 presided at the service.
The word of greeting I bring you from the past is that
great things are possible for Augsburg College, beginning
today, because you have a leader who will listen to you, who
can see the possibilities that you see, and who can bring
them together in new ways that will empower you and energize all these people who want a future of abundance, generosity, engagement, and service for this institution.
But the word I bring from the Lord, the word that cuts
across past, present, and future, comes to you today in the
form of a question. It is addressed equally to students, faculty, and staff, addressed to alumni, supporters, and to the
church. And it is addressed to the president. The question is,
“Do you really want to move the mountains?”
I think you recognize the opportunity, and I pray that
you will enjoy the blessings that come with accepting the
vocation: That through humility and even sorrow, your
hunger for truth and justice will be satisfied; that through
integrity and generosity in judgment, you will see God; and
that through the knowledge you create and share, the world
will find peace, and you will be called the children of God.
(Left) President Pribbenow gets a hug from his father, Rev. Jerome Pribbenow, who read from the gospel during the service. (Right) Associate Dean Frankie Shackelford stands
amid a sea of academic vestments as the faculty line up for the inauguration processional.
WINTER 2006-07 15
Excerpts from “Thanksgiving”
Inaugural address by
Paul C. Pribbenow
October 20, 2006
Thank you for being here today for this celebration of Augsburg
College. I am inspired by your faithful lives, and I accept the call to
be your partner in service to Augsburg with gratitude, resolve, and
humility. …
Authentic life—especially a life of faith—begins and ends in gratitude and in thanksgiving. We come together with the humility of
thanksgiving, the recognition that life is a gift and a privilege not to be
misused or misled, and, I might add, not to be missed. The late Henri
Nouwen once wrote that “Gratitude … goes beyond the ‘mine’ and
‘thine’ and claims the truth that all of life is a pure gift.”
All of life is a pure gift.
Let these words of mine, then, become my thanksgiving to God
and to all of you, my psalm of gratitude for this college, for its mission
and values, and for the cloud of witnesses gathered here today and
scattered across time and space that hold Augsburg College in their
hearts and minds. …
“In ages of imagination,” [the poet William] Blake tells us, the
power of the imagination, the power of belief, the power of a ‘firm
persuasion’ can move mountains. We must decide, today, to live in
one of those ages of imagination, in fact, to use our imaginations to
create a new era for the College. …
(Above) Augsburg Board of Regents chair Ted Grindal ’76 places the seal of the
College around the neck of Paul C. Pribbenow, who is invested as the 11th president
of Augsburg College. (Below) To conclude inauguration week, the College gathers in
community service to clean up along the Mississippi riverbank. (Right) Paul and Abigail
Pribbenow lead the recessional out of Hoversten Chapel after the Festival Service.
16 AUGSBURG NOW
For the complete texts of Rev. Robin Lovin’s sermon and President
Pribbenow’s inaugural address, go to www.augsburg.edu/president
(Left) Sounds of the big band organized and led by music professor
Robert Stacke ’71 fill the tent during inaugural week festivities.
(Below) Student Government public relations officers Rachel
Forsberg (left) and Kati Welt (right) present a giant card with inauguration congratulations from students to President Pribbenow.
There are four themes to my presidency. … These four
themes are Abundance, Generosity, Engagement, and
Service. Think of them as the “AGES” in Ages of
Imagination. … Augsburg is already blessed to have all of
these things, though we sometimes don’t recognize these
great gifts—gifts that God has given us, and gifts that we
were meant to care for and pass on. …
During my short time here at Augsburg, I have been
challenged to think again about the role of colleges and universities in an urban setting. I am committed to the mutual
dependency of colleges and the city. The paradigm for the
relationships between cities and higher education must be
less about extracting benefits from each other, less dependent on incidental impact, and more focused on the various
resources that can be shared in the pursuit of a more robust,
healthy, and meaningful urban life. …
I know that you share with me this deep sense of
thanksgiving for this college and its remarkable commitments. What we do here matters—to our students, our
neighborhood, our city, the church, and the world.
What we do here is significant—because our work is
grounded in a deep and confident faith, because it enjoys a
history of love in a community of memory and tradition,
because it believes deeply in intellectual curiosity and personal courage, and because it is full of hope.
What we need now is imagination—and faith, and fearlessness—to hear and follow the call to be a college committed to the liberal arts in all that we learn and teach; a college
grounded in faith and values that are the source of our firm
persuasion; a college located in a place full of life and
urgency that draws us out of our insular selves; a college
engaged with a creation rich in difference that constantly
surprises us.
What fun we’re going to have! Ⅵ
WINTER 2006-07 17
Many of the mentors and mentees in Scholastic Connections, including both
day and weekend students, gathered in November to celebrate the
program’s five-year anniversary. (L to R) Jim Genia ’87, Chris Adams ’07,
Natalia Pretelt ’03, Nhia Lee ’02, Luis Lopez Monterrubio ’09, Purity Ouma
’08, Mary Murzyn ’08, Killa Martinez-Aleman ’08, Eloisa Echavez ’94, ’96 MEL,
Georgette Christensen ’96 MSW, Bernice Arias-Sather ’97, Julianne Lynum
Leerssen ’00, Ami Nafzger ’94, Sama Sandy ’08, Ashley Stoffers ’08, Miguel
Sotamba ’08, Derek Francis ’08, Alex Gonzalez ’90.
MAKING
connections
BY BETSEY NORGARD
SCHOLASTIC CONNECTIONS—THE NAME SAYS IT ALL.
It’s about making connections.
In November, this scholarship-mentorship program marked the beginning of its sixth
year. At the annual dinner, senior Chris Adams spoke on behalf of the students.
“Through this program, I’ve learned to connect with many different kinds of people,”
said Adams. “This program has helped me understand the fundamentals. And these
fundamentals have helped me understand the connections between hard work, talent,
commitment, and their relationship to good grades, lifelong friends, engaging teachers,
and a lot about life in general.”
Each year, five Day College students of color—African-American, American Indian,
Asian, and Hispanic/Latino—are selected by Augsburg’s four ethnic services directors for
a $5,000 scholarship. They are also paired with a mentor who is an Augsburg alumnus/a
of color, with the idea being to connect leaders of today with leaders of tomorrow. Most
students are paired with mentors of their own ethnic group.
The scholarships are renewable annually, so students can remain connected with
their mentors as long as they are at Augsburg. Thirty students have participated in the
program since its inception in fall 2001.
18 AUGSBURG NOW
Having a mentor like Noro Andriamanalina (right), who is also an African
woman and has achieved a successful career, inspired Melat Woldegebriel
(left) to set higher goals for herself.
Scholastic Connections was the creation of columnist, playwright, and consultant Syl Jones ’73 and was designed to assist students of color to succeed at Augsburg, while engaging our alumni of
color in the College’s commitment to an intentionally diverse community. This concept of combining financial aid and mentoring garnered national notice for the program when it began.
Vivian Jenkins Nelsen, president and CEO of the INTER-RACE
Institute, a diversity think tank based at Augsburg, has been instrumental in implementing and sustaining Scholastic Connections. She
says that while mentoring is common within community organizations and in the corporate world, she is convinced that it is vastly
underrated at the college level.
With Scholastic Connections, students can pursue their careers
already connected with mentors, who are able to network within
their own communities on behalf of their mentees.
The pairs of alumni and students create their own styles of relationships. Some are largely career-driven with specific goals planned
out, while others focus around personal issues, self-confidence, and
life decisions.
Mathew Shannon says about his mentor, Chad Jackson, “I was
looking for a friend who could be supportive enough to keep me
encouraged and real enough to hold me accountable to the high
expectations I set for myself and the company I keep.”
Attorney Jim Genia’s career has been a big factor in his mentorship with Chris Adams. Adams says that in addition to learning
how Genia has been a successful lawyer, Genia has been helping
him network to find an internship in a local law firm before entering law school.
Xia Xiong also worked on career planning. “I definitely feel that
my mentor had an impact on what I am doing with my life today,”
says Xiong. “She guided me in figuring out what I wanted to do
upon graduation and helped me find resources in order to get
where I wanted to go. I think having someone who has gone
through the same path makes it so much easier.”
In some cases, cross-mentoring occurs to also connect mentees
with other mentors who match their interests.
Culture was an important factor in the partnership of Melat
Woldegebriel, from Ethiopia, and Noro Andriamanalina, from
Madagascar. Woldegebriel says, “Knowing that my mentor is from
Africa and seeing her as a successful person makes me realize that I
can be like her if I work hard like her. On top of her responsibility
at her work, [she] takes part in church and community activities. I
learned a lot from that and increased my extracurricular activities.”
Andriamanalina adds, “You don’t have to be in the same discipline or line of work to have a positive and rewarding mentoring
relationship. Melat and I were able to connect on many levels. We
are both African women balancing different roles and expectations
within and outside of our communities.”
“It’s clear that although the match did not seem perfect at first,
as I am in education and she is in accounting,” Andriamanalina
continues, “we had so much more in common than we ever imagined and learned from one another in the process.”
The value of the program to students is obvious: needed financial assistance, plus the experience of having role models who have
already been through the challenges and pitfalls of college and
career who can serve as guides.
For the mentors, their learning often includes the satisfaction of
helping others maneuver these challenges.
For mentor Eloisa Echavez it is “to be energized and contribute
to the development of a young professional who has many dreams
and plans for the future.”
Mentor Chad Jackson says, “For me it was a way to connect
with an African-American student … who had gone through the
same things I did. It showed me the importance of investing in
youth.”
The four ethnic services directors recommend alumni of
Augsburg to be invited as mentors, and Jenkins Nelsen serves as the
guiding force in making the mentorship connections. She provides
training to both mentors and mentees on how to work together to
get the most from their relationships.
WINTER 2006-07 19
In addition to the individual mentoring activities,
Jenkins Nelsen brings the entire group of mentors and
mentees together at various times during the year for cultural celebrations and other social and community activities. Both Genia and Adams have found these gatherings to
be times when the group can learn about each others’ cultures and appreciate the differences and similarities.
The creation of Scholastic Connections came about in
response to a difficult situation in Augsburg’s history. In
1986, alumnus Elroy Stock ’49 gave a $500,000 campaign
naming gift to Augsburg. When it was discovered that he
was the author of thousands of letters sent to interracial
couples and adoptive parents urging “racial purity,” the
College decided it would not put Stock’s name on the
building. Charitable gift regulations prevented the return of
the money, which led to a lawsuit by Stock that was later
dismissed.
In 2001, Syl Jones (himself a victim of Stock’s mail
campaign) proposed an endowment in the same amount of
Stock’s gift to offer scholarships for students of color and
mixed race. The program supports them in achieving academic success and developing leadership skills.
President Paul Pribbenow, in remarks at the annual
dinner, commented that Scholastic Connections is “an
example of the College at its best,” supporting its mission
and commitment to provide access to college for all students.
Overall, there is little doubt that the program is successful. So far, more
than half of the former students have gone on to complete higher degrees.
Echavez says the program enables Augsburg “to make a greater impact on the
lives of the students of color going beyond the academics, extracurricular
activities, and financial aid.”
Woldegebriel believes that more international students of color will be
attracted to Augsburg, knowing that through Scholastic Connections they can
be paired with a mentor of similar cultural background.
At the annual dinner, Genia, an attorney and lobbyist, spoke of the fact
that among Minnesota’s 201 state legislators, there are only five or six senators
Although Xia Xiong (left) comes from a different cultural background than her mentor, she appreciates the guidance that Eloisa
Echavez (above) was able to give her to plan for the next steps in
her studies and career. Since Echavez had never mentored anyone
outside of Latino culture, she enjoys learning from Xiong and
helping her pursue her dreams.
20 AUGSBURG NOW
and representatives of color, with no American
Indians.
“The legislature is making decisions every day
that affect all Minnesotans’ lives,” Genia said. “If some
groups are under-represented, … then life-changing
decisions are potentially being made without taking
into account the unique perspectives and cultural
beliefs of these groups.
“Until all races are represented in the halls of
government, in the business world, or in the academic world at the same rate at which they’re represented
in the general population,” he concluded, “we’ll need
programs like Scholastic Connections.” Ⅵ
(Left) Through Scholastic Connections,
Chris Adams learned to connect with different kinds of people—something that
helps him in his current real estate work,
and as he prepares for a law career. Jim
Genia’s (far left) work as an attorney and
lobbyist provides the networking to assist
Adams with internships and law school in
planning for that career.
SCHOLASTIC CONNECTIONS
Mentees and Mentors interviewed for this story:
CHRIS ADAMS ‘07 (sociology)
Real estate broker
Vilana Realty
MELATEWORK WOLDEGEBRIEL ’05
(accounting)
Moving back to Addis Ababa
JIM GENIA ’87 (sociology)
Lobbyist/Attorney
Animiki LLC
NORO ANDRIAMANALINA ’91
(English, religion)
Program Adminstrator in The
Graduate School and Faculty
Fellow at the Center for Teaching
and Learning, both at University of
Minnesota
XIA XIONG ’05 (sociology)
Graduate program:
Counseling and Student Personnel
Psychology, University of
Minnesota
Intern—Multicultural Center for
Academic Excellence, University of
Minnesota
ELOISA ECHAVEZ ’94
(computer science), ’98 M.A.
Educational Leadership
Executive Director
La Oportunidad, Inc.
MATHEW SHANNON ’04
(business, communication arts)
Administrative Assistant
Soft Computer Consultants
CHAD JACKSON ’97
(elementary education)
Account Executive
Bluewater Direct
WINTER 2006-07 21
Jesse Docken has enjoyed the companionship of four AIBO dog robots that he
has used to help beginning students learn basic programming as well as to
provide him challenges for more complex programming.
F
See AIBO walk …
and sit …
and wigg le its ears
BY BETSEY NORGARD
22 AUGSBURG NOW
our black-and-white dogs have taken up residence in
Augsburg’s computer science lab, and sophomore Jesse
Docken has become their keeper, trainer, and researcher.
The dogs are called AIBO, for Artifical Intelligence roBOt,
and were created by Sony Corporation in 1999. Designed as
futuristic pet robots, thousands of them with price tags of
$1,500-2,000 have been purchased and taught to play games,
shake their legs, wiggle their ears, say their names, and let their
owners know when they’re happy, angry, and bored.
There is even a “four-legged league” of AIBOs that compete
around the world in RoboCup, an international robotics competition.
Last fall, computer science professor Karen Sutherland took
the AIBOs to her Introduction to Computer Science, a course
required for all computer science, mathematics, and management information systems (MIS) students.
As far as robots go, the AIBOs are quite complicated crea-
tures, capable of highly-advanced programming. Their best
feature, however, is that their basic programming is relatively easy—much of it is self-contained and doesn’t
require proficiency in a programming language.
The task in the AIBO lab is for student teams of mostly
freshmen and sophomores to write an easy program, transfer it to a memory card, plug it into the AIBO dog robot,
and see if it goes through its routine correctly.
“The code is easy to read because it uses commands
that you would use for a real dog,” says sophomore Brietta
Schluender. “When working with the code you are able to
change the commands and numbers to see how the dog
reacts; then you can easily conclude how the changes in
the code make the dog’s actions differ.”
The students turn on the switch and watch cautiously
as their dog slowly comes to life. First a stretch, and then
one, two, three, and four shakes of a paw—so far so good!
After making several turns, AIBO ends with “an amazing
amount of ear wiggles,” as one student describes it.
Sutherland introduced the AIBOs into her class as part
of a collaborative grant—with Berea College and the
University of Minnesota—from the National Science
Foundation. Her goal is to engage and attract more students, especially women and minority students, to computer science study. The AIBOs offer an easy way to teach
the basics of programming and robotics while having fun.
“It’s easy for the students to see how the AIBO reacts to
their program, and it does cute things,” Sutherland says. “If
they can see the program physically happen, they understand it better.”
Docken, a computer science major, works with
Sutherland in the class, lending a hand when students run
into programming glitches or when the AIBO’s routine
doesn’t work. In his own research, in addition to making
the AIBOs perform various tasks, he has studied different
means of programming to ascertain which methods are
easier and harder. These results will inform how robots
might be used in future class projects.
He has enjoyed working with his new robotic pets.
“I’ve been fascinated with learning how to make them do
certain things, for instance, how to change which lights
come on [to show emotional responses], how to make
them walk, or how to make them play sounds to music.”
Working with the AIBOs will help him move into more
complex robotics.
Docken’s primary interest is artificial intelligence (AI).
“I’ve had a few ideas I’ve played around with,” he says,
“and I hope to begin AI research to make algorithms that
Sophomore Jesse Docken (second from left) helps junior David Yanagisawa and sophomore Alex
Garver with their programming to make the AIBO dog robot perform its routine, while computer
science professor Karen Sutherland looks on.
Freshman Melissa Moberg (left) and sophomore Brietta Schluender joke with Docken about the
tricks they can make the AIBO dogs perform.
could provide a more sophisticated means of handling emotions and simulate
primitive emotional responses to external stimuli.”
This could be applied, he says, in many ways—to robotics for entertainment, e.g. AIBOs that can react in more real ways, to games where characters
can respond to events, and to simulation.
Docken has written a paper on his research that he will present at a regional conference in the spring. Sutherland is using his work plus student feedback
from class labs at all three institutions involved in the NSF grant to develop a
course curriculum that will appeal to a broad spectrum of students with varied
career goals.
And, yes, Docken says their AIBOs have been given names—Sirius,
Snoopy, Scooby-Doo, and Spike. Ⅵ
WINTER 2006-07 23
Polish-born Magdalena Paleczny-Zapp, associate professor
in marketing, brings her experience as an international
business consultant to her students in class.
global
MEET THE INTERNATIONAL FACULTY
Associate professor Magdalena Paleczny-Zapp
(management coordinator) was born and
raised in Krakow, Poland, and taught in several
European institutions before coming to
Augsburg.
Associate professor Amin Kader (international business coordinator) is from Egypt. A
past president of the Islamic Center of
Minnesota, he teaches Islamic Studies in addition to business.
Before coming to the United States in
1970, associate professor and finance coordinator Ashok Kapoor worked at the American
Embassy in his home country of India. He has
brought this international experience into his
Augsburg classroom since 1998.
Master of Business Administration (MBA)
director Bob Kramarczuk was born in western
Ukraine. At the age of five, his family escaped
and hid in the forest for five months keeping
ahead of the front during World War II. His
business
Experience is a powerful teacher. In addition to study abroad programs,
Augsburg’s business students have opportunities to experience global
perspectives in their classrooms every day.
BY BETHANY BIERMAN
family was later shipped to a work camp in
Bavaria before immigrating to the U.S.
Associate professor Fekri Meziou, Tunisian
by birth, has taught at Augsburg since 1987.
“Having faculty of diverse backgrounds is
important to the richness of the academic programming offered in our department,” says
Meziou. “For instance, I am teaching an international marketing course that is approached
from a globally diverse background. We analyze the challenges of marketing products and
services in different regions around the world.
This course can only be taught by someone
who has traveled extensively and has
immersed himself/herself during an extended
stay in the life of the foreign countries.”
“I grew up on a farm outside a small
town,” says Jamie Schiller ’05, who currently
serves as MBA program coordinator. “Most of
my experience with diversity was through the
business department.” Reflecting back on her
undergraduate experience, Schiller remembers,
“[Zapp] helped us understand global differences as well as learn to make culturally sensitive business decisions. … [Meziou] changed
my life and drove me to seek out opportunities
to broaden my perspective of marketing and
business on a global level. He continuously
brought cases to his courses that had global
business challenges. … With the help of the
business faculty, I was able to customize a
study abroad program in England. … I have
Associate professor Fekri Meziou brings case studies from his own cultural experience
From his years of working at the American Embassy in India, associate professor
to his international marketing course.
Ashok Kapoor can teach finance, drawing on extensive knowledge of both
cultural contexts.
24 AUGSBURG NOW
Trading Places
grown to appreciate international differences in
other country’s beliefs, norms, and value sets.”
“Students leave the place more openminded than the day they came,” Zapp asserts.
John Cerrito, assistant professor and
department chair, says, “The course descriptions are broad enough so faculty members can
bring in their own flavor and expertise.”
“In the current context of globalization,”
says Kapoor, “my international experience
comes in handy in all my classes, but especially in the international finance classes. My work
experience overseas provides many examples
to my students and helps them keep an open
perspective leading to better decisions both
professionally and in their personal lives.”
Senior Dulce Monterrubio is a perfect
example of this. She came to Augsburg from
her hometown of Mexico City. She says, “It was
Magda’s own experience as an international
business consultant that made me understand
that being an international student here at
Augsburg was just the first step, but that successfully adapting to a second, third, or
fourth culture would be what truly would
make me the international educator/professional I wanted to become.” Monterrubio is
using her cultural experiences, which include
studying abroad in Spain, in her current role
as a program assistant in Augsburg’s Center
for Global Education.
Along with representing differences in
ethnic backgrounds, there is significant religious diversity represented in the department.
“The department really does have an
interesting diversity of faith expressions,”
comments assistant professor Lee Clarke,
who also happens to be a former ELCA minister. “For some, it’s very clear to students
because of culture and nationalities. Ashok
[Kapoor] is very upfront talking about his
Hindu faith, and Amin [Kader] and others
are Islamic. For others, it’s not as intentional… Because religion is so close to culture, it
gives students a taste of some of the challenges in global business.”
Cerrito agrees. “The College goes out of
its way to be diverse. In 1983 when I came, I
did not represent the faith, culture, or ethnic
background the culture [of Augsburg] represents, and I’ve never been anywhere where
I’ve felt more accepted.” (Cerrito is Roman
Catholic and of Italian descent.)
Kapoor says, “Both my cultural and religious background allows me to bring a very
different perspective to issues of the day that
we discuss both among colleagues and with
our students.”
Consider two college students in
1980—one, a student at the University
of Minnesota; the other, studying at the
University of Tunis. Both had the desire
to see the world through a new culture.
The two are allowed to exchange
places through the International
Reciprocal Exchange Program.
After her time in Tunisia, the
American returns to Minnesota; the
Tunisian young man decides to stay in
America to pursue his academic objectives. The two meet while serving as cochairs for a selection committee to
choose and orient another student
exchange.
Years later, the two cross paths
again, this time at Augsburg College,
where they both now work. Their
names? Regina McGoff, associate director of the Center for Global Education,
and Fekri Meziou, associate professor of
business.
Meziou says the exchange “was a
wonderful opportunity to share experiences and academic ideas with international students from a number of countries around the world… International
exchanges enable students to immerse
LAYER IN CORPORATE EXPERIENCE
A different kind of culture—corporate culture—is also something faculty add to the
international mix.
Prior to coming to Augsburg in 1995,
David Schwain, assistant professor, served on
Assistant professor Lee Clarke combines both his cor-
themselves in the cultural, social, political, and economic life of another country. The learning outcomes are tremendous and the personal growth opportunities are immeasurable.”
It’s a small world, after all.
porate perspectives from software design and programming with his background as a Lutheran minister
in Augsburg’s MIS classes.
WINTER 2006-07 25
ALUMNI NEWS
From the Alumni
Board president …
Greetings fellow
Auggies,
As I write this, fall is settling
in and the transition to winter
is in the air. Homecoming
week was a great set of
events—I hope you could
attend some of them. I particularly enjoyed the opportunity
to learn more about our
Distinguished Alumni and
Spirit of Augsburg and First
Decade awardees. Their recollections of what life was like
at Augsburg 30-40-50 years ago reminded me of how much
has changed and is changing around us all the time.
Homecoming also set a great stage for President Pribbenow’s
inauguration. I was honored to represent the alumni in the
Inauguration Ceremony and the four days of events surrounding it. The theme of AGES—Abundance, Generosity,
Engagement, and Service—is one we can all be proud of and
take part in as we live our lives in service to the broader
world. If you want to learn a little more about Augsburg’s year
of transition I highly recommend the inauguration webpage,
www.augsburg.edu/inauguration, and the President’s office
page, www.augsburg.edu/president.
By the time you read this, Advent Vespers, Christmas, and the
new year have come and gone, and before too long, Easter
will arrive. Then, in May, another commencement arrives. I’m
starting to deeply appreciate my grandmother’s insight when,
at 90, she told me that the years never seem to go by more
slowly. It’s always faster and faster.
As your new year unfolds, I wish you all the best in your
transitions.
Barry M. Vornbrock ’96 MAL
Alumni Board President
28 AUGSBURG NOW
Auggies at the
State Capitol
Alumni calendar
Congratulations to the following
Auggies who were elected to the
Minnesota Legislature in
November:
February 20
Alumni Board meeting—
5:30 p.m., Minneapolis Room,
Christensen Center
Sandy Wollschlager ’94 (DFL),
elected to her first term in House
District 28A, representing
Cannon Falls and Red Wing
March 14
Join members of the Alumni
Board Events Committee to volunteer at Augsburg’s Campus
Kitchen from 7-9 p.m. For more
information or to sign up as a
volunteer, contact Liz Pushing at
lpushing@provplace.com. Learn
more about Campus Kitchen in
the GET INVOLVED section at
www.augsburg.edu/alumni.
Diane Loeffler ’75 (DFL), elected to her second term in House
District 59A, representing
Northeast Minneapolis
Rod Skoe ’77 (DFL), elected to
his second term in Senate
District 2, representing
Northwest Minnesota. He had
previously served two terms in
the Minnesota House of
Representatives.
Sport an Auggie
license plate
Auggie license plates are available from the Minnesota
Department of Transportation
for a $10 plate fee and a minimum annual contribution of
$25 when renewing registration. The plates can go on passenger class vehicles carrying
not more than 15 persons; this
includes pickup trucks and
vans with a three-quarter-ton or
less gross weight and one-ton
passenger vans. For information, go to www.dps.state.mn.
us/dvs/PlBrochure/CollegiatePla
tes.htm.
April 17
Alumni Board meeting—
5:30 p.m., Minneapolis Room,
Christensen Center
Check the online calendar at
www.augsburg.edu for a complete schedule of campus
events.
Send in your
nominations
Is there someone you
believe is deserving of a
Distinguished Alumnus/a,
Spirit of Augsburg, or First
Decade award?
Nominations are being
received by the Alumni
Relations Office from now
until March 1.
For instructions about nominating and the nomination
form, contact Becky Taute
at 612-330-1085 or
tauter@augsburg.edu. The
forms are also available on
the alumni webpage at
www.augsburg.edu/alumni.
Please consider making a
nomination!
Centennial Singers head to the Southwest
Following a successful series of concerts in Florida in 2006 and
their annual fall concert season in Minnesota, the Augsburg
Centennial Singers will reprise their 2005 tour in Arizona in
February 2007, with additional concerts in Nevada and Utah.
Directed by Alfred (Al) Reesnes ’58, the Singers reflect the gospel
quartet tradition at Augsburg. Formed in 1993 to commemorate
the 100th anniversary of the first Augsburg gospel quartet that
traveled to Norway, the Singers have toured Norway twice, most
recently in 2001.
“Seeing alumni and other friends of Augsburg is a wonderful part
of the touring,” says Reesnes. “Our guys love to sing songs of
praise and we are looking forward to returning to the Southwest.”
Also featured in the concert are songs by a quartet, led by Paul
Christensen ’59, and including Norm Anderson ’60, Paul Mikelson
’70, and Jon Lueth, husband of alumna Marilyn (Buschbom) ’71.
This group recalls Augsburg’s strong gospel quartet tradition over
many years. In addition, a second quartet now presents songs from
a more Southern gospel tradition.
February concerts/appearances
February 6, 7 p.m.
Eccles Concert Hall, Dixie College, St. George, Utah
February 7, 7 p.m.
Community Lutheran Church, 3720 Tropicana Ave., Las Vegas, Nev.
February 8, 7 p.m.
Spirit of Grace Lutheran Church, 15820 Clearview Blvd., Surprise, Ariz.
February 9, 7 p.m.
Vista de la Montana United Methodist Church, 3001 E. Miravista
Lane, Tucson, Ariz.
Alumni reception, 6–6:45 p.m.
February 10, 4 p.m.
Chaparral Christian Church, 6451 Shea Blvd., Scottsdale, Ariz.
February 11, 8:30 and 10:30 a.m.
Worship Services at American Lutheran Church, 172 Del Webb
Blvd., Sun City, Ariz.
Alumni reception between services.
February 13, 7 p.m.
Shepherd of the Hills Lutheran Church, El Lago Blvd. and
Fountain Hills Blvd, Fountain Hills, Ariz.
Alumni reception, 6–6:45 p.m.
February 14, 7 p.m.
King of Glory Lutheran Church, 2085 E. Southern Ave., Tempe, Ariz.
Alumni reception, 6–6:45 p.m.
A special highlight in the concerts of the Centennial Singers, who number more than
50, is a smaller group of four who keep alive Augsburg’s longstanding gospel quartet
tradition. (L to R): Jon Lueth, Paul Christensen ’59, Paul MIkelson ’70, and Norm
Anderson ’60.
February 15, 7 p.m.
Pinnacle Presbyterian Church, 25150 N. Pima Rd., Scottsdale, Ariz.
NOTE: Augsburg President Paul C. Pribbenow will be the guest
preacher at services on Feb. 17 and 18 at the American Lutheran
Church in Sun City, Ariz. (see address above):
Sat., Feb. 17—4 p.m.
Sun., Feb. 18—8:30 and 10:30 a.m., with a coffee reception
between services.
For information, contact the alumni relations office at 612-330-1085.
Join the Augsburg Online Community
It’s designed just for you—
• Keep in touch with classmates
• Find out what’s happening on campus
• Send class notes about what you’re doing
• Change/update your address and e-mail
• Update your profile so others can find you
• Make an online gift to Augsburg
It’s fast and easy. Already, more than 500 alumni have registered.
Simply go to www.augsburg.edu/alumni—have you signed up?
If you have questions, e-mail healyk@augsburg.edu.
WINTER 2006-07 29
HOMECOMING 2006
Homecoming 2006 brought students and alumni together in record numbers. Fireworks at the pep rally pumped up the crowd, and seniors
Grant Hemmingsen and Sari Gallagher were crowned Homecoming King and Queen. While the football game against Concordia-Moorhead went into
overtime, the Cobbers edged out the Auggies, 34-28, for the win.
30 AUGSBURG NOW
WINTER 2006-07 31
HOMECOMING REUNIONS
Class of 1956
(L to R) ROW 1 (front): Dorothy
(Floistad) Benson, Carolyn (Lower)
Bliss, Elizabeth (Mortensen) Swanson,
Chris (Munson) Main, Ron Main.
ROW 2: Augsburg president Paul
Pribbenow, Louise Jones, Laurayne
(Helgerson) Solberg, James Nordling,
Bonnie (Bieri) Vaagenes, Marilyne
Dahl, Wanda (Warnes) Olson, Farolyn
(Johnson) Gehring, Ruth (Borchardt)
Ysteboe Engelstad, Hans Dumpys,
John Haynes. ROW 3: Ted Berkas,
Harvey Lundin, Roger Ose, Chuck
Evavold, Glen Thorpe, Jim Pederson,
Harold Stoa, Rodney Erickson, Tom
Hofflander, Tom Benson, Chuck
Howard, Tom Hoversten. ROW 4: Bob
D. Larson, Bob Gjengdahl, John
Thompson, Bill Anderson, Ardell
Moen, Richard Thorud, Gary Fitch
Class of 1966
(L to R) ROW 1 (front): Sylvia
(Steinbeck) Torstenson, Lila (Lee)
Salls, Mary Lynn (Larson) Leff, Rhoda
(Lindekugel) Vandervoort, Grace
(Estenson) Fladeboe, Judith (Erickson)
Coppersmith, Jeanne (Wanner)
Morreim. ROW 2: Karen (Torkelson)
Leverentz, Douglas Johnson, John
Andreasen, Beth Torstenson, Karen
Johnson, Kathleen (Davis) Jacobsen,
Kay (Swensson) Cerkvenik. ROW 3:
Kathryn (Wall) Johnson, Sharen
(Muehlenthaler) Schornstein, Vernice
(Ring) Bishop, Karen (Langseth)
Oelschlager, Marcia (Thimsen) Noble,
Susan (Joesting) Propst, Joan (Alden)
Blomlie. ROW 4: Jerry Maas, Maggi
(Ahlson) Tjaden, Judith (Erickson)
Pittelkow, Kathleen (Kalpin) Franson,
Heidi (Degen) Shurtleff, Ed Huseby,
Richard Mork, Allan Kristenson. ROW
5: Kathleen (Popp) Boggess, Joy
Klemp, Smokey (Wyckoff) Nielsen,
Gracia (Nydahl) Luoma.
32 AUGSBURG NOW
Class of 1981
(L to R) ROW 1 (front): Ruth Muschinski, Karla (Morken) Thompson, Janna (Wallin) Haug, Mary Beamish, Molly Olson-Blomgren. ROW 2: Susan
(Dahlgren) Sackrison, Kirsten Schwappach, Maureen Webster, Kristine Johnson, Gaynelle (Webb) Buckland, Leann Rock, Barbara Gilbert, Janis (Blomgren)
Aune, Naomi (Christensen) Staruch.
35th Anniversary of
Metro-Urban Studies
Alumni enjoyed reuniting with former faculty and classmates at the
35th anniversary of Augsburg’s
Metro-Urban Studies program. Paula
(Brookins) Pentel ’78, warmly greets
Fran Torstenson, with professor
emeritus Joel Torstenson ’38 looking
on. In the background, professor
emeritus Myles Stenshoel talks with
Bruce Shoemaker ’81.
WINTER 2006-07 33
CLASS NOTES
1942
Chester and Ebba (Johnson)
Brooks, Duluth, Minn., celebrated their 60th wedding anniversary in June at Gloria Dei
Church in Duluth, surrounded
by family and friends. After more
than 32 years with the National
Park Service, they moved to
Duluth in 1983.
campuses, when the church grew
from 525 to 7300 members. He
and his wife, Bonnie (Bieri) ’67,
have four children, five grandchildren and two great-grandchildren.
1957
Jeanette (Olson) Locke, Inver
Grove Heights, Minn., has been
awarded a grandfather clock after
35 years of service as an H&R
Block employee. She and her
husband, Peter ’60, have lived in
both St. Paul and Scottsdale, Ariz.
children, reading, and golfing.
Lois is director of nursing at the
Burnett Medical Center.
Lowell “Zeke” Ziemann,
Phoenix, Ariz., met up with fellow Auggie Hall-of-Famer Lute
Olson ’56 at the booksigning for
Olson’s new autobiography, Lute!
The Seasons of My Life. Olson is
head basketball coach at the
University of Arizona.
1968
Janet Letnes Martin and
Suzanne (Johnson) Nelson
were awarded the Gold Pen
Award by Metro Lutheran newspaper at their annual dinner in
October, recognizing distinguished
service to Christ and the church
through significant contribution to
public communication. Their
book, Growing Up Lutheran, is the
basis for the currently-running play
Church Basement Ladies. In August,
Janet suffered the loss of her husband, Neil, who died following a
four-year battle with cancer.
1959
1943
The Rev. LuVerne “Red”
Nelson, ’46 Sem, New Hope,
Minn., celebrated the 60th
anniversary of his ordination as a
Lutheran pastor on August 4. He
served parishes in North Dakota,
Minnesota, and Wisconsin. Red
was married to Grace (Carlsen)
’45 and established a scholarship
for voice students in her memory.
He also set up a scholarship for
tuba players.
Gail Castor, Redwood Falls,
Minn., played one season of
Auggie football while a student.
In the Homecoming alumni football game this year, as the oldest
player on the field at age 75, he
made two plays towards the end
of the game, one of which ended
in a touchdown. His efforts were
showcased on several local television stations as well as in
ESPN’s Top Ten Plays of the Day.
He has every intention to play
again next year.
1948
Jeroy Carlson, Burnsville,
Minn., celebrated his retirement
on September 30 after 44 years
of service and was honored at a
reception in October. (See page 3.)
1951
1960
The Rev. Morris Vaagenes,
Shoreview, Minn., recently published Baptism: God’s Activity of
Grace at Kirk House Publishers.
For 38 years, he served as the
senior pastor at North Heights
Lutheran Church and played an
active role in the development of
the Roseville and Arden Hills
The Rev. Myron Carlson,
Grantsburg, Wis., celebrated his
retirement after 37 years as the
pastor of Grantsburg Faith
Lutheran Church. He also served
congregations in Clayton, Wis.,
and rural Clear Lake. Myron is
looking forward to traveling with
his wife, Lois, visiting their three
34 AUGSBURG NOW
1976
Jane Stritesky, Georgetown, Ky.,
has taken a new position at
Northern Elementary School as
elementary music specialist for
grades K through 5. She also
coordinates after school courses
in choir, piano, and guitar.
1963
Carol Ann (Erickson) Zwernik,
Minnetonka, Minn., was named
the Evangelical Lutheran Church
in America’s 2006-07 Director of
the Year, an award based on professional achievements and work
in implementing programs for
students, their families, the congregation, and community. She is
the pre-kindergarten director at
Calvary Lutheran Church.
1979
Linda Sue Anderson,
Minneapolis, received rave
reviews in the Star Tribune for
her performance as Big Mama in
Tennessee Williams’ Cat on a Hot
Tin Roof at the Minneapolis
Theatre Garage. The show sold
out in July and was extended
into September.
1982
Diane (Peterson) Kachel,
Woodbury, Minn., has become
assistant director for the newlyestablished Center for Lung
Science and Health at the
University of Minnesota. For
nearly 25 years she has been
actively engaged in lung-related
research and administration
across the academic industry and
government sectors. In her new
role she will focus on lung
research, education, and public
service for the prevention and
treatment of lung cancer.
1985
1991
Tom Terpening, Minneapolis,
appeared on TV’s Deal or No
Deal. Unfortunatly, he didn’t win
the big money, but says he and
his family enjoyed a wonderful
four days in Hollywood for the
taping.
Betty Christiansen, La Crosse,
Wis., became a published author
this fall. Her book, Knitting for
Peace, contains stories about
charity knitting organizations
around the United States, selfhelp knitting groups in countries
recovering from war, and other
folks who are using knitting to
help others around the world.
She hopes the book will inspire
others to pick up their needles
and knit one of the 15 projects
in the book for someone in need.
1986
Debra Balzer-Plagemann,
Roanoke, Va., and her husband,
Rob, welcomed a new daughter,
Sophia, in August.
Lisa Baumgartner, Sycamore,
Ill., recently received tenure and
promotion at Northern Illinois
University to associate professor
in the counseling, adult, and
higher education department.
1987
Barbara Blomberg, Princeton,
Minn., is one of four people
inducted into the Princeton High
School Activities Hall of Fame this
year. She teaches in the Princeton
district and served several years as
the head volleyball coach.
Patricia (Noren) Enderson, Elk
River, Minn., recently joined
Deloitte Services LP, a division of
the Deloitte & Touche LLP firms,
as a marketing manager. She can
be reached at pjend@aol.com.
1994
Michelle (Eaker) Steever,
Cranston, R.I., and her husband,
Frank, welcomed a son, Gavin,
on July 27. He joins big sister
Genevieve, 2.
“PSI House Girls,” graduates of 1982 and 1983,
celebrate a girls’ getaway weekend in June at
Izatys Resort.
(L to R) Lisa (Salmonson) Weatherhead, Marlene (Sorensen) Carr, Cindy
(Winberg) Sisson, Janice (Haselhorst) Hostager, Linda (Dibos) Graslewicz,
Terry Swanson (U of M graduate), Kris (Alexander) Korby, Jean (Lucas)
Horton, Terese (Borgstrom) Almquist.
Auggies at Jellystone
1989
Mark Limburg, St. Paul, has
been published by Concordia
Publishing House of St. Louis,
Mo., for his piano arrangements,
which have appeared in many
collections. Carols for Piano is his
12th published piece. Mark has
been named of one “Today’s Top
Writers” and “Today’s Top
Arrangers.” In 1999, he toured
England with David Soul and
Hugh Burns, the guitarist for
Paul McCartney and George
Michael. Mark is currently completing a CD of original contemporary compositions. You can email Mark at rachoven63@aol.com.
This group of Auggies (Classes of 1995, ’96, and ’97) and their families
celebrated their ninth annual summer outing at Jellystone Park in
Warrens, Wis. All living in the Twin Cites, they are able to get together
often and continue to add “future Auggies” to the clan. Their shirts
read, “First Annual Auggie 5K Walk, Run, & Crawl.” (L to R) Jodi Monson
’96, Gene Louie ’95, Dave and Natasha (Solberg) ’96 Sheeley and daughter Kaia, Brian ’95 and Jennifer (Cummings) ’96 Ackland and children
Ellie and Lucas, Brittany (Lynch) ’96 and Mike Jakubiec, Brooke (Manisto)
’96 and Erik ‘97 Reseland and daughter Elsa, Tom Shaw ’95 and
Stephanie Harms ’96 and daughter Madeline, Nate Markell (fiancé of
Jodi Monson), Dylan Nau ’97 and Wendy Laine ’96 and daughter Lydia,
Andy and Connie (Arndt) ’96 Clausen and children Adam and Aaron.
WINTER 2006-07 35
CLASS NOTES
Kari (Schroeder) Prescott,
Minneapolis, and her husband,
Scott, welcomed their second
child—a son, Soren Theophilus.
He was born on June 28 and
joins big brother Simon, 6. Kari is
a physician with a private practice
downtown and Scott is a middle
school music teacher in Chaska,
Minn.
1995
Tiffany Lynn (Peterson) Garzone,
Rocky Mount, N.C., and her
husband, Steven, have adopted
their first daughter, Natalie,
from China in May 2005. Tiffany
and Steven are both chiropractors and business partners at
Rocky Mount Chiropractic.
1999
Devean George, Dallas, Tex.,
signed a two-year contract worth
$4.2 million with the Dallas
Mavericks. In his first three years
in the league, he became the seventh player in the NBA to win
three championships. He leaves
the Los Angeles Lakers to join
the Mavericks.
Victoria Sadek, New Brighton,
Minn., teaches Honors
Humanities, 20th-Century
American Literature, and
Creative Writing in the English
Department at Mounds View
High School. She also directs the
fall and spring plays and just finished a production of It’s a
Wonderful Life, presented as a
radio broadcast, complete with
sound effects. For it, marketing
students created real “commercials” for local businesses that
benefited the theatre program.
Torma-Agrimson Wedding
Jenell Torma ’00 married Erick Agrimson ’98, on May 20 at Hoversten
Chapel. Jenell is currently a training facilitator at East Suburban
Resources in Stillwater and Erick is an assistant professor in the
Department of Physics and Sonography at the College of St. Catherine
in St. Paul. The couple lives in Roseville, Minn. (Front row, L to R) Prof.
Mark Engebretson, Prof. Ken Erickson ’62, Drew Monteith ’99, Kevin
Wipf ’98, and Larye Pohlman ’98. (Middle row, L to R) Matt Klatt ’01,
Justin Walker ’98, Jenell Torma ’00, Erick Agrimson ’98, and Eric Klatt
’98. (Back row, L to R) Kaydee Kirk ’98, Jessica Rivera ’01, Rachel
Oldfather ’02, Conie Borchardt ’98, Jennifer Warner ’98, Katie Bodurtha
’99, Lois Bordurtha ’73, Lois Agrimson ’60, and Melissa Pohlman ’00.
2001
Leah Carlson, Minneapolis, has
recently moved to Chicago, Ill.,
to become operations specialist
for Dominium Inc. Because the
company has properties in 14
different states, she will be traveling most of the time.
Bonner-Pavelka Wedding
Jessica (Norman) Hafemyer,
Northfield, Minn, and her husband, Eric, welcomed a daughter, Lauren Ann, on October 15.
Lauren weighed in at 9 lb., 4 oz.
and is 22 in. long.
1996
Anna (Lalla) Johnson,
Shoreview, Minn., and her husband, Todd, welcomed a daughter, Kate Morgan, on July 28.
She joins big brother Evan, 4.
36 AUGSBURG NOW
Rachel L. Oldfather, Fargo,
N. Dak., graduated from Luther
Seminary in May with a Master
of Divinity degree and was
ordained June 10. She is now
serving at Trinity Lutheran
Church in Moorhead, Minn., as
part of the Transition into
Ministry Program. She can be
reached at: Rachel@trinitymhd.org.
Lindsay Bonner ’02 married Matthew Pavelka ’02 on August 27, 2005, at
First United Methodist Church in Dallas, Tex. Matron of honor was
Solveig (Grafstrom) Harren ’02, and best man was Jacob Pavelka. Beth
Scott and Sara Seekins ’02 were bridesmaids, and groomsmen were
Jason Pavelka and Devin Fitzsimons. Flower girl was Madison Pavelka.
Ushers were Ryan Bonner ’08, Matthew Brutsche ’00, and Andrew
Gordon ’02. Matthew is a first-year medical student at the University of
Texas Medical Branch in Galveston, Tex., and Lindsay is a voice teacher
on faculty with the Galveston Island Arts Academy, and is currently performing in the East-End Theatre Company’s production of The Full
Monty.
Emily Maeder
(left) Beatrice and Benedick Deanne
McDonald ’04 played the feuding
Beatrice to Andrew Kraft’s Benedick in
Much Ado about Nothing, a production of the Traveling Players, a troupe
formed by McDonald.
(far left) Monster of Phantom Lake (L
to R) Josh Craig (as Professor Jackson)
and Deanne McDonald (as Elizabeth),
in a scene from The Monster of
Phantom Lake (2005).
Actor, director, costume designer
Deanne McDonald graduated in
2004 with a degree in theatre
arts. In the not-quite-three years
since then, she has appeared in a
surprise hit indie b-movie; started
her own acting company, starring
in its premiere production; and
directed her high school alma
mater’s theatre productions—in
between other theatre projects
and working a full-time job.
A year ago, after enjoying several
summer stints with Shakespeare
& Company, an outdoor repertory theatre in White Bear Lake,
McDonald decided to form her
own theatre company. She loved
doing Shakespeare outdoors,
where she says if feels “larger
than life,” and, along with her
sister and a group of fellow
Shakespearean actors, she put
together a company. Its name, the
Traveling Players, comes from the
description for Shakespeare’s own
actors who took their productions on the road when the theater closed to stop the spread of
the London plague.
For their premiere production
McDonald and the Traveling
Players chose Much Ado about
Nothing, which translates well for
a small cast and is quite portable.
McDonald served as producer
and costumer, and acted the role
of Beatrice. The play was performed last August and
September in Como Park, Eagan,
and Burnsville, with some of
their rehearsing done at
Augsburg in Murphy Square.
The Traveling Players’ interpretation of Much Ado about Nothing
included pop music and contemporary costumes, like camouflage
fatigues for Benedick, returning
from war. The production was
limited to an hour, with minimal
sets and an informal, intimate
outdoor setting—all trying to
more closely approximate the
experiences of Shakespeare’s own
audiences.
The turnouts were big, and even
without charging admission, the
costs for the production were
covered through donations.
McDonald’s most unexpected
recent acting success, however,
has come in a low-budget, ’50sstyle fake horror movie, The
Monster of Phantom Lake, created
by writer/director/producer
Christopher Mihm in homage to
his father’s love for the genre.
McDonald plays one of five high
school seniors enjoying a camping trip together in celebration of
their graduation. They fall victim
to a horrific, slimy monster—in
reality, a deranged war veteran
hermit who mutated into a monster from the nuclear waste that
had been dumped into the lake.
The movie was the realization of
Mihm and co-producer and star
Josh Craig’s lifelong dream to
produce a movie. With a digital
camera, at a cost of $1,500, they
brought back the experience—in
black-and-white—of movie-goers
during the 1950s who watched
an array of cheesy horror b-movies.
McDonald joined the cast after
responding to Mihm’s online
notice seeking actors for the fake
horror movie, and filming began
in the woods around the Twin
Cities. The film debuted in
March 2006.
Since then, The Monster at
Phantom Lake has been accepted
to numerous film festivals across
the country, won a number of
independent film awards, and
continues to grow a cult status
and play to sold-out audiences.
Last fall the film traveled with
care packages to Iraq and was
shown on Halloween to soldiers
at the air base.
Already Mihm has a sequel in
production, in which McDonald
has a cameo role.
McDonald’s most recent project,
as a part-time gig, was direction
of Look Homeward, Angel at
Henry Sibley High School, her
alma mater, in Mendota Heights,
Minn. On the production team
also was a fellow Auggie, set
designer Justin Johnson ’06. In
the spring, McDonald returns to
Sibley to direct The Boyfriend.
Last year McDonald’s work also
included another stage appearance in Wind in the Willows, with
New Breath Productions, a musical theatre learning collaborative.
Even with a busy theatre schedule, McDonald works full time at
TMP Directional Marketing, an
ad agency. She says the acting
experience enhances her work
there, especially in role-playing
techniques she uses for sales
training.
For information on upcoming
screenings of The Monster of
Phantom Lake featuring Deanne
McDonald, go to www.monsterofphantomlake.com.
—Betsey Norgard
WINTER 2006-07 37
CLASS NOTES
Laura Waldon and Emily
Brinkman were married on
Sept. 2 at the Inn at Castle Hill
in Ipswich, Mass. Emily graduated from Northeastern University
in Boston in August with a
Master of Science degree in
Physician Assistant Studies.
Laura is currently obtaining her
Master of Fine Arts degree in creative nonfiction writing from the
University of New Hampshire,
where she teaches First-Year
Writing and is the director of the
Online Writing Lab. The couple
lives in Salem, Mass.
Linnea Mohn, Minneapolis, and
her team, including David
Gillette and Rich Kronfeld from
the Comedy Central TV show,
Let’s Bowl, won this year’s 48Hour Film Festival. Their seven
minute short film Dangerous
Proximity was completed from
inception to delivery in 48
hours. The film can be viewed at
www.youtube.com.
Fellow Auggies in the wedding
party included Andi Slack ’07,
Becky Welle ’05, Amy Mackner
’04, Sarah Schultz ’04, Angela
Van Binsbergen ’05, Jon Fahler
’03, T.J. Bramwell ’03, Sam Gross
’03, Paul Amundson, Nick Slack
’02, and Joe Holman ’04.
2004
2003
Cherie Christ, Minneapolis, has
been promoted to director of
electronic communications at
Augsburg and is working over
the next six months on a major
study and redesign of the
Augsburg website.
Danielle Slack ’04 married John
Tieben ’03 on July 9, 2005, at
St. John Lutheran Church in
Belle Plaine, Minn., and spent
their honeymoon in Kauai,
Hawaii. Pastors Dave Wold and
Mark Johnson officiated at the
wedding.
Danielle is a third-grade teacher
in the Edina Public School
District, and John will graduate
in May from the University of
Minnesota School of Medicine.
They live in St. Louis Park, Minn.
38 AUGSBURG NOW
Kelly Chapman, Willernie,
Minn., received the Fashion
Design Award for Outstanding
Fashion Design Student. As one
of only 10 designers to participate in the Advanced Fashion
Design Program for the 2006-07
school year, her first collection
will debut at “FIDM’s Fashion
Gala” in February 2007.
Chad Darr, and his wife, Krista,
welcomed their first child, a
daughter, Addison Lynn, on
Sept. 8. Addison weighed in at 6
lb., 6 oz. and was 19 3/4 in. long.
Sara Kamholz, Maple Grove,
Minn., and her husband, Chad,
welcomed their first child,
Sophia Lyn, on Oct. 19, weighing in at 8 lb., 7 oz. and 20 1/2 in.
Katie Scheevel, Las Vegas, Nev.,
recently began teaching third
grade at Stanford Elementary
School. She can be contacted at
spicerisnicer24@yahoo.com.
2006
Justin Johnson, was set designer
for the fall play, Look Homeward
Angel, at Henry Sibley High
School in Mendota Heights,
sponsored by the Henry Sibley
Drama Club. He has recently
completed other sets, including
productions for Irondale High
School and In the Basement
Productions. He’s pictured here
with fellow Auggie Deanne
McDonald, who directed the
play. See page 37 for more on
Deanne.
2005
Katarzyna (Pruchnik) Niles,
Isanti, Minn., and her husband,
Joe, welcomed their first child,
daughter Helena Violet on July
14. She weighed in at 7 lb., 12
oz. and is 22 in. long.
Graduate Programs
Barry Vornbrock ’96 MAL, and
his husband, Ernest Lewis,
recently relocated to Palo Alto,
Calif. Barry accepted a position
with Stanford Univeristy Medical
Center as the director of IT
Systems Planning-Ambulatory
Care. Besides leading the technology efforts to implement a
new electronic health record, he
will also help Stanford Hospital
and Clinics develop a future
vision of their technology needs
as they grow their ambulatory
(walk in and walk out the same
day) services.
In Memoriam
Stella (Pederson) Eiermann
’30, Pacific Palisades, Calif., age
98, on May 31.
The Rev. Clifford M. Johnson
’34 (’30 Acad, ’39 Sem),
Bloomington, Minn., age 95, on
Oct. 12. He was a Distinguished
Alumnus and served Augsburg as
a fundraising leader, regent and
board chair, and director of
development.
Abner B. Batalden ’35,
Hanover, N.H., age 98, on Jan.
18. He traveled and worked
many years for the Lutheran
Church and Lutheran World
Relief, in social service agencies
and with refugee affairs. At
Augsburg he served as director
of alumni relations and as a
fundraiser; he was a
Distinguished Alumnus.
Wilhelm (“Bill”) Helland ’35,
Spicer, Minn., age 91, on Feb.
16.
Harold E. Mork ’38, Whittier,
Calif., on Nov. 24, 2005.
The Rev. Ormande Gordon
Tang ’41, Arden Hills, Minn.,
age 86, on July 14.
The Rev. Carl J. Carlsen ’43
(’46 Sem), Gig Harbor, Wash.,
age 85, on Sept. 3.
The Rev. Gerhard (“Giggs”)
Bretheim ’46 (’51 Sem), Edina,
Minn., age 78, on July 21 from
cancer.
Roald Nokleberg ’47, Duluth,
Minn., age 84, unexpectedly on
Oct. 12.
Mae Luhn ’50, Crossville, Tenn.,
age 82, on July 22 after a long
illness.
Aileen Okerstrom ’50,
Shoreview, Minn., age 78, on
Sept. 16.
Morris G. Jespersen ’57, Little
Canada, Minn., age 76, on Feb.
8 after a long battle with cancer.
Jack R. Norman ’59, Pennock,
Minn., ate 73, unexpectedly on
Aug. 6.
Gerald L. Peterson ’61,
Owatonna, Minn., age 66, on
Sept. 1.
SEND US YOUR NEWS AND PHOTOS
Please tell us about the news in your life, your new job, move,
marriage, and births. Don’t forget to send photos!
For news of a death, printed notice is required, e.g. an obituary,
funeral notice, or program from a memorial service.
Send your news items, photos, or change of address by mail to:
Augsburg Now Class Notes, Augsburg College, CB 146,
2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to
alumni@augsburg.edu. You can also submit news to the Augsburg
Online Community at www.augsburg.edu/alumni.
Full name
Philip M. Dyrud ’64,
Newfolden, Minn., age 67, on
Sept. 18.
Maiden name
Carolyn (Hove) Dyrud ’65,
Maple Grove, Minn., age 62, on
Sept. 24, 2005, from cancer.
Street address
John A. Bruntjen ’68, Wayzata,
Minn., age 63, on Nov. 3 from
cancer.
Is this a new address? ❑ Yes ❑ No
Michael Manz ’70, Spokane,
Wash., age 58, on Nov. 1 of a
heart attack.
E-mail
Mark J. Zachary ’83, Savage,
Minn., age 45, unexpectedly on
July 22.
Employer
Kathrynn Mae Powell ’01, student in the Master of Arts in
Nursing program, Rochester,
Minn., age 47, on Oct. 22 following an accident.
Work telephone
Jason B. Mulligan ’02, St. Paul,
age 28, on Aug. 18 of ALS.
Spouse’s name
Class year or last year attended
City, State, Zip
Home telephone
Okay to publish your e-mail address? ❑ Yes ❑ No
Position
Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No
If yes, class year
Maiden name
Luverne (“Vern”) Carlson,
Edina, Minn., age 86, in July.
Your news:
Robert Clyde, Crystal, Minn.,
age 79, on Jan. 9. He was associate professor and institutional
research analyst at Augsburg for
31 years until he retired in 1998.
WINTER 2006-07 39
Stu Stoller, professor of accounting, maintains active
ties with universities in Poland and the Czech
Republic, where has collaborated to develop curriculum, teach seminars, and establish a small-business
incubation center.
a national promotion board that oversaw the
“Got Milk” advertising and promotion program. His industry experience amplifies business theory in the classroom.
Professor Stu Stoller owned his own CPA
practice before going through what he calls
“a mid-life change in careers.”
Prior to joining Augsburg, Assistant
Professor Marc Isaacson worked at Innovex
Inc. in Maple Plain in various quality/engineering roles, including the launch of Flex
Suspension Assemblies into high volume
manufacturing. This took him to Asia frequently as he dealt with issues in global engineering, development, and customer service.
Nora Braun joined the department in
1997 with 20 years of information technology industry experience, most recently with
Electronic Data Systems and National Car
Rental.
Clarke was introduced to Augsburg
when Braun, a colleague, informed him of an
opening in Management Information Systems
(MIS). Clarke had worked for the EDS
26 AUGSBURG NOW
Corporation and National Car Rental System,
Inc., where he served as a software development manager, senior programmer/analyst,
and project leader. “I brought with me a corporate culture, but it was not long before it
became obvious that it was very different
here.”
All of this gives students a better idea of
what to expect in the “real” world. Ana
Chilingarishvili, a senior international relations major from the country of Georgia,
says, “Professor Zapp shared with us all kinds
of experiences she has had in her professional career which enhanced my understanding
of the concepts covered in the textbook and
showed how they can be applied to real-life
situations.”
“It’s paramount that you do what you
teach,” says Stoller. “It’s one thing to be an
academic and understand the philosophy
and the theory, but people become practitioners when they graduate from here, so
they need to understand the rules of practice.
One of the things that experience does is to
give you that practical experience… [What] I
think I give to students that they enjoy are
my stories of what is out there in the trenches of the world.”
GIVE CREDIT WHERE DUE
Cerrito credits the character of the business
department to Amin Kader, who founded it
(formerly it was combined with economics)
and served as department chair for 16 years.
“Faculty are here because of Amin’s leadership and drive. He was very successful at
establishing a culture where all members of
the department are treated with dignity and
respect.”
“When I interviewed here, Amin Kader
was the chair at the time,” recalls Stoller, who
grew up in a Jewish New York City family.
He remembers his family telling him, “‘You
mean you’re teaching in a Lutheran school,
and your boss is Egyptian?’ They said, ‘Boy,
you’re in trouble.’”
“When I got here [in 1990] and saw the
amount of diversity in the department, I
wondered if we would all work well together,” remembers associate professor Lori
Lohman, who is a self-described Midwestern
Protestant. “In a short period of time it
became apparent to me that this would be
the best place I would ever work. My coworkers are exceptional. We support each
other. We respect and value our differences.”
“For me, it would be hard to work in a
department where only one culture was represented,” says Zapp.
CREATE INTERNATIONAL EXPERIENCES
The business faculty have actively crossed
borders for their teaching and research—
especially in Central and Eastern Europe.
In 1991, following a trade exhibition in
Pozan, Poland, Cerrito went to Warsaw and
met the vice-mayor of the city of Lublin, who
was also a professor at Catholic University.
“He invited me to visit the campus and meet
with professors. That really started
[Augsburg’s] relationship with Catholic
University and working with Solidarity, the
free trade movement, and privatization
issues. I then brought in Amin [Kader] and
Stu [Stoller].”
Cerrito and Kader were invited by
Catholic University’s dean to develop management degree programs and work with the
university’s faculty to assist them in privatizing state industries. Cerrito and Kader were
also asked to serve as guest lecturers.
In 1996, Stoller was invited to Catholic
University to set up curriculum and to teach
a seminar for financial auditing. “My grandfather came from Poland, from Krakow, and so I
figured I could visit on the way… I knew
nothing about Poland. The only thing I knew
were the black and white newsreels from
World War II… I thought Poland was black
and white.”
Stoller later returned to Catholic
University to set up curriculum and teach sem-
inars in Audit, and Mergers and Acquisitions.
“I learned a lot about different perspectives,
different point of view. It took me out of my
comfort zone and really gave me an education,” Stoller recalls. “But I figured, this cannot
end here, so I asked my colleagues here [at
Augsburg], if they had any connections in central Eastern Europe.”
It turned out that business/MIS professor
Milo Schield’s son was teaching in the Czech
Republic. He connected Stoller with the associate director of intercultural studies at Palacky
University in Olomouc, Czech Republic.
Stoller’s offer to help resulted in his
“thumbprint” on the Czech professor’s financial project over the Internet. This led to a sabbatical, during which time Stoller created an
incubation center for small business in the
community.
Stoller then created a course for Augsburg
students, “The Czech Republic: Social and
Cultural Impact of the Emerging Free Market
Economy,” which integrated history, culture,
and economics. In January 2001, he took 17
students to the Czech Republic for the first
time.
Students met with business leaders, workers, and citizens to discuss the impact of the
privatization process and the development of
capitalist enterprises in the ex-communist
country. The course has evolved since 2001,
but Stoller continues to lead student groups
to the Czech Republic.
Stoller was later invited to set up a similar program in Prague. Stoller has taken students there in 2003 and 2005 and will return
this year.
“Nothing can change you in three weeks
as fast as an experiential education,” Stoller
asserts. “Four years of college don’t change
you as much as three weeks in Prague.”
MAKE WIDER CONNECTIONS
In the mid-’90s, a connection with Russia
was established when Cerrito joined with
political science professor Norma Noonan to
present lectures at and facilitate an exchange
of professors with the State Academy of
Management in Moscow.
In May 2004, President William Frame
and Zapp visited the University of Ljubljana,
Slovenia, to rekindle an exchange program
with Augsburg. Several other business faculty,
including Clarke and Kader, have also visited
Slovenia. The department has hosted four
professors and the country’s prime minister,
Dr. Janez Drnovsek.
On that same trip, Frame and Zapp also
visited Krakow University of Economics,
Zapp’s alma mater. A year later, an exchange
agreement was signed between Augsburg and
Krakow University.
Last summer, through another faculty
connection, Stoller and associate professor
Kathy Schwalbe taught a course in Karlsruhe,
Germany, including four Augsburg students
and 14 students from the Berufsakademie.
More recently, Stoller has developed curriculum, discussed business cooperations, and
has given lectures in Shanghai, China. An
exchange of business programs is being considered as part of ongoing College discussions.
IN SUM
Stoller says his colleagues “tell about their
lives, they bring in their food—it’s wonderful. They talk about their experiences … you
can call up somebody like my friend Ashok
and talk about Indian culture, or Muslim culture, or whatever. It just adds a breath and
depth and experience to the department. We
all work with each other on a professional
basis and rejoice in each other’s differences.”
“It’s outstanding that we have this diversity,” says Kramarczuk. “We’re all God’s children. I’ve seen people die because of their
nationality. When I came into New Orleans
in the early ’50s, I couldn’t understand when
I would get on a bus, why an older black
woman would have to get up and give me
her seat.”
In the words of Lohman, “My colleagues
have expanded my world. It’s been fabulous.”
“We bring to the class very different
worlds,” says Zapp of her colleagues. “We
represent different cultures, different countries, different religious beliefs… The benefits
are immeasurable.” Ⅵ
The Department of Business Administration has
24 full-time faculty, more than 35 part-time faculty, teaching over 700 undergraduate and 300
graduate students.
MBA director Bob Kramarczuk, whose family immigrated to the U.S. after fleeing Ukraine, has enjoyed a career as
an international consultant and is an academician in the Ukrainian Academy of Sciences.
WINTER 2006-07 27
VIEWS
Icons of an Inauguration
THE SCHOLARLY SYMBOLS
College seals are common inauguration
icons and appear on the many official
congratulations and certificates
President Pribbenow received from his
colleagues across the country. Nearly
50 of these colleagues attended the
inauguration.
THE BOW TIE STYLE
Paul Pribbenow adopted the bow tie on a daily
A giant red bow tie anchored the “President Bush”
Bow ties, again, on the buttons that Student Senate
basis after learning to tie many of them for black
outside of Christensen Center, designed by a team of
distributed across campus during inauguration week.
tie events in his work at the Art Institute of
students led by junior Ben Katz.
Chicago. He believes he currently has more than 50
bow ties in his wardrobe.
THE STUFF
From printed programs to food and coffee, lots of visuals recall this festive
week. The Event Services Office reports that approximately 800 Augsburg
“A” cookies were served at the inauguration reception.
40 AUGSBURG NOW
CALENDAR
For music information, call 612-330-1265
For theatre ticket information, call 612-330-1257
For art gallery information, call 612-330-1524
Note: The Gage Family Art Gallery will close in Lindell Library on Feb. 16. A new
Gage Family Art Gallery will open in the Oren Gateway Center in August.
March 7
faith@work! breakfast series
FEBRUARY
Tim Geoffrion, executive director,
Family Hope/TreeHouse
7 a.m.—St. Philip the Deacon
Lutheran Church, Plymouth, Minn.
www. spdlc.org
Through February 16
“In the Secret Place,”
by Arlene Burke-Morgan
Gage Family Art Gallery,
Lindell Library
Artist talk, Feb. 8, noon,
Minneapolis Room, Christensen
Center
Through February 16
Photographs by Aviel Goodman
Christensen Center Art Gallery
February 2–11
Twelfth Night, by William
Shakespeare
Guest directed by Barbra Berlovitz
Feb. 2, 3, 8, 9, and 10 at 7 p.m.
Feb. 4 and 11 at 2 p.m.
Tjornhom-Nelson Theater
February 8
Theatre Artist Series
March 13–16
Aloha, Say the Pretty Girls, by
Naomi Iizuka
February 26-27
Visiting Artists from Japan
Guest directed by Steve Bussa
7 p.m.—Foss Studio Theater
Bidou Yamaguchi (Master Noh Mask
Carver) and Ayomi Yoshida
(Designer, Printmaker, Installation
Artist)
March 25
Augsburg Choir home concert
Feb. 26, Bidou Yamaguchi carving
demonstration
9:10–10:10 a.m., with guest
Matthew Welch, curator of Asian art,
Minneapolis Institute of Arts
11 a.m.–noon, with Martha Johnson,
professor of theatre arts
Marshall Room, Christensen Center
“Technical Direction at the Guthrie
Theater,” Craig Pettigrew, technical
director, Guthrie Theater
1:30–3 p.m.—Tjornhom-Nelson
Theater
Feb. 27, Ayomi Yoshida presentation
9:40-10:40 a.m.
Marshall Room, Christensen Center
February 9
Theatre Artist Series
MARCH
“South Indian Dance:
Bharatanatyam,” Ranee Ramaswamy,
artistic director, Ragamala Music
and Dance Theater
11 a.m.–noon—Tjornhom-Nelson
Theater
February 21
Reading by ACTC visiting writers
Ingrid Wendt and Ralph Salisbury
7:30 p.m.—Hoversten Chapel
March 2
2007 Batalden
Seminar in Applied
Ethics and 25th
anniversary of the
Center for Global
Education
Jorge Bustamante,
president and
founder of El Colegio de la
Frontera Norte
10 a.m.—Hoversten Chapel
612-330-1180
March 6
Theatre Artist Series
“Stage Movement Using Viewpoints
as Developed by Anne Dogart,”
Randy Reyes, actor/director
9:40–11:10 a.m.—Tjornhom-Nelson
Theater
February 23–March 30
“Listen: A Pilgrimage in Watercolor
and Ink,” by Tara Sweeney
Christensen Center Art Gallery
Opening reception, Feb. 23,
5:30–7:30 p.m.
Artist talk, March 9, 4 p.m.
March 6
Theatre Artist Series
“The Scenic Artist,” Mary
Novodvorsky, scenic artist
1:30–3 p.m.—Tjornhom-Nelson
Theater
7 p.m.—Hoversten Chapel
March 28
Theatre Artist Series
“Issues of Race and Ethnicity in
Asian American Theatre,” Josephine
Lee, director, Asian American
Studies Program, University of
Minnesota
11 a.m.–noon—Tjornhom-Nelson
Theater
April 9-May 6
All-Student Juried Art Exhibition
All-Student Juried Art Exhibition
Award Winners
Christensen Center Art Gallery
Opening reception, April 13, 5-7 p.m.
Awards presentation, April 13,
5:30 p.m.
April 11
Theatre Artist Series
“A History of Mu Performing Arts in
Regard to Contemporary American
Theatre,” Rick Shiomi, artistic director, Mu Performing Arts
11 a.m.–noon—Tjornhom-Nelson
Theater
March 29
Theatre Artist Series
April 12
Theatre Artist Series
Bain Boelke, Jungle Theatre
11:50 a.m.–1:20 p.m.—TjornhomNelson Theater
“Creating Original Work,” Shawn
McConnologue, artistic director of
Shawn McConnologue and her
Orchestra
11:50 a.m.–1:20 p.m.—TjornhomNelson Theater
APRIL
April 1
Masterworks Chorale concert
4 p.m.—Hoversten Chapel
April 3
Theatre Artist Series
“The Production Notebook:
Directing Pericles from Start to
Finish,” Joel Sass, freelance director/designer
9:40–11:10 a.m.—Tjornhom-Nelson
Theater
April 13-22
The Threepenny Opera, by Bertolt
Brecht; music by Kurt Weill
Faculty directed by Darcey Engen
Music direction by Sonja Thompson
April 13, 14, 19, 20, and 21 at
7 p.m.
April 15 and 22 at 2 p.m.
Tjornhom-Nelson Theater
April 15
Augsburg Orchestra concert
7 p.m.—Hoversten Chapel
April 4
faith@work breakfast series
April 16
Sverdrup Visiting Scientist Lecture
“Grace at Work” panel
7 a.m.—St. Philip the Deacon
Lutheran Church
www.spdlc.org
“The Exploration of Planetary
Systems,” Fran Bagenal, professor of
astrophysical and planetary sciences,
Laboratory for Atmospheric and
Space Physics, University of
Colorado
8 p.m.—Hoversten Chapel
612-330-1180
WINTER 2006-07
Advent Vespers 2006
The 27th Advent Vespers filled
the majestic Central Lutheran
Church for four services of
music and liturgy to begin the
Advent season. For the first
time this year, Central
Lutheran’s new carillon bells
were an added dimension to
the music of the three
Augsburg choirs and Vespers
Orchestra.
— Stephen Geffre, photographer
2211 Riverside Avenue
Minneapolis, MN 55454
Non-Profit Org.
U.S. Postage
PAID
Minneapolis, MN
Permit No. 2031
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AUGSBURG
COLLEGE
AUGSBURG I N THE SUMMER
SUMMER SESSION INFORMATION
Augsburg College offers a varied summer curriculum that includes courses in
13 academic disciplines as well as internships and independent studies.
Co... Show more
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AUGSBURG
COLLEGE
AUGSBURG I N THE SUMMER
SUMMER SESSION INFORMATION
Augsburg College offers a varied summer curriculum that includes courses in
13 academic disciplines as well as internships and independent studies.
Course loads in Summer Session:
Students may take up to 2.0 credits in each
summer session (3.0 credits if the Cum.
GPA is 3.00 or better). However, the total
credit load for Day/W!3URochester/United
students between Spring WEC and
Summer Session I cannot exceed 2.0
credits (3.0 credits if the Cum. GPA is 3.00
or better). Additionally, total credit load
between Summer Sessions I and I1 and
Summer Online cannot exceed 2.0 credits
at any one time (3.0 credits if the Cum.
GPA is 3.00 or better). Students desiring to
exceed these limits must petition the
Student S~andingCommittee prior to
registration. Unless otherwise indicated, all
courses carry a value of 1.0 course credit.
One Augsburg course credit is the
equivalent of four semester credits or six
quarter credits.
A detailed listing of courses begins on page 8.
Summer Session I
May 27 to June 27
Summer Session I1
lllly 8 to August 8
Summer Online
June 23 to August 29
ABOUT AUGSBURG
Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis,
and affiliated with the Evangelical Lutheran Church in America. The small college
environment, about 3,000 students during the academic year, is enriched by the many
opportunities found in this vibrant metropolitan area. Augsburg's setting allows
studenls to participate in a host of cultural and recreational activities.
.be
",L,,",
the H l g b r kesmlnlgemb&on
MEMBER
Hilgher Leanllng
l h C 4 North Cenbrdl
AssochatIan
Augsblirg College, as affirmed ill its mission, does not discrin~inateon the basis ojrace, colol; clred,
I-eligion,national or ethnic 01-igi11,age, gendel: sexual orientation, marital status, status with I-egard to
public assistai~ce,or disability in its eclucatiol~policies, adlt~issiol~s
policies, scholarship and loan
programs, athletic altdloi- school admil~istel.edprograms, except in those il~stanceswhelr I-eligioi~
is a
boi~ajideoccupatiol~al
qualiJicatio11. Augsburg College is committed to providing reasoi~able
accom~nodationsto its employees and its studel~ts.
Augsburg general education:
Courses fulfilling Augsburg's Liberal Arts
Perspectives, Core Curriculum, and
Graduation Skills requirements are so
noted along with the description of the
course.
Course levels:
The first digit of the three-digit course
number indicates the course level. Course
numbers beginning with a "1" or "2" are
lower division courses and are intended
primarily for freshmen and sophomores;
course numbers beginning with a "3" or
"4" are upper division and are primarily for
juniors and seniors.
Independent study:
Independent studies may be arranged in
consultation with individual faculty
members.
Internships:
In addition LO those listed, internship
opportunities may be arranged individually
during the summer. Academic internships
are carefully planned, work-based learning
experiences, supervised and evaluated by a
faculty member. Consult the Center for
Service, Work, and Learning,
612-330-1148, for more information.
Employer reimbursement:
Students who qualify for reimbursement
from their employers may use their
reimbursement to pay for Summer Session
courses.
Housing:
Students who need housing may contact
the Residence Life Office, 612-330-1488.
I NF0 R MAT I0 N
Additional in€ormatioumay be
obtained at: www.augsburg.edu/summer
AugSburg
Campus Box 143
221 ~iversideAvenue
Minneapolis, MN 55454
1^
For registration or financial questions:
612-330-1046 (Enrollment Center)
lzOr questions relaled to courses:
612-330-1025 (Academic Advising)
Eligibility:
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
sludenls admilled for the next fall term,
are eligible to attend Augsburg's Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dismissed by that
institution.
Students accepted for Summer Session are
not automalically granted admission as
regular students of Augsburg College.
Those wishing to begin a degree program
at Augsburg should apply to the Office of
Undergraduate Admissions,
612-330-1001, or the Augsburg for
Adults Admissions Office, 612-330-1743.
i
TO REGISTER
f
1
1I
I
I
'L
All students may begin to register for
Summer Session courses on April 17. Web
registration will remain open until
May 2 (Session I) and June 6 (Session
11). Web registration hours will be 8:30
a.m.-ll:59 p.m. daily Augsbul-gstudents
are encouraged to use web registration.
Non-Augsburg students most register in
person at the Enrollment Center between
8:30 a.m.4:30 p.m. M/W/F (8:30 a.m.-6
p m. TlTh). The Enrollment Center is
located in Sverdrup Hall. We recommend
that you schedule your courses as early as
possible.
C H A N G E I N
R E G I S T R A T I O N
Many courses fill early and courses with
low enrollments will be cancelled one
week before the hrsl day of the session.
Studen~swho decide to cancel their
registration prior to the first day of the
session must complete a drop/add form at
the Enrollment Center (this must be done
in person). There is a charge of $100 for
each course cancelled.
If a discrepancy is found between his
catalog and course information found
through AugNet, AugNet should be
considered the most current and, thus,
A late fee of $100 will be assessed for
students who register after the first day of
the term. No Session I registrations will be
accepted after June 1. No Session I1
registrations will be accepted af~erJuly 12.
No Summer Online registrations will be
accepted after June 29.
i
L !
'
cOrrect~
Students registering for Summer
Session I must complete their
registration by May 23. Signature of the
instructor is necded to add a class af~er
the first day of class.
L
Students registering for Summer
Session I1 must complete their
registration by July 7. Signature of the
instructor is needcd to add a class after
the firs1 day of class.
For refund information, see the Schedule
of Refunds on the next page.
SUMMER 2008
session I
session II
summer online
Registralion bcgins
April 7
April 7
April 7
Web registration closes
May 2
June 6
June 6
Balance of tuition due
May 27
July 8
July 8
Classes begin
May 27
July 8
June 23
Last day to:
Register (Without late fee)
May 23
July 7
June 20
May 30
July 11
June 27
Drop class without notation
May 30
July 11
June 27
Change grading option
June 13
July 25
August 1
Withdraw from class
June 13
July 25
August 1
Classes end
June 27
August 8
August 29
Grades due in registrar's office
July 7
August 15
September 8
Register
(Added latefec of $100.
Signature of i~zstructorneeded;
no i-egistrations will be
accepted after this dale)
Schedule of Refunds:
The rollowing refund schedule is based on the percentage of class time remaining on the
dale of the students official withdrawal from class. This applies to all students who drop
one or more courses during each Lerm.
I
Students registering for Summer
Online must complete their
registration by June 20.
Augsburg students will be billed through
Student Accounts. Non-Augsburg students
must pay 50% of tuition at the time of
registration. All students must be paid
in full by May 2 7 for Summer Session I
and July 8 for Summer Session I1 and
Summer Online. Augsburg students
who have unpaid balances from
previous terms must pay these
balances before they may register for
Summer Session.
Percentage of class time remaining after official drop or wilhdrawal
and amount of refund:
100% to 90% remaining: full refund (minus 5100 administralive fee)
89% to 50% remaining: refuncl equals the percentage of term remaining
49% or lcss remaining: no refund
This refund schcdule is eifeclive whether or not a studenl has attended classes. Please
allow two weeks [or tuition and possible financial aid adjuslments LO be finalized. If a
crcdil balance remains on the sludenl's account, a credil refund check will be issued at
~ h a Lime.
l
I
COSTS
Tuilion rates for 2008 Summer Session
courses:
$1570 for full-credit courses
MAP OF AUGSBURG
WEC sludenls enrolled in Summer Session
11 or Suinmer Online may be eligible for
financial aid if their course load is at least
1.0 credit.
$785 for half-credit courses
Audits are charged at [he Luilion rates
lisled above.
F I N A N C I A L A I D
Eligibility for Summer Session
attendees
Studenls who maintain half-time status (as
defined by the prograin in which they are
enrolled) arc cligible to apply for financial
aid.
Day program
Students enrolled in either Session I or 11,
or both Sessions combined may be eligible
LO apply for financial aid if their course
load is at least 1.5 credits over the two
sessions.
To apply
The only forms of financial aid available
for Summer Session attendees arc the
Federal Pell Grant, the Minnesota State
Grant (for students who meet eligibility
requirements) and student loans. Visit the
enroll men^ Center website to download an
application form:
www.augsburg.edu/enroll. The financial
aid priority deadline for Suminer Session is
May 15,2008.
?
7th Street S.
Augsburg Employee Tuition Benefit
Faculty and slaff of the College and heir
dependents who are eligible for the
maximum Luition benefit will receive a 60
percenl discount on Suinmer Session
tuition.
program
For W C students enrolled in spring
trimester, no aid is given for Suinmcr
Session I as it runs concurrently with the
WEC spring triinestei-.
-Interstate
WLL
Buller Place
rn
94 West
II
I
C O L L E G E M A P INFORMATION
1. Ccntcr for Counseling nod Iledlth
Promotion
2. Aughbnrg for Adults Admissions
3. Air Strncturc Entrancc
(November through March)
4. Edor-Nelson Atllletic
Field and Seasonal Air Structure
5. Christcnsen Center and
Day Admissions
6. Barnes &Noble at Augsburg Collcgc
7. Foss, Lobeck, Miles, Centcr for
Worship, Drama and Co~nrnunicntion
8. Sverdrup Hall
9. Husby-Strommcn Tcnnis Courts
10. Icc Arcna
11. Marketing and Communication
12. Lindcll 1,ibrary
13. Maintcnancc a i d Grounds Shop
14. Mortcnscn Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. Luther I-Iall
For detailed driving directions visit:
www.augsburg.edu/about/directions. htinl
lnlerstate 94 East i
-
nrry\
~l>iyblllly
19. Old Main
20. Anderson Hall
21. Q ~ a d
22. Scicncc Hall
23. Public Safcty Com~nunicationsCcntcr
24. Shipping and Receiving
25. Mclby I-1x11
26. Svcrdrup-Oftcdal Mcmorial Hall
27. Ur~icssHall
28. Kcnncdy Ccntcr
29. Orcn Gatcway Centcr
PARKING INFORMATION
A. Visitor Parking
B. Rcsidcnt Parking
C . Commatcr Parlung
D. Faculty/Staff/Commuter/liesident l'nrking
E. Rcsidcnt Parking
F. Rcsidcnt Parking
G . FacultylStaff Parking
J. Fnculty/Steff Parking
K. Co~lunuterParking
L. l?aculty/S taff/Com~nuterP'lrking
M. U of M , l~nirvicwParking Ramp
I
MAY 27-JUNE 27,2008
Please refer to Inside Augsburg Records and Registration for the latest information
on the room assignments for classes.
pen, and camera. Emphasis will be placed on
visual communication and expression.
Prereq.: Any ART, MIS or CSC course
I N D I A N
Web Design I
AIS 105-S
Introduction to
American Indian Studies
ART 215-S
Weston
This course is intended to introduce studenls LO
American Indian Studies. Concepts and topics
to be covered include, among others, history,
language, culture, literature, policy, images,
contemporary issues, and the arts. Minnesota
, ' Indians will be emphasized where appropriate,
Bowden
This course explores the theory and practice of
multimedia and digital design. Emphasis will be
placed on the development of effectively
designed, valid, and accessible websites.
PerspectivehkilVlAF: LAF in Fine Arts
8:30 a.m.-noon T, Th
A R T
This course addresses the designed
environment, the intentionally designed places
in which we live. We will investigate
architecture, landscape architecture, urban
design and urban history; class sessions consist
almost exclusively of walking tours and site
visits to prominent examples of design
excellence and historical significance.
ART 102-S
Design
Holmgren
A study of design is the unifying foundation for
he visual arls. Two- and three-dimensional
projecls demonstrate theory and application of
basic design elements and principles.
Perspec~ivdSkilVLAF:Aesthetics Perspective;
Speaking Skill; LAF in Fine Arts
Anderson
Prereq.: none for 249; ENL 111 for ART 349
PerspectivdSkilVLAF:Aesthe~icsor Cily
Perspective; Writing Skill (ART 349 and HIS 349
only); LAF in Fine Arts (ART 249; HUM for
HIS 249)
1 4 : 3 0 p.m. M, W
ART 315-S
ART 132-S
Photography
Boecher
The camera will be used as a 1001 for visual
creativity and expression using black-and-white
photographic processes. Students need access LO
a 35 mm, single-lens reflex camera. Estimated
cost of film, etc.: $200-225.
Perspec tivdSkilVLAF: Aesthetics Perspective;
LAF in Fine Arls
6-9:30 p.m. M, W
ACC 2 2 1 4
Principles of Accounting 1
Stoller
Introduction to business activities. basic
concepts and fundamentals of accounting, the
accounting cvcle, and ureuaration of financial
statements.
-
2
L
Web Design 11
Bowden
BUS 200-S
Exploring Business as a Vocation
Furia
This course is intended to introduce students to
the possibility of pursuing a career in business
as a vocational calling. In this course students
will be exposed to key areas of business
operations including management, marketing,
management information systems/technology,
-.
finance, accounting, and international business.
6-9:30 p.m. M, W
Principles of Management
I? Cerrito
Development of the theory of management,
organization, staffing, planning, and control
The nature of authority, accountability, and
responsibility, analysis of the role of the
professional manager.
BUS 340-S
Prereq.: ART 215 or consent of instructor
Human Resource Management
8:30 a.m.-noon T, Th
Personnel function in business, acquisition
and utilization of human resources; desirable
working relationships; effective integration of
the worker with the goals of the firm and
soclety.
Digital Imaging
Bowden
Exploration of the creation of visual images
using the compuler as a paint brush, pencil,
CHM 1001102-S
Chemistry for Changing Times
Gyberg
This course in~roducesbasic chemistry concepts
in the context of numerous science-based issues
in our lives, with the goal of students acquiring a
basic understanding of the science behind issues
present and in the future. NOTE: CHM 100 is
lecture only and CHM 102 includes a two-hour
laboratory following lecture each class day
Prereq.: MPG 2
PerspectivdSkilVLAF: Natural World 1
Perspective (CHM 102); Natural World 2
Perspective (CHM 100); LAF in Natural Science
and Mathematics (LAB for CHM 102)
8:30 a m.-noon (lecture); 12:30-2:30 p.m. (lab)
T, Th
C O M M U N I C A T I O N
S T U D I E S
BUS 242-S
Exploration of the latest technologies used in
the theories and practice of animalion,
interactive programming, and advanced digital
design.
ART 340-S
C H E M I S T R Y
A
1 4 3 0 p.m. M, W
Designed Environment
Kapoor
Prereq.: ECO 112 or 113, ACC 221, and MPG 3
B U S I N E S S
A D M I N I S T R A T I O N
ART 2491349-S (with HIS 2491349-S)
Perspective/Skill/LAF: Intercultural Awareness 1
Perspective, LAF in Humanities
Financial Management
The course includes financial statement analysis,
risk and return, securily valuation, capital
management.
8:30 a.m.-noon M, W
A M E R I C A N
S T U D I E S
FIN 331-S
COM I l l - S
Public Speaking
Lapakko
The course focuses on speech preparation,
organization, audience analysis, style, listening
and overcoming speech fright.
PerspectiveLSkilVLAF: Speaking Skill; LAF in
Humanities
6-9:30 p.m. T, Th
J. Cerrito
Prereq.: BUS 200 or BUS 242 or consent of
instructor
COM 354-S
Interpersonal
Communication
Lapakko
A study of the dynamics of human interaction
~hroughverbal and non-verbal messages;
emphasis on factors that build relationships and
help to overcome communication barriers.
I
COM 495-S
Topics: Environmental
Communication
Chamberlain
A special topics course thal introduces the field
of environmental communication. Students will
explore different environmental messages and
the various ways to analyze these messages.
6-9:30 p.m. M, W
for teachinglleaming situations. Computer
training will be included in this course.
G E N E R A L
9-11:30 a.m. M, W
Co-op Work Experience
EED 203-S
Physical Science for
Elementary Teachers
Gregoire
This course focuses on MSEP physical science
outcomes for K-5 licensure: properties
of and
.
changes in matter; posilion, motion and force;
light, heat, electricity and magnetism; and kinds
of and ways to transfer energy Students conduct
hands-on physical science explorations, review
student misconceptions, create demonstrations,
a K-5 lesson plan, and a science fair project. This
course does not meet Augsburg's undergraduate
science lab requirements for graduation.
-
E C O N O M I C S
ECO 112-S
Principles of Macroeconomics
Gilsdorf
An introdnction to macroeconomics: national
income analysis, monetary and fiscal policy,
international trade. Application of elementary
economic theory to current economic problems.
May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order.
Prereq.: Must be Elem. Ed. major or licensureseeking
Prereq.: MPG 2
E N G L I S H
ENL 223-S
1 4 : 3 0 p.m. M, W
Writing for Business
and the Professions
ECO 113-S
Gilsdorf
An introdnction lo microeconomics: he ~heory
of the household, firm, market structures, and
income distribution. Application of elementary
economic theory to market policy. May be laken
independently of ECO 110 or 112. ECO 112
and 113 may be taken in eilher order.
Prereq.: MPG 2
This practical course is designed to improve
writing skills for those entering business and
professional careers.
Prereq : ENL 111 or 112, or HON 111
Perspective/SkilVLAF: Writing Skill
E D U C A T I O N
EDC 220-S
Erickson
Psychological and philosophical dimensions of
communication through the use of instructional
technology. Selection, preparation, production,
and evaluation of effective audio-visual materials
Outdoor Education (.5 credit)
Olson
The GST 009 Co-op Work Experience is a noncredit option for the Augsburg Experience. This
option utilizes students' employment related to
their major, and through reflection links oncampus learning to the constituency goals,
mission, needs, or ideas of off-campus people,
organizations, andlor communities. The
required Co-op reflection assignments focus on
application of course knowledge, understanding
of the organization/workplace, and an awareness
of societal issues that may affect the workplace.
Studenls musl consult with Lois Olson in the
Center for Service, Work, and Learning
regarding requirements and get permission to
register.
Enke
A course designed to provide knowledge and
develop skills in a variety of ouldoor
education activities. Students will be aflorded
the opportunity to study the natural
environment in which these activities occur.
The course will include a required three-day
campinglhiking trip. This course is required
for the physical education major.
Prereq : Permission of instruclor required
Course meets on the following dates: May 5,6,
7 , 8 , 9 , 12, 13, 14, 15,16, 17, 19, and 20
H I S T O R Y
HIS 24913494 (with ART 2491349-S)
Designed Environment
GST 200-S
Schield
Crilical lhinking about statistics as evidence.
Focus on association, causation, observational
studies, experiments, risk, confounding, bias,
and chance. Review common techniques
involving statistical opportunism. Study
conditional reasoning using English to describe
and compose rates and percentages presented in
tables and graphs. Use standardization to take
into account the influence of confounders.
Analysis of statistically-based arguments.
Emphasis on interpretation, evaluation, and
communication.
Anderson
This course addresses the designed
environment, the intentionally designed places
in which we live. We will investigate
architecture, landscape architecture, urban
design and urban history; class sessions
consist almost exclusively of walking tours
and sile visils to prominent examples of design
excellence and hislorical significance.
Prereq.: none for 249; for HIS 349: ENL 111
Perspective/Skill/LAF:Aestheiics or Cily
Perspective; Writing Skill (HIS 349 only); LAF
in Humanities (HIS 249 only)
1-430 p.m. M, W
Prereq.: MPG 3
PerspectivdSkill/LAF: Quantitative Reasoning
Skill
ENL 260-S
PerspectivdSkilVLAF: Social World Perspective;
LAF in Social and Behavioral Science
Educational Technology
(.5 credit)
Reimringer
HPE 335-S
GST 009-S
Quantitative Reasoning
Perspeclive/SkilVLAF: Western Heritage
Perspective; LAF in Social and Behavioral
Science
Principles of Microeconomics
S T U D I E S
The Author in Depth:
Hemingway
I N T E R D I S C I P L I N A R Y
S T U D I E S
INS 255-S
Reimringer
A chance to invesligate closely an author of
significant influence in various cultural
contexls. This course will examine Hemingway's
earliest (and besl) work: In Our Time, The Sun
Also Rises, and A Fai-ewellto Anns, as well as
Hemingway's early experiences in Michigan,
W,and Paris, from which he produced these
works.
Prereq.: ENL 111 or 112 or HON 111
PerspectivdSkill/LAF: LAF in Hnmanilies
H E A L T H l P H Y S l C A L
E D U C A T I O N
HPE 115-S
Health and Chemical Dependency
Education (.5 credit)
Uzarek
An analysis of chemical use, misuse, and abuse;
recognition of a problem, and treatment options.
6-9:30 p.m M only
Paideia Seminars
Kaufman
Students will participate in a series of seminar
discussions following the Paideia seminar
format as developed by Mortimer Adler.
Seminar topics emphasize selections that help
students to think critically, understand timeless
ideas, listen carefully, and question thoughtfully
This course is ideal for education, social science,
and language arts majors This course may also
be taken for graduate credit. For registration
M O D E R N
contact Anne Kaufman (612-330-1188 or
kaufman@augsburg.edu)
Beginning American
Sign Language I
INS 399-S
Olson
A work or service-based experience in which the
student, faculty sponsor, and work site
supervisor design a learning agreement plan that
links course theories and concepts across
disciplines, general education, and graduation
skills with the learning opportunities inherent in
the internship. The student must complete an
academic learning portfolio based on lhe
internship Students must consult with the
facul~ysponsor and Lois Olson in the Center lor
Service, Work, and Learning regarding
requirements and get permission to register. P/N
grading only. Satisfactory completion will fulfill
the Augsburg Experience graduation
requirement.
M A L ( M A S T E R O F
I N L E A D E R S H I P )
Topics: Comprehensive
Examination Course
A R T S
Trainer
Prereq.: All MAL courses must be completed.
Permission of program director needed.
M U S I C
An inlroduction to deaf culture and the signs
and syntax of ASL. Students observe he
demonstration of signs, practice their own
signing, and learn the facial expressions and
body language needed to communicate clearly
with deaf and hard-of-hearing people.
MUS 160-S
PerspectivdSkilVLAF: Intercultural Awareness 2
Perspective; Modern Language 1
Perspective/SkilVLAF: LAF in Fine Arts
6-8:30 p.m. M, T, W
Holroyd
This course covers basics of music theory. No
prior experience in music necessary. Sludents
will attend one outside concert as a group.
8:30 a.m. - 12 noon T, Th
6-9:30 p.m. T, Th
American Indian Spirituality
and Philosophical Thought
MUS 241-S
ASL 101-T
Beginning American
Sign Language I
Fundamentals of Music Theory
This course explores the relationship between
religion and science through issues that emerge
in public discussion in the news and popular
media. Examples of topics include evolution and
intelligent design, genetic engineering and stem
cell research, and the social role of science and
science as vocation, along with historical and
philosophical development of science in its
relationship to religion. Evaluation will be by
four response papers, four "What I Believe
Matters" papers, and a final exam.
REL 3 7 0 4
History of Jazz
McDonagh
An introduclion to deaf cullure and (he signs
and syntax of ASL. Students observe the
demonslralion of signs, practice their own
signing, and learn the facial expressions and
body language needed to communicate clearly
with deaf and hard-of-hearing people.
Milenkovic
This course is a sludy of the musical elements,
cultural perspectives, and the historical
developments of jazz. Many jazz styles are
examined in detail ranging from New Orleans
jazz to contemporary and avant-garde jazz.
PerspectiveISkilVLAF: Intercultural Awareness 1
Perspective; LAF in Fine Arts
Prereq.: ENL 111 or 112 or HON I l l , junior
standing, and REL 100 or 300
8:30 a.m.-noon T, Th
6-8:30 p.m. T, W, Th
P S Y C H O L O G Y
T H E A T R E
PSY 252-S
THR 116-S
SPA I l l - S
Beginning Spanish 1
Steinmetz
Aims to develop four basic skills: unders~anding,
speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
PerspectivdSkillILAF: Intercultural Awareness 2
Perspective; Modern Language 1
Beginning Spanish I
Adolescent and Young
Adult Development
Jack
Psychology 252 is an advanced psychology
course that provides the student an opportunity
to learn about the changes that occur in the
individual as they make the transition from
childhood to adulthood. This course also
provides an understanding of the psychosocial
development and the psychosocial problems of
development during adolescence and young
adulthood.
Prereq.: PSY 105
SPA I l l - T
Steinmetz
Aims to develop four basic skills:
understanding, speaking, reading, and writing of
elementary Spanish. Introduction to the culture
of the Spanish-speaking world.
Perspectiv&lzilVLAF: Intercultural Awareness 2
Jacobson
Religious beliefs, spiritual customs, and
philosophy of North American Indians are
studied. Tribal similarities and differences are
explored as are tribal relationships with nature,
religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife.
Perspective/Skill/LAF: intercultural Awareness 2
Perspective; Modern Language
Pike
The purpose of this seminar is to prepare
students for a set of comprehensive
examinations as the completion capstone of the
Master of Arts in Leadership. Students will
experience an inlense, collaborative, and
direcled integration of their understanding of
leadership expressed through successful
complelion of lhe examinalions. The
examination has three parts: a lake-home
written section (based primarily b u not
~
exclusively on the customized readings), a
group oral examination, and a four-hour seated
examination. P/N grading only. This course
meets two week nights and Saturday morning.
Schedule will be available in mid-April after
negotiation with members of the class.
Perspeclive; Modern Language 1
6-8:30 p.m T, W, Th
ASL 101-S
This course will be held from June 23-27
Internship
L A N G U A G E S
Creative Drama: Acting
and Improvisation
Engen
A study of theatrical movement, voice, mime,
mask, improvisation, acting with and emphasis
on active participation and reflective wriling.
This course is primarily designed for nonmajors and does not fulfill credit towards the
theatre arts major. Students will evaluate
professional and Augsburg College
performances through written assignments.
Students will create several original performance
pieces (individual and collaborative) based on
personal, cultural, and political ideas and events.
Fee: total of $25-$45 to view live performances
Perspective/Skill/LAF:Fulfills Engaging Mpls.
requirement, Aesthetic Perspective; LAF in
Fine Arts
R E L I G I O N
REL 200-S
Christian Vocation and
the Search for Meaning 11
A R T S
Quanbeck I1
JULY 8-AUGUST 8,2008
Please refer to Inside Augsburg Records and Registration for the latest information
on the room assignments for classes.
C O M M U N I C A T I O N
S T U D I E S
Public Speaking
A M E R I C A N
S T U D I E S
I N D I A N
AIS 2 6 4 4
American Indians in the Cinema
Weston
course syllabus. This course is designed to
challenge art majors, but is also "friendly" to
students in all academic programs.
PerspectivdSkilVLAF: Aesthetics Perspective;
LAF in Fine Arts
This course looks at the effect Hollywood
cinema and other such images have had on the
American public's perception of American
Indians. Class time is lecture, discussion, film
clips, and full-length movies.
B U S I N E S S
A D M I N I S T R A T I O N I M I S
PerspectivdSkill/LAF: Intercultural Awareness 1
ACC 222-S
6-9:30 p.m. M, W
ART 107-S
Drawing
Bollman
In this course students will learn about
drawing as it is understood and practiced in
the fine arts. Students will come to an
understanding of what makes a good drawing,
by practicing drawing, by critiquing drawings,
and by identifying the role of drawing in our
world, both past and present. Each student
will be assessed on their final portfolio of
work. Assessment criteria are identified on the
course syllabus. This course is designed to
challenge art majors, but is also "friendly" to
students in all academic programs.
Perspective/SkilVLAF: Aesthetics Perspective;
LAF in Fine Arts
Painting I
Kader
A continuation of ACC 221. Introduction to
cost accounting for manufacturing. Basic
concepts and fundamentals of managerial
accounting, planning and controlling
processes, decision-making, and behavioral
considerations.
Bollman
In this course students will learn about
painting as it is understood and practiced in
the fine arts. Students will come to an
understanding of what makes a good painting,
by practicing painting, by critiquing paintings,
and by identifying the role of painting in our
world, both past and present. Each student
will be assessed on their final portfolio of
work. Assessment criteria are identified on the
This course focuses on speech preparation,
organization, audience analysis, style,
listening, and overcoming speaking anxiety
PerspectivdSkilVLAF: Speaking Skill; LAF in
Humanities
BUS 440-S
Strategic Management
COM 247-S
Documentary
J. Cerrito
Concepts and principles related to long-range
planning. Taught from a managerial viewpoint
with examples from various industries and
sectors.
PerspectivelSkilVLAF: LAF in Humanities
6-9:30 p.m. T, Th
COM 280-S
Isaacson
This course applies advanced software
capabilities like macros, Solver, and Scenario
Manager in Microsoft Excel, as well as other
simulation and decision support tools for
problem-solving in business through the use
of realistic business cases.
Lazaridi
This is a hybrid course with intensive sessions
on campus June 28 and 29, and again on July
19 and 20. Students will also work online. An
introductory course in writing for film, this
course will take students from general
concepts about screenwriting to story outline
to the writing of a screenplay's first act. In
addition to writing their own scripts, students
will review feature films and analyze work
written by each member of the class, giving
detailed critical analysis and engaging in
discussion of aesthetics, craft, and form.
Prereq.: ENL 220 or 221 or 226 or 228
E D U C A T I O N
EDC 2061566-S
Diversityhlinnesota
American Indians
STAFF
This course examines human diversity and
human relations. Fulfills the Education
Department human relations and Minnesota
American Indian requirements and is an
option within the licensure program.
An introductory survey course designed to
acquaint students with the world of ideas that
serves as the foundation for the field of
communication studies.
6-9:30 p.m. M, W
PerspectivehkilVLAF: LAF in Humanities
School and Society
6-9:30 p.m. M, W
Emphasis on points of view about the role of
school in modern society, relationships with
parents and community, collaborative models,
leadership, and professional development.
Serves as final theoretical preparation for
student teaching.
Intercultural Communication
Prereq.: MPG 3
Chamberlain
COM 329-S
Prereq.: BUS 200 or BUS 242
Problem-Solving for Business
Ellenwood
A video production course that integrates
lecture and criticism with hands-on experience
dealing with non-fiction subjects.
Introduction to
Communication Studies
Prereq.: ACC 221
MIS 260-S
ART 118-S
Chamberlain
6-9:30 p.m. M, W
Principles of Accounting I1
A R T
Screenwriting
COM I l l - S
Lapakko
This course explores cultural differences and
their implications for communication,
including differences in values, norms, social
interaction, and code systems.
PerspectivdSkilVLAF: Intercultural Awareness
1 Perspective; fulfills the Engaging
Minneapolis requirement
EDC 4901580-S
Erickson
Prereq.: PPST and admission to he Education
Department
Perspective/SkilVLAF: Social World
Perspective; Writing Skill
ESE 495-S
EDC 508-S
K-12 Reading Assessment
Jacobson
The study of student reading development, the
knowledge and use of gathering and analyzing
dala of students' reading, and designing
appropriate reading curriculum based on this
information. Clinical experience hours will be
included. The course is required for students
obtaining their K-12 Reading Teacher
Licensure Endorsement.
Topics: Human Geography
STAFF
Co-req.: EDC 510
This course is designed as an introduction to the
principal concepts, approaches, and perspectives
of the study of geography through the
examination of world geographic patterns and
processes. Major topics include population
distribution; cultural characteristics and cultural
landscapes; political integration and
disintegration; economic land use; settlements
and urbanization. This course meets the MN
Standards of Effective Practice in Geography for
middle school and high school social studies
licensure.
July 8, 9, and 10: 8 a.m.-3 p.m.
6-9:30 p.m. T, Th
Prereq.: EDC 505 and EED 520 and ESE 500,
or consent of instructor
July 11, 14, 15, 16, 17 and 18: 8 a.m.-noon.
Alternative site (school-based)
EDC 510-S
Reading Clinical and
Leadership Seminar
STAFF
The s ~ u d yof effective leadership and
professional development strategies for
individual schools and districts, reading
standards, slate and federal reading legislation,
and fiscaVbudgetary operations. The clinical
portion will include opportunities to apply
skills and knowledge of reading development
and instruction in a clinical setting with K-12
students.
Prereq.: EDC 505 and EED 520 and ESE 500,
or consent of instructor
This course teaches students to identify, adapt,
and implement developmentally appropriate
instruction that supports the learning of
students identified as having learning
disabilities. The course will specifically focus
on the areas of reading, wriling, and listening
comprehension, math, reasoning, and
problem-solving skills. There will be a strong
focus on the modifications involved in these
areas and the planning process involved.
Location: Rochester campus
Teaching Content Areas to Students
with Learning Disabilities
STAFF
This course teaches students to identify, adapt,
and implement developmentally appropriate
inslruction that supports the learning of
students identified as having learning
disabilities. The course will specifically focus
on the areas of reading, writing, and listening
comprehension, math, reasoning, and
problem-solving skills. There will be a strong
focus on the modifications involved in these
areas and the planning process involved.
ENL 227-S
SPE 4241524-S
EED 200-S
This course focuses on the history and context
of learning disabilities (LD). This includes an indepth look at the origin of learning disabilities,
as well as various theoretical models
(sociological, biological, psychological,
cognitive, and behavioral) applied to
understanding learning disabilities. The course
also provides a critique of currenl philosophical
positions in the field. Students will also acquire
knowledge relaled to accessing information
relevant to the field of learning disabilities.
Stangl
This course is designed for elementary
education majors and includes earth science
"hands-on" inquiry-based activities that model
the teaching and learning process of scientific
inquiry Meets basic earth science subject
matter standards for initial licensure.
Etiology and Origins of
Learning Disabilities
Journalism
STAFF
Prereq.: ENL 226
Screenwriting
E N G L I S H
July 21-25, 28-30: 8 a.m.-noon. Alternative
site (school-based), August 18: 8 a.m.- 3 p.m.
Students will draft a collection of short stories
and critique others' work in the writing
workshop environment. Throughout the term
students will also read classic and contemporary
short fiction, analyzing and examining the work
of established writers as they learn to identify
successful short fiction while creating their own.
5:30-9 p.m. M, Th
6-9:30 p.m. M, W
Co-req.: EDC 508
Elementary Education
Earth Science
Fiction I
SPE 4341534-S
This course focuses on the history and context
of leaming disabilities (LD). This includes an indepth look at the origin of learning disabilities,
as well as various theoretical models
(sociological, biological, psychological,
cognitive, and behavioral) applied to
understanding learning disabilities. The course
also provides a critique of current philosophical
positions in the field. Students will also acquire
knowledge related to accessing information
relevant to the field of leaming disabilities.
Jacobson
ENL 3 2 0 4
Location: Rochester campus
SPE 4241524-R
Etiology and Origins of
Learning Disabilities
SPE 4341534-R
Teaching Content Areas to Students
with Learning Disabilities
STAFF
Jorgensen
An introductory newswriting course with an
emphasis on writing for broadcasl and online
media. Students use an intensive praclice
model to learn the basics of newsgathering,
writing, and production for television, radio,
and the Internet.
Prereq.: ENL 111 or 112, or HON 111
PerspectiveISkilVLAF: City Perspective;
Writing Skill
Lazaridi
This is a hybrid course with intensive sessions
on campus June 28 and 29, and again on July
19 and 20. Students will also work online. An
introductory course in writing for film, this
course will take students from general
concepts about screenwriting to story outline
to the writing of a screenplay's first act. In
addition to writing their own scripts, students
will review feature films and analyze work
written by each member of the class, giving
detailed critical analysis and engaging in
discussion of aesthetics, craft, and form.
Prereq.: ENL 220 or 221 or 226 or 228
G E N E R A L
S T U D I E S
GST 009-S
Co-op Work Experience
Olson
The GST 009 Co-op Work Experience is a noncredit option for the Augsburg Experience. This
option utilizes students' employment related LO
their major, and through reflection links oncampus learning to the constituency goals,
mission, needs, or ideas of off-campus people,
organizations, andlor communities. The
required Co-op reflection assignments focus on
application of course knowledge,
understanding of the organization~workplace.
and an awareness of societal issues that may
affect the workplace. Students must consult
with Lois Olson in the Center for Service,
Work, and Learning regarding requirements
and get permission to register.
H I S T O R Y
Lorenz-Meyer
A survey of United States history from 1900 to
the present, drawing on social, cultural, and
environmental history as well as political and
economic history. The course moves topically
as well as chronologically through the modern
era. Themes include industrialization and
urbanization; the significance of gender, race,
and ethnicity in American cul~ure;the growth
of a strong federal governmenl; the emergence
of the United States as a world power; the
creation of a consumer society; the rise of
identity politics; and the passing of American
hegemony.
Perspective/Skill/LAF: Western Heritage
Perspective; Critical Thinking Skill; LAF in
Humanities
I N T E R D I S C I P L I N A R Y
S T U D I E S
INS 3 9 9 4
Internship
M A L ( M A S T E R O F
I N L E A D E R S H I P )
Ethics in Communication
A R T S
Lapakko
Through the investigation of a variety of
ethical perspectives, this course focuses on the
use and abuse of communication in politics,
advertising, interpersonal relationships, and
social and organizational settings.
HIS 122-S
20th-Century U.S.
that links course theories and concepts across
disciplines, general education, and graduation
skills with the learning opportunities inherent
in the internship. The student must complete
an academic learning portfolio based on the
internship. Students must consult with the
faculty sponsor and Lois Olson in the Center
for Service, Work, and Learning regarding
requirements and get permission to register.
P/N grading only. Satisfactory completion will
fulfill the Augsburg Experience graduation
requirement.
Olson
A work or service-based experience in which
the student, faculty sponsor, and work site
supervisor design a learning agreemen1 plan
diagnosis, assessment, and planning necessary
for launching and then leading successful
innovation efforts.
expressions and body language needed to
communicate clearly with deaf and hard-ofhearing people.
6-10 p.m. T; and 6-10 p.m. Th, 7/17 and 8/7
only
Prereq.: ASL 101
M A T H E M A T I C S
MAT 105-S
Applied Algebra
Haines
Concepts of linear, exponential, logarithmic,
and other models with an emphasis on
applicalions to the social and natural sciences,
business, and everyday life. Grade of 2.0 or
higher advances student to MPG 3. Students
preparing for MAT 114 should consult the
department. Students in MPG 3 or higher may
not register for credit. Students' work will be
evaluated by quizzes and exams,
Prereq.: MPG 2 and a year of high school
algebra.
SPA 112-S
Beginning Spanish I1
Steinmetz
Aims to develop four basic skills:
understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the
culture of the Spanish-speaking world.
Prereq. : SPA 111
PerspectivdSkill/LAF: Intercultural Awareness
3 Perspective; Modern Language 2
8:30-11 a.m. T, W, Th
SPA 112-T
6-9:30 p.m. T, Th
M O D E R N
L A N G U A G E S
ASL 102-S
Colloquium of Contemporary
Theories in Leadership
PerspectivdSkilVLAF: Intercultural Awareness
3 Perspective; Modern Language 2
Link
This accelerated course is an immersion class
that offers a selection of leadership theories in
class plus examples of application through site
visits. Students choose a leader for in-depth
study and presentation. This course is being
offered as a combination of work with Moodle
online and in the classroom.
July 7 and 9, 6-10 p.m.; July 12, 8 a.m.-noon;
July 14 and 15.6-10 p.m.; July 18, 6-9 p.m.;
plus two site visits to leaders in their
organizations at times to be announced.
Beginning American
Sign Language 11
Trainer
A continuation of ASL 101. An introduction to
deaf culture and the signs and syntax of ASL.
Students observe the demonstration of signs,
practice their own signing, and learn the facial
expressions and body language needed to
communicate clearly with deaf and hard-ofhearing people.
Prereq : ASL 101
PerspectivdSkilVLAF: Intercultural Awareness
3 Perspective; Modern Language 2
Beginning Spanish I1
Steinmetz
Aims to develop four basic skills:
understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the
culture of the Spanish-speaking world.
Prereq.: SPA 111
PerspectivdSkilVLAF: Intercultural Awareness
3 Perspective; Modern Language 2
6-8:30 p.m. T, W, Th
M U S I C
MUS 220-S
Worlds of Music
Milenkovic
A survey of non-western music, this course
explores diverse musical styles and
instruments from many cultures.
Topics: Leading Innovation
Berkas
This course explores what is involved in
providing quality leadership that helps create
and lead innovations within either corporate
or nonprofit organizations. It will provide a
brief overview of the history of innovation and
then will focus on what it takes to provide the
ASL 102-T
Beginning American
Sign Language 11
McDonagh
A continuation of ASL 101. An introduction to
deaf culture and the signs and syntax of ASL.
Students observe the demonstration of signs,
practice their own signing, and learn the facial
PerspectivdSkilVLAF: Aesthetics or
Intercultural Awareness 1 Perspective; LAF in
Fine Arts
MUS 2 4 1 4
History of Jazz
Milenkovic
This course is a study of the musical elements,
cultural perspectives, and the historical
developments of jazz. Many jazz styles are
examined in detail ranging from New Orleans
jazz to contemporary and Avant-Garde jazz
PerspectiveISkilVLAF: Intercultural Awareness
1 Perspective; LAF in Fine Arts
details contact Sharon Wade in the Nursing
Department: 612-330-1214 or
wades@augsburg.edu.
Fees: $2,450 (includes summer school tuition
and educational expenses in Namibia)
Travel: $860 (lodging, most meals, and
transport within the country)
Airfare: $2,200-$2,400 (estimate)
P O L I T I C A L
NUR 562fWST 3 6 2 4
Walking the Truth: Culture,
Gender and HIVIAIDS
in Sub-Saharan Africa Hailonganeuning
This broad-based course explores the
influence of culture and gender on the
HIV/AIDS pandemic in Sub-Saharan Africa.
The natural history, biology, and epidemiology
of AlDS in Africa, as well as sociocultural,
ethical, theological, and political responses to
the disease are examined through readings,
structured dialog, and service-learning
experiences with persons actively involved in
curbing the crisis. Critical reflection on the
unequal infection rates between women and
men in Africa illuminates underlying cultural
beliefs, values, and traditions that both
promote and hinder the spread of HIV within
African populations. The course is taught in
Namibia in collaboration with faculty and staff
from Augsburg's Center for Global Education
and the University of Namibia. In this context,
women's collective and individual efforts to
preserve the health of their families and
communities are highlighted as hopeful and
positive responses to the HIV/AlDS crisis in
Sub-Saharan Africa. (Fulfills the global
experience requirement for a major or minor
in Women's Studies in Augsburg's Core
Curriculum).
Students must attend all classes and servicelearning experiences between July 12-26 in
Namibia. (NOTE: travel time to and from
Namibia means that students must reserve July
10-27 for the course). Final projects and
papers are due no later than August 15 to
receive a grade and credit for the course. For
World Politics
Perspective/SkilVLAF: Social World
Perspective; Critical Thinking Skill; LAF in
Social and Behavioral Science
S C I E N C E
POL 160-S
N U R S I N G
challenge of balancing economic development,
social justice, and environmental stewardship
in the region. There will be excursions to sites
along the river, in-class debates, and
opportunity to meet with stakeholders
working on river-related issues.
S O C I A L
Underhill
Introduction to the dynamics, history and major
theories of international relations. The course
will explore issues of peace, sustainable
economic development, global citizenship, and
efforts to combat injustice and inequality around
the globe. This class aims to begin providing
students with the knowledge necessary for
taking informed action in response to the
challenges of the current global arena. Questions
explored include: What should U.S. policy in
Iraq be? What are obstacles to achieving a more
just and equitable world? What impact do
international developments have on our lives in
the Twin Cities?
Perspective/Skill/LAF: Social World
Perspective; LAF in Social and Behavioral
Science
W O R K
SWK 699-S
Exploring Family and Child
Welfare Senices in Slovenia
Bosch
Based on the University of Ljubljana,
Slovenia's approach to social policy and social
well-being for families and children, and an
opportunity to observe and meet with
Slovenian social workers in their practice
settings. Students participating in this course
spend time in orientation with the social work
faculty at Augsburg and then join the Slovenia
faculty to concentrate on child welfare services
at social work centers or other practice
settings in areas such as domestic violence,
refugee, mental health, and poverty.
Participants work with a group of Slovenian
students, faculty, and community
practitioners.Cost: $3,600-$4,000 (tentative)
includes tuition, accommodations, airfare,
most meals, and ground transportation
Needed: U.S. Passport
POL 241-S
Environmental and
River Politics
Underhill
This course examines the political dynamics
relating to our local, urban, and campus
environment and relationship to the
communities and ecosystems of the Upper
Mississippi Watershed and larger, global
environment. Topics explored include campus
sustainability; he environmental implications
of our daily choices; local water, air, and soil
pollution; the lock and dam system on the
Upper Mississippi; invasive species and
biodiversity; climate change, waterfront
economic development; urban sprawl; and
energy production. The class will look at the
For more information contact: Andrea
Woj tanowicz (woj tanow@augsburg.edu), Dr.
Lois Bosch (bosch@augsburg.edu),or Holley
Locher (locherh@augsburg.edu)
W O M E N ' S
S T U D I E S
WST 362/NUR 562-S
Walking the Truth: Culture,
Gender and HIVIAIDS
in Sub-Saharan Africa HailongaILeuning
This broad-based course explores the influence
of culture and gender on the HIV/AIDS
pandemic in Sub-Saharan Africa. The natural
hislory, biology, and epidemiology of AIDS in
Africa, as well as sociocultural, ethical,
theological, and political responses to the
disease are examined through readings,
structured dialog, and service-learning
experiences with persons actively involved in
curbing the crisis Critical reflection on the
unequal infection rates between women and
men in Africa illuminates underlying cultural
beliefs, values, and traditions that both promote
and hinder the spread of HIV within African
populations. The course is taught in Namibia in
collaboration with faculty and staff from
Augsburg's Center for Global Education and the
University of Namibia. In this context, women's
collective and individual efforts to preserve the
health of their families and communities are
highlighted as hopeful and positive responses to
the HIV/AIDS crisis in Sub-Saharan Africa.
(Fulfills the global experience requirement for a
major or minor in Women's Studies in
Augsburg's Core Curriculum).
Students must attend all classes and servicelearning experiences between July 12-26 in
Namibia. (NOTE: travel time to and from
Namibia means that students must reserve July
10-27 for the course). Final projects and
papers are due no later than August 15 to
receive a grade and credit for the course. For
details contact Sharon Wade in the Nursing
Department: 612-330-1214 or
wades@augsburg.edu.
Fees: $2,450 (includes summer school tuition
and educational expenses in Namibia)
Travel: $860 (lodging, most meals and
transport within the country)
Airfare: $2,200-$2,400 (estimate)
I
JUNE 23-AUGUST 29,2008
P O L I T I C A L
Summer Online courses are delivered over the Internet to allow students maximum
flexibility to organize their work. Students will need access to a personal computer
with a browser and Internet connection. While students are required to log in to the
course several times a week to participate in discussions and hand in work, they
will not need to do this at specific times. Some classes may require occasional
classroom meetings, and these will be held during weekday evenings or weekends
to accommodate work schedules. Augsburg students using AugNet Records and
Registration to register for Summer Online will find these courses listed under
Summer Session 11.
B U S I N E S S
A D M I N I S T R A T I O N
FIN 240-L
Personal Finance
Kapoor
Introduction to personal financial planning
and budgeting, credit management, income
taxes, insurance, real estate, investments,
retirement, and estate planning.
Meziou
Principles of basic policy and strategy issues in
marketing. Legal, ethical, competitive,
economic, and technological factors affecting
marketing decisions are explored.
MKT 466-L
International Marketing
Prereq.: ENL 220 or 221 or 226 or 228
( M A L ) M A S T E R O F
A R T S I N L E A D E R S H I P
MKT 252-L
Principles of Marketing
concepts about screenwriting to story outline
to the writing of a screenplay's first act. In
addition to writing their own scripts, students
will review feature films and analyze work
written by each member of the class, giving
detailed critical analysis and engaging in
discussion of aesthetics, craft, and form.
Meziou
This course examines those issues and
activities unique to marketing in an
international setting. Emphasis is placed on
adaptation of a marketing mix according to
the international marketing environment.
Prereq.: MKT 252
ENUFLM 328-L
Screenwriting
This is a hybrid course with intensive sessions
on campus June 28 and 29, and again on July
19 and 20. Students will also work online. An
introductory course in writing for film, this
course will take students from general
Leadership and
Universal Responsibility
Lashbrook
The purpose of this course is to explore the
concept of universal responsibility, both
intellectually and experientially, and study
cultural differences in professional practices.
During a two-week visit to Nicaragua,
students will have the opportunity to meet
with leaders to learn more about local
conditions. They will also have the
opportunity to stay with a Nicaraguan family.
Performance will be assessed in terms of
participation, a photo presentation of the
student's culture, a reflective essay on
universal responsibility, and a presentation of
cultural differences in the student's profession.
May 21, 6-9 p.m.; June 28, 9-5 p.m.;July 9,
6-9 p.m.; and August 9, 1-5 p.m. (see
syllabus). Travel to Nicaragua July 13- 26.
Program fees estimated at $3,600 including
airfare, tuition, accommodations and meals,
ground transportation, health insurance, and
CGE reading materials.
S C I E N C E
POL 121-L
American Government
Aoki
Surveys major parts of American national
government-including
Congress, the
presidency, and the courts-as well as
campaigns and elections, federalism, interest
groups, and political parties.
PerspectivdSkilVLAF: Social World
Perspective; LAF in Social and Behavioral
Science
R E L I G I O N
REL 390-L
Theology of
Death and Dying
Benson
A study of death and dying from the viewpoint
of Christian theology and ethics, taking into
account also what other religions and the
biological, psychological, and social sciences
have had to say on the subject. Special
emphasis on medical ethics brought on by
modern medical technology
Prereq.: One of the following: HON 100, REL
100, REL 111, REL 221, REL 300, or REL 331
PerspectivdSkilVLAF: Christian Faith 2 or 3;
LAF in Humanities
SUMMER SESSION APPLICATION FORM
S u m m e r Session applications are available online a t
www.augsburg.edu/enroll/registrar.
Click on Download Registrar Forms.
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6121_Augsburg_AugsburgNow-Fall 06
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Augsburg
Now
FRESH FOOD FOR CITY FOLKS
A BETTER POLICE LINEUP
HANDS-ON HEALING
A PUBLICATION FOR
AUGSBURG COLLEGE ALUMNI & FRIENDS
FALL 2006
VOL. 69, NO. 1
Welcome to
the Pribbenows
page 12
P. 30
P. 18
P. 24
6121_Augs... Show more
6121_Augsburg_AugsburgNow-Fall 06
9/12/06
12:25 PM
Page 1
Augsburg
Now
FRESH FOOD FOR CITY FOLKS
A BETTER POLICE LINEUP
HANDS-ON HEALING
A PUBLICATION FOR
AUGSBURG COLLEGE ALUMNI & FRIENDS
FALL 2006
VOL. 69, NO. 1
Welcome to
the Pribbenows
page 12
P. 30
P. 18
P. 24
6121_AugsburgNow-Fall 06
9/14/06
10:55 AM
Page 2
Editor
Betsey Norgard
norgard@augsburg.edu
Staff Writer
Bethany Bierman
bierman@augsburg.edu
Letter
from the President
W
Photographer
Stephen Geffre
geffre@augsburg.edu
hat we have loved,
others will love, and we will
teach them how.”
William Wordsworth’s remarkable words from “The Prelude” offer me
the simplest way to introduce myself to the Augsburg community. I am
an educator and college president because I have been blessed in my
life with passionate teachers who have taught me to love great ideas,
imaginative skills, faithful acts, and vibrant communities. I teach and
lead so that others also might love what I have learned to love.
A wise alumna of Rockford College—from which I have arrived to
take up my new post here at Augsburg—asked me during the interview process there in 2001 what I was reading and why. What a great
question and what an intriguing way to know someone.
Allow me therefore to offer a few texts that are always near at hand
for me, and that offer you a glimpse into the issues and ideas that
inspire my work.
The Bible is the source of my worldview. It teaches me of faithful
and abundant lives, of generous love surpassing all understanding,
and of a gracious story that still unfolds around all of us in our lives
in this world and beyond.
The Constitution of the United States sits on my desk as a reminder
of the truths and aspirations of our democracy. In those truths is the
stuff of patriotism, properly understood.
Michael Ignatieff’s The Needs of Strangers is an elegant essay that
draws together some of the best of human thought to help all of us
better understand what it means to care for each other.
Jane Addams’ Twenty Years at Hull-House is the story of a life led
in a neighborhood, serving others and strengthening democracy.
Parker Palmer’s Let Your Life Speak is my roadmap to vocational
journeys.
And Wendell Berry’s What Are People For? challenges us to remember the proper scale of human work and life—and to fight for sustainability in the world bent on destroying itself.
Shall we read together? Shall we find the time to talk together
about great ideas and actions? Shall we work together to make the
world a more faithful, just, and humane place for all God’s people?
I believe that is what Augsburg stands for and I could not be more
pleased—or have a deeper sense of gratitude—for the privilege to
lead this remarkable college.
I look forward to our work together on behalf of Augsburg College.
Yours,
Paul C. Pribbenow, president
Media Relations Manager
Judy Petree
petree@augsburg.edu
Sports Information Director
Don Stoner
stoner@augsburg.edu
Director of Marketing and
Communications
Christopher Moquist
moquist@augsburg.edu
Director of Alumni Relations
Heidi Breen
breen@augsburg.edu
www.augsburg.edu
On the cover:
On July 1, the Augsburg community welcomed Augsburg’s
11th first family—Paul and
Abigail Pribbenow, and their
children, Thomas and Maya.
Augsburg Now is published
quarterly by Augsburg College,
2211 Riverside Ave.,
Minneapolis, Minn., 55454.
Opinions expressed in Augsburg
Now do not necessarily reflect
official College policy.
ISSN 1058-1545
Send address corrections to:
Advancement Services
Augsburg College, CB 142
2211 Riverside Ave.
Minneapolis, MN 55454
E-mail: now@augsburg.edu
Telephone: 612-330-1181
Fax: 612-330-1780
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18
Fall 2006
Contents
Features
Departments
12 Experience grounded in
2
Around the Quad
mission and vision: Paul
4 Sports
Pribbenow’s call to Augsburg
10 Supporting Augsburg—
by Bethany Bierman
Access to Excellence:
The Campaign for
18 Country Fresh Urban
Augsburg College
Renewal by Tim Dougherty
32 Alumni News
22 Making art and history in
France by Tara Sweeney
34 Class Notes
24 Making their mark in the
40 Views
lineup by Betsey Norgard
and
Calendar
28 Photographer’s pick—
some of the year’s favorites
by Stephen Geffre
22
30 A hands-on approach to
better health by Betsey Norgard
28
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AROUND THE QUAD
NEWSNOTES
Also elected as board officers
are: Dean Kopperud, vice chair;
Dan Anderson ’65, treasurer; and
Jackie Cherryhomes ’76, secretary.
In addition, Pribbenow has
announced the formation of a
Branding Committee, which will
work with materials as they are
developed to strengthen the
College’s position and image.
Promotion to professor
Andrew Aoki,
political
science
Vicki Olson,
education
The president’s
leadership teams
Congratulations, faculty!
Ted Grindal is elected
board chair
At its spring meeting on May 5,
the Augsburg Board of Regents
elected H. Theodore Grindal ’76
the new chair for a six-year term.
“My goal is to help the board
keep true to our vision and mission,” said Grindal, which
includes supporting the president and serving as ambassadors
to the community on behalf of
Augsburg. “If we do these things,
the College will continue to
move forward positively.”
President Paul Pribbenow has
formed two teams to help him
lead the College:
The President’s Cabinet will
be the primary administrative
decision-making body for the
College and includes the two special assistants, five vice presidents,
and chief information officer. (see
photo on p. 14)
The President’s Advisory
Group comprises a representative
group of Augsburg College faculty, staff, and students whose primary role is to convene regularly
on a one-year appointment to
advise the president on key institutional issues, to receive reports
on institution-wide projects and
initiatives, and to engage in an
ongoing conversation about
future opportunities and challenges related to institutional
planning and activity.
Editor’s note
After its first six years, Augsburg Now has received a makeover—
not extreme, but aiming to read more easily, look fresher, and
appear more contemporary with Augsburg’s other communications.
We’ve listened to your comments and hope that you enjoy the
new format for Around the Quad campus news and the Alumni
News/Class Notes. Our features aim to engage you in their remarkable stories and vibrant photography.
Please … write to us with your thoughts. Does Augsburg Now
read well? What changes or improvement should we still consider?
We’d love to hear from you.
2 AUGSBURG NOW
Tenure granted
Matthew
Haines,
mathematics
Augsburg advances in
college ranking
Mark Strefeler,
biology
Tenure granted and promotion
to associate professor
Beth
Alexander,
physician
assistant
studies
Eric
Buffalohead,
sociology and
American
Indian studies
Lars
Christiansen,
sociology
Nancy
Rodenborg,
social work
In U.S.News & World Report’s
2007 listings of America’s Best
Colleges, Augsburg is ranked
23rd in the category of “Master’s
Universities—Top Midwestern,”
an improvement of three places
from last year. For the full listings, go to www.usnews.com.
Augsburg is also named an
“Academic Program to Watch
For” in two categories—ServiceLearning and First-Year
Experience—and is the only
Minnesota private college in
either group.
Hoping for “I do” on
the Today show
WEC student Josh Linde and his
fiancé, Carrie Hortsch, are
among the seven finalists for a
wedding with all the trimmings,
courtesy of NBC’s Today. As they
tackle weekly competitions, their
fate is determined by viewer
votes, with one couple eliminated each week up to Sept. 20,
when the winner is announced.
Go to
www.msnbc.msn.com/id/130830
94/.
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Three learn
foodservice skills
In its third summer Culinary Job
Training program for the unemployed or underemployed, the
Campus Kitchen at Augsburg
College graduated three people
with newly-earned skills for the
foodservice industry. This year’s
eight-week program focused on
local food production in partnership with Ploughshare Farm (see
the story on p. 18).
Jessica Gaulke is
Aquatennial queen
On July 21, sociology major Jessica
Gaulke was crowned the 2007
Aquatennial Queen of the Lakes.
As ambassador, she will travel
throughout the region representing
the City of Minneapolis and receive
an educational scholarship.
RECENT GRANTS
$9,000 from the C. Charles
Jackson Foundation for a oneyear project to analyze and
develop leadership activities in
the co-curricular program.
$2,000 matching grant from the
Consulate General of Canada in
Minneapolis to purchase library
materials to support Canadian
Studies on campus.
$238,080 renewal of two-year
grant for Academic Fellows from
the U.S. Department of
Education to support summer
research of students who are
first-generation or low-income
college students working with
faculty mentors in preparation
for post-baccalaureate education.
10:57 AM
Page 5
$538,300 in grants from
National Science Foundation to
the Department of Physics to
support the collection of data
and study of Earth’s magnetosphere, or “space weather.”
$26,514 from the National
Aeronautics and Space
Administration (NASA) to support the research of two physics
students who will carry out data
validation and scientific analysis
of magnetometer data from
NASA’s recently launched ST5
satellites.
$198,000 federal appropriation to
the StepUP Program to refine academic support services, to hire a
chemical dependency counselor
for student caseload relief, to
complete an outside program
evaluation, to develop standards
of practice, and a mentorship
program, and to write a history of
the program in book form.
Kids creating art on Riverside Avenue
Augsburg art faculty member Robert K. Tom, students from the Cedar Riverside Community School,
and volunteers from the Augsburg community have begun work on a project that will turn dour concrete walls at Augsburg’s 21st Avenue entrance into a ceramic bas-relief mural.
The mural is an outgrowth of the Cedar Riverside–Augsburg Pottery Cooperative, an ongoing partnership that Tom began with the Cedar Riverside Community School. Each week fifth- through
eighth-grade students from the largely Somali, Asian, and Hispanic neighborhood participate in
hands-on pottery and art workshops.
Starting in the fall, Augsburg volunteers and the students will create clay press moulds to be replicated over and over—moulds of icons and symbols that Tom says “represent their thoughts, values,
concerns, and/or inner beliefs.” They will be fired and placed in a radiant mandala pattern along the
220 square foot walls. In July, students in the CREATION summer arts program, sponsored by Trinity
Lutheran Congregation, enjoyed a four-day head start on the project.
This project recently won Tom a seed grant from Forecast Public Art, a Twin Cities-based organization
nationally recognized as a public
art resource, to carry out the
project through November. Tom
is currently seeking additional
funds for further continuation.
Tom said that he found regular
walks in the Cedar-Riverside
neighborhood to be the impetus
for a project to chisel away at the
“invisible barrier between the
Augsburg campus and the community of Cedar Avenue.” To
him it seemed that despite the
lively energy of the dense multiethnic neighborhood, “there
were two worlds existing sideby-side with little interaction.”
— Darcy Trunzo ’06
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AROUND THE QUAD
SPORTS
Campus mourns
longtime English
professor
Seven students receive
athletic honors
John Mitchell, who taught English
at Augsburg for 36 years, died on
Aug. 17 at the age of 66. A memorial service was held for him on
Sept. 8 in Hoversten Chapel.
Mitchell taught courses in
poetry, writing, and film.
Repeatedly, former students
remark that John Mitchell’s classes were among the most difficult
and the most memorable they
took. They describe his teaching
as challenging, engaging, enraging, inspiring, and influential. He
always found time for students
and took great effort to correct
and edit their papers.
His passion for film led to a
two-year sabbatical to study film
at San Francisco State University.
English department colleague
Robert Cowgill remembers that
when the Oak Street Cinema
opened, Mitchell often attracted
groups of people around him
after the shows who stood and
listened to hear his thoughts
about the films. On campus,
Mitchell was often seen with
clusters of students and colleagues, enjoying a conversation.
In 1996, Mitchell was devastated by the death of John
Engman, an Augsburg student
whom Mitchell had met in 1968,
during his first year of teaching
at the College. Following
Engman’s premature death,
Mitchell became the executor of
his literary estate and worked to
find a publisher for a manuscript
Engman left. This poetry collection, Temporary Help, was published by Holy Cow! Press and
was nominated for a Minnesota
Book Award in 1998.
4 AUGSBURG NOW
Augsburg College has awarded
seven seniors with its athletic
awards for accomplishment,
leadership, and character on the
playing field and in the classroom. Athletic awards are voted
on by coaches in Augsburg’s
men’s and women’s athletic
departments.
Augsburg mourns the death of English professor John Mitchell, who died in August.
Mitchell was born in Decatur,
Ala., and earned degrees from
Maryville College and the
University of Tennessee. He
met his wife, Jean, while they
both served in the Peace Corps
in Liberia.
For a number of years,
Mitchell was faculty adviser to
Murphy Square, Augsburg’s literary arts journal. Last year, in the
foreword to its 30th anniversary
edition, he wrote, “I get more
pleasure from being published in
Murphy Square than from a
nationally distributed magazine.
Why? Well, more people are
likely to read my work, people I
know and care about, and readers who will be more able to
construe it in terms of my
known local identity. To put it in
literary jargon, I have the chance
to be a public poet rather than
merely a private one.”
— Betsey Norgard
2005–06 Augsburg Honor
Athletes
Mitchell was also a frequent
contributor to Murphy Square.
This poem appears in the 1998
edition:
The Sound of Two Pie Pans
The brief little period when you
Are alive is more than enough
To make up for all the years
When you were giving yourself
Advice. How wonderful to
perspire,
To examine the back side of a
leaf,
To admire the angel worms
Gorged on their silk. You could
Walk for days sucking an orange.
You could write letters home
Without stopping to compose
Your face. Living is like banging
Two pie pans together at midnight
For the brief silence that precedes
The noise. No, living is not
anything
You can say. It’s an attitude
Of swanky delight, and the
absence
Of attitude, simple sleep at night.
Darren Ginther—Ginther, a
baseball third baseman and pitcher became one of the top hitters
in the region, earning All-MIAC
and All-Midwest Region honors
as well as ESPN The Magazine
academic honors. He was an economics and education studies
major and Dean’s List honoree.
Millie Suk—Suk was the only
women’s soccer player in MIAC
to earn All-MIAC first-team honors in all four years, and she set
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Augsburg career records for total
points and goals. A political science major, she graduated magna
cum laude.
tournament, earning his second
straight fourth-place national finish to earn All-American honors
for the second time.
Seven named to Athletic
Hall of Fame
Ryan Valek—A three-time AllAmerican wrestler, Valek was an
individual national runner-up
twice at 165 pounds. He earned
ESPN The Magazine academic
honors and National Wrestling
Coaches Association Division III
Scholar All-America honors.
Troy Deden—Deden transferred
to Augsburg from St. Mary’s and,
as a catcher, helped lead the
Auggie baseball team to the
MIAC playoffs in 2005. He also
played two years of football as a
quarterback and defensive back,
and was a special education
major at Augsburg.
Named to the 2006 class of the
Athletic Hall of Fame:
2005–06 Augsburg Athletes of
the Year
Tonnisha Bell—Bell became one
of the most decorated track and
field athletes in school history. A
sprinter, she finished her career
with five All-American honors
and qualified for every indoor
and outdoor NCAA championship meet during her Auggie
career—eight in total. Bell won
11 conference championships
and earned numerous conference
honors while setting six individual and two relay school records.
Seven alumni will be inducted
into the Augsburg Athletic Hall
of Fame during Homecoming
week at a dinner on Thurs.,
Sept. 28, in Christensen Center.
For information, contact the athletic office at 612-330-1249 or
bjorklus@augsburg.edu.
Chike Ochiagha—Ochiagha was
a defensive tackle on Augsburg’s
football team, earning conference
and Football Gazette honors. A
business and marketing major,
he earned Academic All-MIAC
honors, as well as football academic club honors twice.
Brad Tupa—An upper-weight
wrestler, Tupa battled injuries
during his career. He recovered
in his senior season to qualify for
the NCAA Division III national
Tom Hall ’85—Hall earned AllAmerica honors in wrestling four
times, including twice in the
1983 season in two different
national meets. In NCAA competition, he placed seventh in
1983, sixth in 1984, and fifth in
1985 at 142 pounds.
Steve Nelson ’78—Nelson
earned All-MIAC and NCAA AllAmerican honors as a leader and
center of the 1977-78 Augsburg
men’s hockey squad that captured
the NAIA national title—the
school’s first team national title.
John Nelson ’86—A two-time AllMIAC pitcher in baseball, Nelson
set an NCAA Division III singleseason record, which still stands,
with 15 complete games in 1986,
as the Auggies reached the NCAA
Division III Midwest Regional.
Wayne “Mick” Scholl ’86—
Scholl earned All-MIAC honors
in baseball in 1984 and 1986.
Peggy Meissner ’80—An
Augsburg Honor Athlete in
1980, Meissner competed in
both volleyball and softball, and
was part of an Auggie volleyball
squad that finished second at the
MAIAW state tournament in
1979, finishing 27-15-3.
— Don Stoner
Julie Stepan Flaskamp ’92—A
track and field athlete, Stepan
Flaskamp qualified for the NCAA
Division III national championships twice in the heptathlon,
earning All-American honors in
1992 with an eighth-place finish.
She earned Academic All-MIAC
honors and was named an
Augsburg Honor Athlete in 1992.
Kristi Ockuly ’95—Ockuly, an
outfielder and pitcher, earned
All-MIAC and All-Region honors
three times each in softball and
was named a Division III AllAmerican in 1995. She was an
Augsburg Honor Athlete in 1995.
For complete schedules, scores,
and information about Augsburg
athletics, go to
www.augsburg.edu/athletics.
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AROUND THE QUAD
Ages of Imagination
Augsburg College celebrates a new season
of leadership
October 18–21, 2006
Over four days in October, Augsburg College will celebrate the new leadership of President Paul
Pribbenow, as he is inaugurated into office around the themes of AGES—abundance, generosity,
engagement, and service.
Each day will focus on one of these themes in a variety of activities and events that involve the entire
Augsburg community on campus, in our neighborhood and city, and around the world.
The Inauguration Ceremony, open to the public, will take place on Fri., Oct. 20, at 2 p.m. in Melby
Hall, followed by a community celebration.
For major events, see the calendar on the inside back cover. For further information and the complete
calendar of events, go to www.augsburg.edu/inauguration.
Lutheran college choirs
celebrate F. Melius
Christiansen
The Augsburg Choir and four
other Minnesota Lutheran college
choirs will perform together in
two concerts on Sunday, Nov. 19,
to celebrate the living legacy of F.
Melius Christiansen, the “father”
of American a cappella singing.
Christiansen’s birth 135 years
ago will be commemorated by
Augsburg, Concordia-Moorhead,
Concordia University-St. Paul,
Gustavus Adolphus, and St. Olaf
in the first joint appearance by
these five ensembles representing
the Evangelical Lutheran Church
in America (ELCA) and the
Lutheran Church-Missouri Synod
(LCMS). Each choir will perform
individually with their own conductor and as a combined choir
under the direction of guest conductor Kenneth Jennings, professor emeritus and former director
of the St. Olaf Choir.
Two identical anniversary concerts will be performed at
Slovakian baseball, Auggie style
For the seventh year, StepUP program director Patrice Salmeri coached in a baseball camp for youth in
Slovakia. Here, Jano and Lucia sport Auggie baseball t-shirts sent from the baseball team.
6 AUGSBURG NOW
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F. Melius Christiansen
Orchestra Hall in Minneapolis on
Nov. 19 at 2 p.m. and 6:30 p.m.
The concerts are sponsored by
the F. Melius Christiansen Star of
the North Festival Concert Series
affiliated with the American
Choral Directors Association
(ACDA) of Minnesota, and will
highlight the organization’s twoday annual fall convention program and benefit the F. Melius
Christiansen Endowed
Scholarship Fund that supports
continuing education and graduate studies of young and aspiring
choral directors in Minnesota.
Music to be performed at the
concerts will feature works of
F. Melius Christiansen, including
choral favorites of thousands of
choral concertgoers, such as
Beautiful Savior, Wake Awake,
O Day Full of Grace, Psalm 50,
Praise to the Lord The Almighty,
and Lost In The Night,
among others.
Born in Norway in 1871,
Christiansen came to the United
States at age 17. In 1892, he
attended a concert by the
Augsburg Quartet in Wisconsin
and was attracted to Augsburg
College, where he became a
quartet member.
In 1903 he accepted an appointment as director of the St. Olaf
College music program. He founded the St. Olaf Choir in 1911 and
directed it until 1941, becoming
internationally known for his
Sunday, Nov. 19, 2006
2 p.m. and 6:30 p.m.
Orchestra Hall, Minneapolis, Minn.
Featuring the choirs of
Augsburg College
Concordia College–Moorhead
Concordia University–St. Paul
Gustavus Adolphus College
St. Olaf College
Ticket sales available May 1, 2006
Orchestra Hall Ticket Office: 612-371-5656
1871–1955
Proudly sponsored by the F. Melius Christiansen Endowment Committee
and the American Choral Directors Association (ACDA) of Minnesota
135th Anniversary Festival Concerts
development of perfect intonation,
blend, diction, and phrasing. He
was succeeded by his son Olaf;
another son, Paul, taught for nearly 50 years at Concordia CollegeMoorhead. F. Melius Christiansen
died in 1955.
Welcome, GEMS and GISE
About 100 girls and—for the first time—35 boys from Minneapolis Public Schools in grades 4–12 spent
several weeks on campus studying monarch butterflies, building the Mars terrain, programming robots,
and learning the chemistry of cosmetics. The GEMS (Girls in Engineering, Mathematics, and Science) and
new GISE (Guys in Science and Engineering) programs involve Augsburg students and former GEMS students as mentors.
For additional concert information go to www.fmcendowment.org. All seats are reserved;
tickets are available through the
Orchestra Hall box office (1-800292-4141 or 612-371-5656).
The Frame years in print
Published by Lutheran
University Press, with a preface
by ELCA presiding bishop
Mark Hanson ’68
$24.95
Available at the Augsburg
College Bookstore
612-330-1521
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AROUND THE QUAD
Dan Jorgensen retires to teaching—for now
Retirement for Dan Jorgensen, Augsburg’s public relations director
since 2000 and special assistant to President Frame for the past year,
is all relative. During this fall semester, he’ll still be commuting from
Northfield, but to a classroom instead of an office.
He has taught a journalism course in Weekend College for the past
five years, and in September he’ll teach it both in the day and weekend
programs—plus, teach a public relations course in both programs.
Much of Jorgensen’s tenure as public relations director focused on
raising the visibility of Augsburg in both the local and national media.
“I feel like we became more of a ‘player’ in terms of which institutions should be contacted when media sources were searching for
across-the-board responses to different educational questions,”
Jorgensen says. He recalls an editor of the Chronicle of Higher
Education telling him that Augsburg and President Frame were the
first who came to mind from small liberal arts colleges when planning a national forum on college presidencies.
Jorgensen also enjoyed seeing more faculty included as key
resources in the media—faculty who “took on a willingness to be
called upon,” he says. “That sort of cooperative spirit exemplifies the
overall ‘can do’ spirit of the institution. I loved that.”
For his retirement outside of teaching, he has several writing projects waiting, especially a novel about the Black Hills of South Dakota.
He and his wife, Susan, have first-hand experience living there and
have been collecting information for many years. He has also been
asked by his publisher for additional youth sports novels.
8 AUGSBURG NOW
Herald Johnson—Augsburg’s first financial
aid officer—retires after 37 years
When he came as a freshman in 1961, Herald Johnson ’68 probably
had no clue he would still be at Augsburg in 2006.
He stayed on to become an admissions counselor, but moved into
financial aid when new federal programs required administrative
oversight. In the 37 years since, he has served as a pioneer, leader,
and mentor among Minnesota financial aid officers.
One of Johnson’s legacies at Augsburg is the Enrollment Center. He
and Julie Olson, vice president for enrollment management, played
important roles in the concept development and implementation of
bringing several financial aid and enrollment offices together in a
one-stop shop for students.
He is the only person to have been twice elected president of the
Minnesota Association of Financial Aid Administrators (MAFAA). He
is proud of the Futures Task Force he created with his charge to past
presidents: “I want you to look at our association with critical eyes
and see if we’re poised for what you see coming down the road.”
His retirement plans include a fair amount of work, but his four
children and seven grandchildren are top priority. “The kids are my
friends,” Johnson says—“it’s really cool.” Their gift to him is a trip to
Norway to meet relatives and explore his heritage—a longtime dream.
He’ll continue as a consultant at Augsburg with the Scholastic
Connections program, the Scholarship Brunch, and with government
relations concerning financial aid issues in 2007.
He mentions that among his pleasures at Augsburg was hiring student workers and following their careers as they assume leadership
positions both at Augsburg and around the state.
At the end of his notice of thanks following a retirement celebration, Johnson wrote, “As we Norwegians say, ‘Mange tusen tak.’”
— Betsey Norgard
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American Indian Studies—
a cultural commitment
Augsburg’s newest department
makes a bold statement for the
College—about commitment,
about culture, and about heritage.
After being offered as a minor and
major for a number of years, the
faculty approved the creation of
an American Indian Studies
Department, headed by Associate
Professor Eric Buffalohead.
The new department models
Augsburg’s mission to serve diverse
populations, says Buffalohead, and
it signals to students, parents, and
the community that it’s permanent
and a great choice for a major—
and not just a selection of courses
that may change.
The number of students in the
program has been growing, and
they are beginning to shift from
Native to non-Native students.
American Indian Studies is a valuable major, second major, or minor
for students who are preparing for
work with human services—in
business, health care, education,
youth and family ministry, etc.
“AIS courses and skills are
transferable,” Buffalohead says,
“to law, politics, service—it’s
about cultural understanding.”
Since the program is small,
students often take several courses
with the same professor. For
native students, the program also
serves as a safety net where they
can relate to faculty and staff.
The department works closely
with Augsburg’s American Indian
Student Services program.
This multidisciplinary department includes courses in history,
literature, religion, film, women’s
studies, and special topics. The
faculty seek opportunities to
build in experiential opportunities, such as learning in the community, internships, and study
abroad. Next winter, Assistant
Professor Elise Marubbio will
M. Elise Marubbio and Eric Buffalohead are
two of the faculty in Augsburg’s new
American Indian Studies Department.
lead a travel program to
Guatemala, focusing on indigenous issues of the Mayan people.
Film has become a focus in the
AIS program. For three years, the
College has sponsored the
Augsburg Native American Film
Series, which screens documentary films, often with the filmmaker present to lead discussion.
It also provides a venue for selections from other film festivals,
and links to Augsburg’s
Indigenous Filmmakers course.
Buffalohead says that
Augsburg’s American Indian
Studies Department seeks to
excel as a regional center for the
study of Indians in the Upper
Midwest. Students can study one
year of Ojibwe language on campus, with the possibility of a second year of study.
Buffalohead’s experience in
American Indian Studies dates
back to age five, when his father
became the first chair of the
American Indian Studies
Department at the University of
Minnesota, and Eric would visit
his office. After earning academic
degrees in anthropology, he also
taught at the university, which he
considers to have been good
training for Augsburg’s new
department.
For information on American
Indian Studies, contact Eric
Buffalohead at
buffaloe@augsburg.edu or go to
www.augsburg.edu/ais.
— Betsey Norgard
Killing the Indian Maiden:
Images of Native American Women in Film
by M. Elise Marubbio
Native American women have been
characterized as various figures in
film for over 100 years. None,
however, has intrigued Elise
Marubbio more than the young
Native woman who falls in love or
is connected with a white hero and
dies for this choice.
Marubbio’s book, Killing the
Indian Maiden: Images of Native
American Women in Film, will be
published in December by the
University Press of Kentucky. The
book analyzes 34 A-list Hollywood
films, from the silent era to the present, to analyze the depictions of
women and the themes and myths that are played out.
The book stems from her dissertation and unites her various areas
of interest—she has degrees in fine arts/photography, American
Indian Studies, and cultural studies. It is the first in-depth study in
this area and is important for film studies, women’s studies, cultural
studies, and American Indian studies.
Marubbio researched film archives at the Museum of Modern Art
in New York, the Library of Congress in Washington, D.C., the
Motion Picture Academy of Arts and Sciences in Los Angeles, and
the Cecil B. DeMille Archives at Brigham Young University. A dissertation fellowship from the American Association of University
Women gave her time to write.
What she found, she says, is that “over a 90-year period this figure
emerged in premier films in various forms as either the Princess or
Sexualized Maiden, figures through whose body national themes of
colonialism, violence toward women of color, and feats of interracial
mixing are played out.
“All the films reinforce American myths of the frontier, Manifest
Destiny, and the ideal of Anglo-European America’s pre-modernization innocence through this image,” Marubbio says.
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AROUND THE QUAD
Renewing Old Main—
heritage of place,
spirit of space
SUPPORTING
AUGSBURG
Over the top at
$55 million
A 500-ton crane has begun to set the precast concrete walls on the poured footings for
On June 27, a celebration was
held in Christensen Center as
the star was moved across the
$55 million figure and the goal
was reached in Access to
Excellence: The Campaign for
Augsburg College.
“We are here to celebrate
achievements in the capital campaign that started six years ago
with a $55 million goal,” said
Tracy Elftmann, vice president
for institutional advancement.
She reported an exact total of
$55,009,761 received to date.
Retiring president William
Frame commented that this
could not have been achieved
without everyone’s participation.
He described vocation as “living
so that you create community,”
and this accomplishment could
not have happened unless
Augsburg is becoming “something called ‘community.’”
President Paul Pribbenow
wrote in a memo to the
Augsburg community in July, “As
called for in our original campaign plan, we are continuing to
raise funds for all Access to
Excellence campaign projects
(Kennedy, Gateway, and science
facilities, along with our endowment) through the end of the
2006 calendar year. And we are
preparing to celebrate this
10 AUGSBURG NOW
the new Oren Gateway Center. The completion date is set for fall 2007. Watch the
progress on the webcam at www.augsburg.edu/campaign/gateway/construction.html.
Construction is moving quickly on the Kennedy Sports and Recreation Complex in Melby
Hall. The structure is up, new bleachers have been installed, and anticipated completion is
January 2007.
remarkable achievement during
the upcoming academic year.”
He further explained that
although the total goal was reached,
funding for the science building
was not completed, in part due to
dramatically higher construction
and transportation costs.
Pribbenow has identified the
science building as one of his top
priorities, and says that “with
anticipation and momentum we
will now redouble and refocus our
efforts to raise funds to see the
completion of the science project.”
Construction began on the
Kennedy Sports and Recreation
Complex in Melby Hall in May,
and on the Oren Gateway Center
in July.
— Betsey Norgard
A gift of $1 million has been given
by Norman and Evangeline
(Vangie) Hagfors for the renovation
of Old Main and a potential home
for the Center for Faith and
Learning. Both Norman and Vangie
enjoy longtime connections to
Augsburg through the Lutheran
Free Church. With this gift they
honor both the physical and theological heart of the Lutheran Free
Church as well as the renewed
spiritual vitality of the College,
guided by its Center for Faith and
Learning.
The renovated chapel in Old
Main will be named for Vangie’s
father, Rev. Elnar Gundale, who
graduated from Augsburg College
in 1933 and Augsburg Seminary in
1937. For more than 50 years,
across four states, he served LFC
churches and was the oldest living
LFC pastor at the time of his death.
From her childhood memories, Vangie recalls visits to their
homes during the summers from
the Augsburg Men’s Quartets.
“Their proclamation of the
Gospel as Augsburg ambassadors,” says Vangie, “made a very
positive impression on the youth
of the churches they visited, as
well as their parents, who supported the school.”
Three of Vangie’s siblings followed their father’s footsteps to
Augsburg. Vangie also attended the
College as part of her nurse’s training at Lutheran Deaconess
Hospital. She remembers her class
of 32 nurses walking across
Franklin Avenue to Augsburg
where they studied mostly science.
Among other activities on campus,
she attended chapel in Old Main.
Norman Hagfors has been a
member of Augsburg’s Board of
Regents for more than twelve years,
including serving as vice chairman
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Above: The chapel in Old Mail will be restored and named for alumnus Rev. Elnar
Gundale, ’33, ’37 Sem.
Left: Vangie and Norman Hagfors
and chairing committees. “I have
enjoyed watching the College grow
in stature both as an educational
institution and in spiritual vitality,”
he says. He gives much credit to
President Emeritus William Frame
who, he says, “really pushed the
spiritual aspects of developing one’s
life—not only at Augsburg, but as
a spokesman to other colleges.”
Norman graduated from the
University of Minnesota in electrical engineering when biomedical
engineering was in its infancy,
and worked in medical research,
authored many papers, and
received a number of patents for
his inventions. He also played a
part in several “start up” medical
device companies that brought
implantable cardiac pacemakers
and neurological devices for the
treatment of chronic pain to the
medical community.
Norman and Vangie Hagfors
have chosen to support the renovation of Old Main not only
because of its physical significance in the history of the school,
but because it embodies the spiri-
tual foundation and concepts on
which Augsburg was founded.
Their hope is that the renovation
will give support, emphasis, and
inspiration to the spiritual life of
the school and its students.
Norman and Vangie have two
married children and seven
grandchildren.
— Betsey Norgard
The Center for Faith and Learning
As the Old Main Chapel stands in the center of the campus,
Augsburg’s new Center for Faith and Learning lies at the heart of
Augsburg’s educational mission. Four years ago, Augsburg received
its first grant from the Lilly Endowment for “Exploring Our Gifts,”
helping students, faculty, and staff attend to their called lives of
service. When the Lilly grants conclude in 2010, Augsburg’s Center
for Faith and Learning will continue to embed and extend
Augsburg’s leadership in vocation.
A focal point in the Center for Faith and Learning is Augsburg’s
first endowed chair, named for former Augsburg president and
scholar Bernhard M. Christensen. In September 2005, retired Luther
Seminary president and theologian David Tiede was inaugurated as
the Bernhard M. Christensen Professor in Religion and Vocation.
In his inauguration speech, Tiede explained the Center for Faith
and Learning: “The purpose of the center is to guide the College in
the theological exploration of vocation as understood within the
Lutheran tradition. It will provide resources to faculty, staff, and students that enable them to organize faith and learning within a vocational framework.”
The center is also building external partnerships to study faith
and learning in the community. One example is faith@work!, a
partnership with St. Philip the Deacon Church in Plymouth, Minn.
This speaker series presents community leaders who provide examples and tools for living faith-based lives. (See information on the
speakers and dates in the calendar on the inside back cover.)
A $1 million gift from Norman and Vangie Hagfors will help renovate Augsburg’s
oldest building.
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Experience grounded in mission and vision:
Paul Pribbenow’s call
to Augsburg
BY BETHANY BIERMAN
12 AUGSBURG NOW
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“Hip, hip, hooray!” Thomas exclaimed, his right arm pumping in triumph. He had just been told his family’s picture would be on the cover
of a magazine.
“Wow, how about that!” replied his mother, as she brushed sand off his
little sister Maya’s knees.
I
ndeed, it is a time for celebrating at Augsburg, as the
Pribbenow family settles into Minneapolis and the Augsburg
House. Not since Bernhard Christensen’s presidency, which
began in 1938, has Augsburg’s first family included young children. Paul Pribbenow and his wife, Abigail, and their children,
Thomas (5) and Maya (2), quickly have acclimated to the Augsburg
community.
On July 1, 2006, Pribbenow became the 11th president of
Augsburg College, a position that colleagues close to him have
known was his dream—to become the president of a Lutheran college. To that dream he brought a proven track record of success—
from fundraising to developing mission and vision and from teaching
to handling senior management issues.
In announcing his Augsburg appointment to the Rockford College
community, which he had served as president since 2002, Pribbenow
stated, “The leadership opportunity at Augsburg College is a once-ina-lifetime chance to take the best of what I have learned at Rockford
College, with its commitments to liberal arts and civic engagement in
the city, and link that experience with a connection to the Lutheran
Church, which is my personal faith tradition.”
Over the months since his appointment, Pribbenow’s entry into the
Augsburg community, through an unusual shared transition with
retiring president William Frame, has seemed quite natural—as if it
had been in the making for a long time.
Son of a pastor
Paul Pribbenow was born in Decorah, Iowa, during his father’s senior
year at Luther College. The young family moved to St. Paul where his
father attended seminary, then moved to a small town near Tomah,
Wis., where his father’s ministry began.
The eldest of six children, Pribbenow spent most of his youth in
small towns around Madison. His family moved to Iowa during his
ninth-grade year, and he graduated from high school in Denver, Iowa,
near Waverly. Pribbenow graduated magna cum laude from Luther
College in three years, with a B.A. in sociology and political science.
“My first couple of years at Luther, I thought I would go to seminary,” Pribbenow recalls. Halfway through his third year, however, he
admitted to one of his religion professors, “I love the study of religion, but I don’t feel called to be a minister.” The professor suggested
looking into the Divinity School at the University of Chicago where
he could engage the questions that interested him without specifically
preparing for the ministry. Pribbenow entered the Divinity School in
1978 and spent the next 18 years in the Chicago area.
“I went from never living in a big city to living on the south side of
Chicago. If I have a place that I call home, it’s probably Chicago.”
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The call begins
Starting graduate school, Pribbenow felt his primary interest would be in
teaching religion and ethics. Along the way, however, he began to focus
his interests on the ethics and management of not-for-profit organizations.
“I learned that in American society, non-profits are one of the
important ways we live out our social ethic,” Pribbenow says. “I
became intrigued by how organizations are managed and what link
that has to how effective they are in helping society live out its social
ethic. If there’s a problem in the way a college or museum is run,
that’s going to have an impact on how well the institution will live
out its mission and values.” Pribbenow began to understand these
issues as examples of the need for reflective practice—linking learning with action.
In order to practice what he preached, he took a job in fundraising
at the university after receiving his M.A. in divinity. “I started up the
administrative ladder, along the way I taught and had chances to
write, but I never left the practice of administration. I started practicing what I studied and what I cared about. That was my calling.”
The lines connect
The President’s Cabinet (L to R) Leif Anderson, chief information officer; Barbara
Edwards Farley, vice president of academic affairs and dean of the College; Ann
Garvey, vice president of student affairs and dean of students; Tom Morgan, senior
vice president and special assistant; President Pribbenow; Tracy Elftmann, vice president for institutional advancement; Julie Olson, vice president of enrollment management; Dick Adamson, vice president for finance and adminstration; and Gaye Lindfors,
senior vice president and special assistant.
14 AUGSBURG NOW
It was in these early years working at the University of Chicago that
Pribbenow started to realize even more clearly the connection
between his various interests—higher education, management, and
ethics—and that he might have both the skills and commitment to be
a college president.
In 1993, Pribbenow was named vice president for institutional
advancement at the School of the Art Institute of Chicago—an
assignment that helped him gain valuable experience in leading a
complex (and sometimes unpredictable!) organization.
At the Art Institute he also met his future wife, Abigail, then a
graduate student in the school’s arts administration program, when
she interviewed with him for a job in event planning for the school.
Paul and Abigail were on their honeymoon when the call from
Wabash College came. After many years of living in the Windy City,
the two packed up and headed to Crawfordsville, Ind., for a six-year
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Abigail at a
glance
adventure where Paul served as dean for college advancement, secretary of the Board of Trustees, and research fellow in the liberal arts.
A taste of the ministry
While working at Wabash, Pribbenow got a call from the ELCA
Indiana-Kentucky Synod bishop, saying, “‘There is a little SwedishLutheran church down the road from you in Attica, Ind., that has lost
its pastor and can’t afford a full-time pastor. I was wondering if you’d
take an interim assignment to serve them for six months, just to help?’”
“I actually think he mistook me for my father,” Pribbenow chuckles. When he told the bishop he wasn’t ordained, the bishop
responded that he would license him for the roles that would require
ordination. “What was originally a short-term assignment turned into
a three-year stint as interim pastor,” says Pribbenow.
The Pribbenows moved to Rockford, Ill., on Easter Weekend 2002
for the start of Pribbenow’s presidency at Rockford College. After the
couple and their son, Thomas, whom they adopted in Vietnam in
2001, made the Saturday trip from Central Indiana to Illinois with
two heavily packed vehicles, Pribbenow turned around to make the
five-hour trip back to Indiana so that he could preside at his last
service the next morning—on Easter Sunday.
“My work as interim pastor in Attica was a valuable experience for
a new college president. It taught me some very important lessons
about loving a congregation, preaching the lectionary, and presiding
over congregational meetings—all activities that closely parallel the
work of leading a college.”
The Rockford years
Pribbenow became the 16th president of Rockford College at an
extremely important point. Critics at the time of his arrival described
the four-year, independent college founded in 1847 as lacking in focus,
and there were financial challenges that required immediate attention.
In his four years at Rockford, Pribbenow led the campus community in a strategic long-range planning process that refocused on the
liberal arts, launched new degree programs, renewed its commitment
Abigail Crampton Pribbenow
grew up in Flossmoor, Ill., outside of Chicago. She spent her
junior year of high school as an
exchange student in France and
two subsequent years at the
United World College–USA in
New Mexico. She went on to
earn a bachelor’s degree in
anthropology from the
University of Chicago and a
Master of Arts in arts administration from the School of the
Art Institute of Chicago.
Dance has always been a keen interest for Abigail. While growing
up, she studied classical ballet and in college learned modern dance
and choreography. Combining her experience as a dancer and her
administrative skills, Abigail’s professional work includes working in
not-for-profit management at the Chicago Dance Coalition, the
School of the Art Institute of Chicago, Wabash College, and the
International School of Indiana. While preparing to adopt Thomas,
she returned to teaching dance to children in Crawfordsville, Ind.
Abigail has fully immersed herself in the life of each college and
community in which she and Paul have lived, including serving as
president of the Rockford Area Arts Council, church council member,
board member for the Easter Seals Children’s Development Center,
and host of the biannual women in the arts festival at Rockford
College. Among her many accomplishments, she co-founded the Jelly
Bean Ball, a family-friendly fundraiser for Easter Seals. She looks forward to finding her niche in the Augsburg community.
Abigail anticipates much entertaining and relationship building in
the next several months and expects her largest challenge to be figuring out when to integrate the children into these activities. For
now, she’s glad to have figured out routes to the farmer’s markets
and local parks. Thomas and Maya seem glad about this, too.
to civic engagement, and engineered a provocative and attentiongrabbing branding campaign that played off of the image of the institution’s most famous alumna, Jane Addams, social reformer and the
1931 Nobel Peace Prize recipient.
The Pribbenow family also received the blessing of a daughter while
in Rockford when they adopted Maya in Chongqing, China, in 2004.
The call to Augsburg
When approached by the search consultant in 2005 about applying
for the vacancy at Augsburg, Pribbenow was intrigued. He and
Abigail knew Bill and Anne Frame through their work on a vocation
project with the Council of Independent Colleges.
“It was a call to a place that clearly is working to be faithful to its
church tradition while also seeking to be faithful to its educational
and civic engagement traditions,” says Pribbenow. “I’ve spent my
entire career in non-sectarian places. … I’ve learned some valuable
lessons about what it means to be faithful in the world, and I know
those are lessons that will inform my work at Augsburg.”
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Augsburg College—
the first-year initiatives
One College
Based on the College’s mission that embraces the liberal arts, faith
and values, life in the city, and diversity, the Augsburg community
will engage in conversations that explore how all the curricular,
co-curricular, administrative, and public work at Augsburg is
grounded in the College’s singular mission and vision. Wherever it
is found—in Minneapolis, Rochester, or around the world at its
Center for Global Education sites—and whomever it teaches—traditional undergraduates or adult learners—and whatever it teaches—the traditional liberal arts or professional studies—how is
Augsburg known as one college, dedicated to the same abiding
values and aspirations?
The Augsburg Promise—Experience and Image
Based on the one college conversations, the Augsburg community
will examine the promises it makes to students, faculty, staff,
alumni, its neighborhood, and the wider world. We will consider
how well we keep our promises in the daily work of the College.
We then will explore how the Augsburg community can do an
even better job of keeping its promises, talking to each other
about those promises, and then illustrating to the world what the
Augsburg brand is all about.
Common Work at Augsburg
The Augsburg community also will examine its organizational
life—how it’s governed, who’s involved in leadership and decisionmaking, and what voices are heard (or not) in its daily life. Based
on this examination, the College will develop an organizational
structure that deploys resources responsibly and is accountable.
Based on our common work of educating students, we also will
seek to offer all members of the Augsburg community the opportunities to nurture and sustain their callings.
Science at Augsburg
As a college community, we will explore what it means to educate
students in the sciences at Augsburg, within the context of the
College’s mission—dedicated to our rich tradition of excellence in
teaching and research, as well as to our commitments to scientific
literacy and responsibility. Based on our findings, we will plan curricular and co-curricular programs, public outreach, and facilities
appropriate to our highest aspirations for science education at
Augsburg. A central feature of this project will be the re-launching
of fundraising efforts for new science facilities at Augsburg.
— Paul Pribbenow
16 AUGSBURG NOW
Pribbenow did have hesitations about leaving Rockford. “I didn’t
feel as though I’d been there long enough, and there were many
issues still to be addressed.”
He was encouraged to speak with Jean Taylor, chair of the
Augsburg Board of Regents. “She listened carefully, and at the end of
our conversation she said, ‘I think you’ve got to do what Augsburg
has taught me—you’ve just got to listen.’ That was very insightful
and critical to my decision to seek the Augsburg presidency.”
It was a call to which he and Abigail couldn’t say “no.”
A remarkable fit
In his letter to the Augsburg search committee, Pribbenow spelled
out why this opportunity seemed such a remarkable fit for his leadership and experience.
To him leadership must also be understood as stewardship. He is
committed to the role of a collaborative leader who has a “responsibility to help the college community ‘pay attention’ to its most deeply
held values and priorities so that all gifts are well used.” This
includes a uniting of the campus community in shared vision, as well
as in varying forms of hospitality that engage the campus with its
urban neighbors.
Pribbenow wrote that his own deeply held sense of personal vocation builds on Martin Luther’s view of education that creates people of
“wondrous ability, subsequently fit for everything.” A college that helps
students discover this ability must in itself be a mission-driven and
integrated institution, so that all students in all programs “are chal-
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lenged and shaped by [a] vision to link education with engagement.”
Pribbenow went on to write that he is “committed to the idea that
colleges—and especially church-related colleges—are uniquely situated to help students of all ages to listen for and hear their own calls,
to find their vocations for life and service in the world.” As an ethicist
he has examined professional work in society and understands how
significantly reflective thinking (linking learning and experience) and
personal faith affect public well-being.
As he begins his Augsburg presidency, Pribbenow finds Augsburg
and Rockford colleges very similar in their commitments to civic
engagement. “I am here because of that commitment to educating students for democracy, and I intend to make it an even more important
focal point. Augsburg should be known for what it does in civic
engagement. … We need to say to the world, ‘Look at what we’re
doing and why we’re doing it. There are important lessons about faithful life in the world that are being taught and practiced at Augsburg.’”
The key difference between the colleges, he says, is of course the
connection to the church. “The role at Augsburg of Lutheran faith
and human religious experience shapes the education of students and
defines a central aspect of our identity as a college,” Pribbenow states.
“I need to have a different lens to the way I look at issues that I didn’t
in a non-sectarian institution. That’s an energizing and meaningful
aspect of the work ahead of us.”
The plan
Pribbenow’s initiatives for his first year at Augsburg all point to action
(see the sidebar on the opposite page). “We need to take the good
vision work that’s been done during the Frame presidency and translate it into organizational activity and image so that people will look
at Augsburg and say, ‘I see what this college cares about.’”
When asked what he hopes the headlines will read when he retires,
Pribbenow answers, “I do hope we’ll be here until I retire, and when
I’m ready to step down that the community will have the same affection and love that people had for Bill and Anne, because we were
faithful to what this college is called to do. … I hope the headlines
will read that I helped Augsburg to be even more faithful to its calling, and that as a result, this little college stands as a 21st-century
model for faithful and responsible liberal arts education in a city.”
As far as Thomas and Maya’s plans, they seem content to be getting
to know their new hometown. When asked his favorite thing about
Minneapolis, Thomas answered, “The Mall of America! On the log
ride, there’s this big guy with an axe. He’s GI-NORMOUS!”
Without a doubt, Augsburg seems to be on the cusp of some pretty
“gi-normous” opportunities as well. Ⅵ
5
things you may
not know about
Paul Pribbenow:
1.
He writes his own version of
a “blog,” known as Notes for
the Reflective Practitioner.
2.
He sang professionally for 13
years in Chicago. (His father
and he both sang for Weston
Noble at Luther.)
3.
He doesn’t eat red meat or
lutefisk. (Perhaps the latter
has to do with his first job
cleaning out the lutefisk tub
in the Stoughton, Wis.,
grocery store cooler.)
4.
While it’s true that his mentor
and dissertation adviser Martin
Marty wears a bow tie, it wasn’t
until years after learning to tie
them for the many black tie
affairs he attended at the Art
Institute of Chicago that he
decided to adopt the look on a
daily basis.
5.
In his car stereo you’ll find
National Public Radio, the
Mars Hill tapes (conversations on Christianity and
modern culture), choral
music, or Raffi (children’s
musician and entertainer).
To learn more about Augsburg’s mission and vision and to read
President Pribbenow’s speeches, go to www.augsburg.edu/president.
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Country
Fresh U
BY TIM DOUGHERTY
very Thursday during the growing season, Campus Kitchen
student intern Melanie Opay returns to campus around 5:30
p.m., her head barely visible above the white produce boxes
stuffing her car. Teeming with delicacies from rutabagas to
radishes and kale to kohlrabi, these bountiful boxes are
courtesy of Gary Brever’s Ploughshare Farm, a family-owned organic
farm in Parker’s Prairie, Minn. Brever’s parents, Jeanie and DeWayne,
deliver the veggies each week to drop-off sites in Alexandria, St.
Cloud, and the Twin Cities, delighting urban dwellers who have
increasingly searched for more freshness in their summer diets.
Brever is a small-business owner and entrepreneur just as much as
an organic farmer, and has carved a niche for his farm in the growing
Community Supported Agriculture (CSA) movement. In the CSA
model, individuals and families purchase a “share” of the harvest at
the beginning of the growing season in exchange for a weekly box of
vegetables from mid-June to early October. Typically, paying customers receive the produce themselves, but Brever has augmented his
market by allowing people or congregations to purchase shares and
donate them to hunger organizations like the Campus Kitchen at
Augsburg College (CKAC).
For the past three summers, these white produce boxes have
formed the food foundation for Augsburg’s Campus Kitchen—a student-driven food recycling organization. Volunteers use this produce
along with surplus food from Sodexho’s campus dining services and
local food banks to prepare nutritious, free meals for residents in
neighboring community programs. The premise has always been simple: there is far too much good food going to landfills and far too
many agencies that can’t afford to buy food for their hungry clients.
By recycling food and empowering students to prepare meals and share
them with immigrant youth, the homeless, and homebound elders,
CKAC uses food as a tool to engage students in the community, to reduce
the amount of discarded campus food, and to forge bonds in Augsburg’s
neighborhood through the universal language of a shared meal.
E
Ploughshare Farm’s Gary Brever spreads
hay to mulch the tomato beds for weed
control and moisture.
18 AUGSBURG NOW
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Urban Renewal
With the addition of Brever’s organic, locally-grown produce,
CKAC has begun to build programs that can better nourish clients
with an array of ingredients infinitely fresher than grocery store fare.
At the same time, the programs redefine stewardship by supporting
local farmers and they educate youth about dietary choices that can
simultaneously heal both the earth and their bodies.
Above: Campus Kitchen culinary job
Taste the difference
trainee Kenny Peterson chops lettuce fresh
For the Campus Kitchen, the quality of freshness is staggering. Each
week, the menu for clients is set according to the contents in those
boxes, an adventurous undertaking in and of itself. “Working with
local produce has been an exciting challenge,” says Opay. “I get to
work with food I’ve never used before, which has been a great learn-
from Ploughshare Farm.
Below: Campus Kitchen volunteer Trish
Hannah leads the youth in the Jump Start
program through cooking techniques.
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ing experience and a lot of fun. Plus, our clients love the results!”
That’s because the results are often worthy of an epicurean’s table:
dishes such as arugula salad with shaved fennel and marinated chioggia beets or southern-style collards and cabbage. These meals are
then delivered, served, and shared with the community by Augsburg
students, staff, and alumni.
In addition, each week’s harvest is so bountiful that CKAC can
share full boxes of fresh produce with the Brian Coyle Center food
shelf. In the heart of the Cedar-Riverside neighborhood, this community food shelf primarily serves East-African immigrants, a population
that prefers to prepare meals from scratch and spurns the canned
goods and highly processed foods that usually fill food shelves.
Brever, like the Campus Kitchen, believes that true community
health can begin with what people have on their dinner plates.
Having spent a few years on a Catholic Worker farm in Washington
state, he was well accustomed to the corn-syrup-laden, preservativerich foods typical of food shelves. While these foods may fill bellies,
they do little to build health.
Brever also saw the preponderance of these products as a good
indicator of the shortcomings embodied by our industrial food system, where—according to Francis Moore Lappé and Anna Lappé in
their book Hope’s Edge—about half of a typical grocery store’s more
than 30,000 items are produced by 10 multinational food and beverage companies.
A rural Minnesotan by birth, Brever knew the effect this homogenized system has on the fabric of rural farming communities and the
20 AUGSBURG NOW
relative lack of nutritive value provided by these preserved foods.
Longing for an alternative, he envisioned a system where small, family
farmers could thrive while even the urban poor could gain access to
fresh, responsibly grown produce. In short, everyone deserves food
grown with care, harvested at peak ripeness, and made into meals
that nourish the body and sustain the mind.
Redefining stewardship
Brever saw the CSA model as the answer. By offering people the
opportunity to donate locally-grown produce, he felt he could help
farms like his to earn a living wage while getting more healthy food
options to urban populations who lack access to such luxury. “At its
core, it’s about relationship,” says Brever. “How are we supporting the
farmers and the communities that grow our food?” In an increasingly
complicated world, it’s no longer enough to merely feed people. We
must also take into account how that food is grown and prepared
while weighing the environmental and economic realities we’re supporting with our food decisions.
The model has been hugely successful, as church congregations
and individual donors love the idea of enriching the urban community
while helping small farms succeed. In Brever’s words, feeding the
hungry is “no longer just about charity. Now, it’s also about change.”
At Augsburg, the Campus Kitchen has been helping to usher in
those changes. Thanks to a generous donation from St. Martin’s
Table, the local restaurant and social-justice bookstore, CKAC is
embarking on its third summer of vegetables from Ploughshare Farm.
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In addition to preparing meals for clients, the produce is now being
leveraged to educate youth about the health benefits of a diverse diet,
and the power we have to effect change with something as simple as
our eating habits.
Project C.H.O.I.C.E.S
Few tactics succeed when it comes to getting kids to taste new vegetables. Unless, of course, you involve them in the cooking process.
Each week, CKAC volunteer Trish Hannah leads a cooking class with
11- to 14-year-old participants in the Brian Coyle Center’s Jump Start
program. Seasonal dishes such as a strawberry, spinach, and grilled
asparagus salad that would have originally garnered a cacophonous
chorus of “eew” and “boo” are suddenly finding a receptive audience
in these young culinarians.
Project C.H.O.I.C.E.S (Community Health Originates in Creating
Environmental Sustainability) is a curriculum devised by Hannah in
conjunction with CKAC and Jennifer Tacheny, coordinator of
Celeste’s Dream Community Garden Project. Its goal is to awaken the
power in students to choose health for their bodies and the earth.
Through cooking classes using local produce, it seeks to teach youth
the full cycle of food—from the field to the table to the compost
bin—while empowering them to choose respect. It means the choice
to respect their bodies with healthy, tasty food that was grown in a
responsible manner and as close to home as possible. And the choice
to respect their neighborhoods and backyards by picking up litter
and composting food waste. Using the common denominator of food,
the curriculum hopes to teach self-sufficiency and empower these
youth to cultivate healthy, responsible lifestyles.
Honoring the full cycle
Brever can’t think of a better outlet for his produce. “So many nonprofits are forced to measure their impact in pounds of food. Just as
it’s hard to measure the intangible nutritional and environmental values of buying local and organic produce, you can’t measure the intangible value of sharing a meal with someone,” he says. “Not only does
the Campus Kitchen share my food with people in Minneapolis, it
also uses it as a teaching tool for empowerment.”
And the Campus Kitchen can’t think of a better direction to be heading, helping to better their urban backyard while supporting the work
of organic farmers in Minnesota. With the success of the Ploughshare
Farm partnership and the positive impact of programs like Project
C.H.O.I.C.E.S., the Campus Kitchen at Augsburg College hopes to
expand its programs to involve more local growers and to take clients
on field trips to the farms that make the meals possible. It could also
lead to the creation of a local community garden where clients get their
own chance to participate first-hand in the full cycle of food.
Through the Campus Kitchen, Augsburg is redefining what it
means to be a good urban neighbor and, simultaneously, support
rural communities. With such tasty food arriving by the boxful, it’s
becoming easy to build bridges to the heart through the belly. Ⅵ
Former Campus Kitchen coordinator Tim
Dougherty pounds in the staking lines for
organic heirloom tomatoes.
Tim Dougherty is the community and civic engagement student coordinator in the Center for Service, Work, and Learning. He formerly was
the coordinator of the Campus Kitchen at Augsburg College.
Augsburg Campus Kitchen volunteer
Melanie Opay heaves boxes of produce
from Ploughshare Farm into her car.
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S
Making art
and history
in
France
BY TARA SWEENEY
Above: From left, Augburg students John
Leibfried, Patrick Wendel, and Joe Trenary
greet the locals in Espeyrac, France.
Right: Augsburg pilgrims cross the old
bridge into Estaing, France.
22 AUGSBURG NOW
o, how was France?” is the usual question. “Good. Great,” is
the typical answer that satisfies a polite inquiry. The real
answer takes a little longer.
“What’s the first word of the rule?” my colleague, [Professor]
Phil Adamo, asks, and not for the first time. “Listen,” the students chime in unison, just as the old man in the beret hobbles up the
tiny cobblestone passageway that Espeyrac, this hamlet in southern
France, calls a street. It’s not easy to upstage Phil Adamo, but this
Frenchman’s hound dog doesn’t know any better. The students have forgotten about The Rule of St. Benedict. The traditional French greeting—
kiss-kiss-kiss—seems more the order of the day as they hand out eager
caresses to this tail-wagging, sweet-talking, show stealer of a dog.
They have come here with us to learn plein air drawing and to
study the religious experience of medieval France as a paired shortterm study abroad experience, May 14–June 4. Before they return to
Minnesota they will make a four-day pilgrimage, visit monasteries,
cathedrals, walled towns, museums, and a papal palace to earn two
credits and satisfy the critical thinking (CT) and liberal arts foundation (LAF) graduation requirements.
Class begins wherever 15 students can listen to the history professor
read a passage from a 1500-year-old text on monastic practice, and
the art professor read from John Ruskin’s Elements of Drawing in
Three Letters to Beginners. Yesterday it was below Le Pont Vieux in
Espalion, one of three communities on this pilgrimage with the muchdeserved designation of “les plus beaux villages de France.” The day
before it was beside the River Lot in equally picturesque Estaing.
My colleague reminds me daily that this collaboration in experiential
teaching and learning is work. Each day’s sweat, constant thirst, and
aching body parts are real enough. So are the pain of blisters, the weight
of packs, and our labored breath as we follow our capable local guide,
Laurent Riou, up another steep ascent of mud and rock. Each night we
sleep in a new family-run hotel after dining on traditional local fare at
long communal tables. We hear little English other than our own as we
walk village to village on the centuries-old pilgrimage road, le Chemin de
St. Jacques de Compostelle, with pilgrims from around the world. Some
will continue the entire summer, across the Pyrenees into northern Spain,
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Class in France begins wherever history
professor Phil Adamo finds enough
room to gather students and read the
day’s passage from The Rule of St.
Benedict.
and all the way to Santiago in the
west, to receive the official pilgrim’s
passport and a chance to have their
sins forgiven. Some, like us, are walking just a few days.
We have many things to teach;
what students learn depends on the
site visit and their willingness to try.
Each keeps a daily sketchbook/journal that integrates personal reflection with history and art assignments.
Reading from The Rule of St. Benedict is Phil’s structure for teaching
the principles of monastic community, an important aspect of medieval
religious practice. Students don’t simply hear about how silence helped
monks to listen deeply. They are expected to practice it. They do so,
awkwardly at first, for a short time as they enter Église de Perse, the
Romanesque chapel of Saint Hilarian, built on the site where the
Muslims supposedly beheaded him in the eighth century. Eventually,
they practice silence for what seems like an eternity, from sundown to
sunup, in preparation for a visit to the monastery, St. Martin du
Canigou, perched a half-day’s hike up the foothills of the snow-capped
Pyrenees. In the end, they are willingly silent beside the rushing alpine
waters of Vernet-les-Bains, embracing experiential learning at its best.
My structure for teaching plein air drawing is demonstration and practice, and practice, and practice—the medieval master/apprentice model.
Students are expected to draw at least two hours per day. For some this
is daunting at first. We stop and draw together wherever the inspiration
and pauses of travel make it possible. They learn that this kind of drawing can happen all day, any day. This means that a rest from the midday
hiking heat finds these vibrant young people sketching in the shade
along the trail. Curious fellow pilgrims pause to enjoy the view and cheer
them on. Augsburg’s students are natural goodwill ambassadors.
Our pilgrimage ends in Conques, where we receive the pilgrim’s
blessing at Abbaye de St. Foye, the patron saint of the blind and the
imprisoned, and hear Phil read the gospel of John. We pick up our
pace and continue to the restored, walled city of Carcassonne and
hear about heretics; take a dip in the Mediterranean Sea at Collioure;
and visit the papal palace at Avignon. The last full week of the course
is spent in the “city of lights” where we are surprised and thrilled to
Art professor Tara Sweeney sketches plein
air with student Cassandra Roschen on the
outskirts of Sénergues, France.
hear students wishing for more pilgrimage and less Paris.
So what was France really like? The syllabi promised we’d unravel
the mysteries of critical thinking and blind contours, learn how to
read history, and make plein air drawings. We walked a very long
way together to do all that. But if we can’t tell you the best thing that
happened in France it’s probably because it’s still happening. In
studying to understand the past, in sketching what remains of it, we
have learned to listen, to see deeply, and most importantly, to be fully
present. Transformation is like that. Go ahead, ask. Ⅵ
Tara Sweeney is assistant professor of art. Phil Adamo is assistant professor of history.
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MAKING THEIR MARK
BY BETSEY NORGARD
Nancy Steblay and her student researchers
in the lineup
have partnered with
Hennepin County police
officers to research, apply, and test
changes in police lineups to reduce the
chances of convicting innocent people.
24 AUGSBURG NOW
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n the past 14 years, 183
people have been exonerated from crimes they
did not commit, but for
which they were convicted and for which they may have
spent a decade or more in prison.
In 75% of these DNA-exoneration cases, the primary evidence
leading to their conviction was a
witness who identified them as
the perpetrator of a crime.
Only after development of DNA
technology that could positively
match evidence to a person—or
exonerate that person—did the
law enforcement community realize the depth of the eyewitness
problem in the legal system.
The social impact of a witness
identifying the wrong person in a
lineup is significant. Not only can
it send an innocent person to
prison, but it also allows the real
criminal to remain uncaught.
In the late 1980s, when psychology professor Nancy Steblay
began reading the early research
describing simple changes in lineup procedures that could reduce
the rate of false identifications,
she became intrigued. Trained as
a behavioral scientist, she saw in
this an ideal application of laboratory research and theory. “There’s
so much we could add, we could
say, about how to understand
human memory in the legal
process,” says Steblay.
What the early psychology
research offered, she says, is only
probabilistic—laboratory research
I
Psychology students have created research
projects to examine procedures used by law
officers in police lineups and to test them in
field projects. Student researchers include
Psychology professor Nancy Steblay has studied police lineups for more than 15 years and
helps students develop research that addresses problems with eyewitness identifications.
helps to estimate the likelihood
that certain events, like eyewitness fallibility, will occur. What
the legal system needs at trial,
however, is certainty about a specific case. Did something affect
this particular witness’ memory
in this particular case?
The goal of recent lineup
research, says Steblay, is to fix
the eyewitness problem before it
reaches the courts. “We need to
develop the procedures that
make certain that memory, like
all trace evidence, is not contaminated,” she says. In other words,
when a person is on trial for a
crime for which he/she has been
identified by a witness, the legal
system needs to know that this
identification is accurate, that the
eyewitness evidence is sound.
(L to R) Brenna Johnson ’07, Amanda Brey
’08, and Robert Tix ’07.
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6121_Augsburg_AugsburgNow-Fall 06
Tackling the problem
By the late 1990s, the Department
of Justice could no longer ignore
the fact that increasing numbers of
people were being proven innocent after wrongful convictions,
even by well-meaning law
enforcement officials and eyewitnesses who thought they were
doing everything by the book.
In 1999, Attorney General
Janet Reno brought together
early researchers who had been
focusing on lineup procedures
and produced an in-depth study
of their research with recommendations for improving the system. It gave visibility and awareness to the problem and options
for improving the protocol.
Augsburg’s psychology department did not have a laboratory
at that time, so Steblay was
unable to carry out any lab
research. However, what she
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could do was to produce metaanalyses, or comprehensive
reviews and syntheses of all
existing research around a particular issue or question that provide a “grand picture.” These
studies prove extremely useful
for researchers and policy makers studying the questions.
In 2001, Steblay’s meta-analysis on sequential vs. simultaneous lineups caught the attention
of Gary Wells, an Iowa State psychology professor and pioneer in
lineup research, who was trying
to encourage lineup reform
across the country.
What Wells advocated, and
Steblay’s meta-analysis confirmed,
is that the rate of false identification is lowered when the lineup
subjects, usually shown in photos,
are presented to the witness one
at a time, rather than all at once.
There is less tendency for wit-
nesses to compare one to the
other instead of to their memory
of the perpetrator.
A further procedural change
that Wells recommended was a
“double-blind” lineup, where the
law officer or person administering the lineup does not know
which person, if any, in the lineup is the suspect.
When the psychology department gained a small lab, Steblay
was able to involve students in
her research. As part of the
advanced research seminar she
taught, students could create
spin-offs of her research and
could run subjects in the lab.
To develop better research
capabilities, Steblay needed some
tools—a laptop simulation of a
crime and a lineup to show lab
subjects. The technical concept
came from IT staff person Bill
Jones, and the material came
from film professor Deb
Redmond’s video production
class. “It became the students’
assignment—to shoot a crime,
and then to help me construct
the lineup,” says Steblay. “And
they did a beautiful job.”
Hennepin County attorney Amy Klobuchar
(left) and psychology professor Nancy
Steblay (right) recently co-authored an
article that reports on the success of the
Hennepin County lineup project.
26 AUGSBURG NOW
Joining with law
officers
In 2003 Hennepin County in
Minnesota initiated a year-long
pilot project to test new sequential, double-blind lineup procedures. County attorney Amy
Klobuchar spearheaded the
study, involving four police jurisdictions—two urban
(Minneapolis and Bloomington)
and two suburban (Minnetonka
and New Hope)—after hearing
Wells speak about the need for
lineup reform.
Steblay joined the pilot project
as the data analyst, supported by
a two-year grant from the
National Institute of Justice
(NIJ). The grant paid for her
time to pull and run data from
the 280 lineups in the pilot project, and to run several analog
laboratory projects testing questions that arose. One such question was “Does it make a difference if a witness goes through
the sequential lineup photos
more than once?”
“Questions came up in the
field and we tested them in the
laboratory,” Steblay says. “Now I
can bring the two together and
say, ‘This is how we should run
lineups in the field based on
what we know now.’”
NIJ found Steblay’s project compelling because it united police
practice and laboratory research,
Steblay says. It was a field study
on the cutting edge of national
discussions, and no field data had
been collected previously.
Steblay and Klobuchar were
two of the three co-authors for a
recent article in the Cardozo
Public Law, Policy and Ethics
Journal that reported on the success of the Hennepin County
project. The authors wrote that
“analysis of the data and anecdotal responses from the participating police agencies led to the
conclusion that the new protocol
is both efficient to implement
and effective in reducing the
potential for misidentifications.”
In a press release issued by the
Innocence Project, co-director
Barry Scheck called the study
6121_Augsburg_AugsburgNow-Fall 06
“the first to use scientifically
valid research techniques to evaluate the eyewitness identification
reform in the field—in a ‘real
world’ application, rather than
an academic setting.”
Getting students
involved
The lineup research has been a
great opportunity for students to
learn about the research process.
Even before a psychology lab
existed, students co-authored the
meta-analyses with Steblay. With
the lab, dozens of students over
the years have developed their
own research questions as well
as aided Steblay with her studies.
The NIJ grant added more
opportunity. Students helped to
produce a more professional laptop video “crime scene,” to run
pilots to clarify the instructions,
and to make sure the procedures
ran accurately.
“The benefit of this kind of
research is that students can
grasp it readily and contribute
enormously. Even though the
eyewitness research is complex
and sometimes confusing in its
entirety, at its surface it’s easy to
understand what we’re trying to
do,” says Steblay.
“Students seem to enjoy the
connection to the national lineup
reform effort, as when I say,
‘Well, we’re doing this in
Hennepin County,’ or ‘I went to
Chicago and talked about that,’
or ‘the Los Angeles Police
Department called me yesterday
with this question,’” she says.
“They realize this is not just
some practice exercise—this
really counts.”
With the current popularity of
television crime shows attracting
more students to forensics,
Augsburg launched a concentration in psychology and law.
Steblay’s psychology and law class
has always been popular, and she
says that while students start out
with forensic clinical interests from
TV, the class helps them see the
broader range of opportunities.
Augsburg is one of the few
schools that offers psychology
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Page 29
and law at the undergraduate
level. Steblay feels that the
research helps prepare students
who may be intimidated by the
prospects of graduate school
research.
“I think they get a sense of,
‘Yes, I can do this,” says Steblay.
“Once you get on top of the
research, there’s no end to the
number of research questions
and directions to go.”
A good example is 2005 psychology graduate Hannah
Dietrich. She was awarded the
2006 Best Undergraduate Paper
award from the Psychology-Law
Society for her senior honors
research project on sex offenders,
which began with an internship
at the Minnesota Bureau of
Criminal Apprehension. She’s
currently studying for a master’s
degree at the University of
Colorado-Colorado Springs.
Senior psychology major Shannon Ryan, one of 60 students selected to present their
Presenting the
findings
Since the completion of Hennepin
County’s pilot project, Steblay has
presented the findings at a number of conferences across the
country. Her phone has also been
ringing more with questions and
contacts about the research since
publication of the study.
She is now completing the final
data analysis and report for the
NIJ grant, and preparing to train
in a new batch of students to start
the next generation of research in
Augsburg’s “crime” lab.
“The people I work with—the
homicide investigators, the attorneys—help keep me in touch
with how this plays out in the
real world, and the kinds of
adjustments I need to make in
the lab to try to capture that in a
better and more authentic way,”
Steblay says. “And the students
help keep me very much in
touch with what a real witness
would experience.” Ⅵ
research on Capitol Hill, has been part of Nancy Steblay’s research that is supported
by a National Institute of Justice grant.
Shannon Ryan takes lineups
to Washington
Shannon Ryan ’07 was among 60 students selected nationally to
present their research at the Council on Undergraduate Research’s
Posters on the Hill session in Washington, D.C.
in April.
Ryan’s research examines procedural guidelines for gathering
eyewitness evidence in police lineups and how witness memory is
affected by lineup structure and format. Her poster, “BlindSequential Police Lineups: A Test of Revised Procedure” compared
the number of eyewitness false identifications in two different formats, and was the only poster representing the social sciences.
While in Washington, Ryan and Professor Nancy Steblay, her
research adviser, visited with U.S. Rep. Martin Sabo and Rep. Betty
McCollum to explain the research.
Ryan will carry on the lineup research for her senior honors
project, and then continue in either a psychology and law or criminal justice graduate program.
During the summer, she worked in the McNair program at the
University of Minnesota on a project about the over-reporting of
voting behavior, with Christopher Uggen, Distinguished McKnight
Professor and chair of the sociology department.
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Left: Very Special Arts (VSA) day brings
children with mental and physical disabilities to the Augsburg campus where they
are treated to dancing, music-making,
music performances, and more by the
Music Therapy department.
Right: Members of The Remnant Gospel
Choir sing at the annual Martin Luther King
Jr. convocation, sponsored by the PanAfrikan Center. The 2006 speaker was
Dr. Bernard LaFayette Jr., SNCC co-founder
and director of nonviolent and peace studies at the University of Rhode Island.
Below: The tables on the balcony of
Christensen Center are distorted by raindrops clinging to the windows during a
Photographer’s pick—
September rain storm.
some of the year’s favorites
PHOTOS AND TEXT BY STEPHEN GEFFRE
From the thousands of photos
staff photographer Stephen Geffre took during 2005–06, he selected these photos
that give beauty and meaning to life at Augsburg.
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Left: Trevor Tweeten ’06 sits in front of a
video installation piece that was part of his
senior filmmaking show. Tweeten is the
first graduate of Augsburg’s new film major.
Above: Helping to clean up the Soap
Factory art gallery was one of the many
AugSem projects first-year students undertook on the first day of class in September.
The gallery is housed in a former soapmaking factory in the St. Anthony Main area
of Minneapolis, and “is dedicated to the
production, presentation, and promotion of
emerging contemporary practice across the
visual arts.” (Soap Factory website)
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A hands-on
approach to
better health
BY BETSEY NORGARD
r. Bruce
Cunningham ’77
talks about having
one additional trick
in the bag of medical
tricks he offers patients in his
practice.
Cunningham is a doctor of
osteopathic medicine, or DO,
and has been practicing in
Woodbury, Minn., for 21 years.
For the last 12 years he has been
a family practice physician at the
MinnHealth Clinic.
The “trick” he calls on is
manipulation, the core of osteopathic medicine. Osteopaths
examine the interrelationship
and functioning of the body’s
musculoskeletal system—nerves,
muscles, and bones—to understand disease and its causes. It’s
literally a hands-on approach
with patients as he physically
manipulates or adjusts their
D
With his left hand, Dr. Bruce Cunningham
searches for a lesion in the patient’s back
where manipulation will help his condition.
30 AUGSBURG NOW
joints, muscles, tendons, etc. that
may be injured or impaired.
“It’s not for everybody or every
problem,” Cunningham says, “but
it can be effective in a number of
common disorders—backaches,
headaches, sleep disorder. It’s a
nice tool to be able to pull out.”
In his practice, he shares some
of his patients with his MD partners—the patients come to him
specifically for certain things
because he’s an osteopath. “It’s a
very good holistic approach to
care; many MDs have a similar
approach, but very few have the
training where they can actually
do the manipulations that help
people immediately.”
“So there are reasons why we’re
a bit different,” Cunningham
says. “But if someone comes in
with appendicitis, I’m going to
treat it in exactly the same way as
my very capable MD partners.”
He says that 80–90% of what he
does is “very mainline.”
The medical training is essentially the same for both the “allopathic,” or traditional physicians,
and osteopathic physicians—four
years of medical school, at least
three years of residency, and certifying exams administered by
different bodies.
Osteopathic students have extra
study in the musculoskeletal system, including two years of lab
work. “You’re learning on other
students, and then you’re picking
on your family and friends to do
some of the manipulation,” he
says. “So there’s a better understanding of how the body works
and how to interact with it.”
Cunningham is a faculty member at the University of Minnesota
and two osteopathic colleges—
Des Moines University College of
Osteopathic Medicine and
LECOM-Bradenton College—and
enjoys working with third-year
osteopathic students, who must
spend eight weeks in rotation to
learn primary care.
“I teach both allopathic and
osteopathic students, and there’s
a big difference. … The osteopathic student is always more
comfortable touching the patient
and getting close, and doing a
number of the musculoskeletal
exams we have to do.”
Cunningham explains that
osteopathic physicians are different
than chiropractors, who also treat
patients with physical manipulation, but are not medical doctors.
Chiropractic focus is on the nervous system, while osteopathy
trains doctors to look at the body’s
functioning in more depth.
Osteopathic physicians have
not always been accepted as
equals in the medical profession.
Minnesota did not offer full practice rights to DOs until 1963; the
last state to do so was Louisiana,
just two years ago.
Currently there are about
56,000 osteopaths in the U.S.
who make up about six percent
of all physicians. In Minnesota
that figure is about 300, and
they practice across the state, traditionally serving in smaller
communities, but now increasingly in large healthcare systems
and at Mayo Clinic.
Cunningham says that osteopathic medicine is “growing by
leaps and bounds,” and that
within two or three years,
approximately 20% of all medical students will be pursuing
osteopathy. Currently they study
at 23 osteopathic medical
schools, most of which are private institutions. Because they’re
not affiliated with large hospitals,
osteopathic students tend to
travel and spread out more for
their rotations.
Four additional colleges of
osteopathic medicine are actively
on the drawing board, says
Cunningham, who has served on
the national committee that
approves new training schools.
In Minnesota Cunningham has
enjoyed being part of a team of
DOs who visit every college in
the state once a year to talk to
students about osteopathic medicine. “It’s really fun,” he says,
because “the idea that you can
learn to touch your patients and
to take a more natural approach
to some of their ailments is very
exciting to pre-med students.”
6121_Augsburg_AugsburgNow-Fall 06
Osteopaths can pursue any
specialty, although most are in
family practice. Cunningham
says that research is becoming an
important new endeavor in
osteopathy. “I’ve just had a student who finished his PhD while
he was on rotation with me and
he’s doing oncology research,
some really exciting work in it.”
The choice between traditional
medical programs and osteopathy must be a personal one for
the student, Cunningham says.
First they have to know they
have a choice, and then some
will go the osteopathic route as
they become excited by the
approach osteopathy offers to
concentrate on treating the person and not just the disease.
Cunningham’s own vocational
route was not so direct. When he
was not accepted at first into
medical school, he took graduate
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Page 33
courses at the University of
Minnesota and worked in a hospital. After trying a year at law
school, it was a fellow classmate,
John Ronning ’77, now a physician in St. Cloud, who suggested
osteopathy. When Cunningham
learned more about it, he
applied, and went on to Des
Moines University College of
Osteopathic Medicine.
He says he owes a lot to the
profession, since it was while on
his internship in Grand Rapids,
Mich., where he met his wife.
He has served twice as president of the Minnesota Osteopathic
Medical Society, and has been
active on committees within the
profession, including the
National Board of Osteopathic
Medical Examiners.
Cunningham credits Augsburg
with a good preparation for leadership and service. He attended col-
lege as a commuter student to save
money, but was welcomed by the
residents and even kept a sleeping
bag in the corner. He served as
student body vice president, and
remains best friends with Ron
Robinson, who was president.
“The student leadership and
the opportunities Augsburg gave
me to be in that role were really
great testing grounds for what
I’ve gone on to accomplish in
medicine,” Cunningham says. He
encourages all students to take
advantage of leadership opportunities during their college years.
Cunningham says he loves
being involved in the politics of
medicine. This should keep him
active as osteopathic medicine
keeps growing and offers additional tricks in the doctor’s bag
for health and wellness. Ⅵ
For over 20 years Dr. Bruce Cunningham
’77 has brought the additional perspectives
from osteopathic medicine to his clinical
practice.
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ALUMNI NEWS
From the Alumni
Board president …
When I attended Augsburg in the
MAL program from 1993-1996, I
often thought of Augsburg as a diamond—many facets, one beautiful
gem of a college. Serving on the
board of directors of the Augsburg
Alumni Association over the last
few years has offered me many different and wonder-filled views of
Augsburg, yet I come back to the
same thought—many facets, one
beautiful gem of a college.
As another school year begins,
the cycle it brings is also the same
and different. Augsburg is about its
same calling—offering a transformative education rooted in vocation and service—while embracing
new presidential leadership.
Healthy expressions of excitement,
concern, joy, and challenge are evident every day I visit or speak
with someone on campus.
Augsburg is very alive! And well!
I encourage you to participate
in this cycle of life at Augsburg
through your Alumni Association.
The association remains committed to its purpose: “…to support
and serve Augsburg College in its
stated mission and to promote
interest and involvement of the
membership in Augsburg College
and in the association.” And there
is something new, too: the
Alumni Association has restruc-
32 AUGSBURG NOW
tured itself and its activities, and
has prepared itself to be a
stronger partner with the College.
I invite you to (re)connect
with Augsburg and your Alumni
Association:
• Attend events. Take advantage
of the many interesting and
meaningful activities available to
alumni. These include the inauguration of our new president,
music and theatre, athletics,
Velkommen Jul and Advent
Vespers, Homecoming, alumni
gatherings, and conferences.
This year’s alumni events also
will include volunteering with
Habitat for Humanity and the
Campus Kitchen, as well as the
Master of Arts in Leadership’s
20th anniversary celebration.
• Visit the campuses. Yes, that’s
plural! Augsburg now has at
least five campuses: ‘traditional’
day school, weekend, graduate,
Rochester, and overseas. Look
up former professors and mentors, shop at the bookstore,
and see the dramatic changes
that are occurring at Si Melby
and Gateway and planned for
the Science building. You
could even come back to
Augsburg for another degree!
• Stay in touch. We want to hear
from you and we want to be able
to contact you! Register for the
Augsburg Online Community
(www.augsburg.edu/alumni,
then click on Augsburg Online
Community) and let us know
what you are doing. Remember
to update your profile, and
look for your friends and
classmates. You can also use
the form on page 39 to submit
information, or e-mail it to
alumni@augsburg.edu.
• Contact us. Let us know how
you would like to be involved
with the College and fellow
alumni. You can reach me by
e-mail at bvornbrock@gmail.com
or through the Online
Community. You can also contact us through Alumni
Relations by phone at 612330-1085 or 1-800-260-6590,
by e-mail at alumni@augsburg.edu or in writing
(Campus Box 146, 2211
Riverside Ave., Minneapolis,
MN 55454).
I look forward to seeing you at
Homecoming.
Barry Vornbrock, ’96 MAL
President, Augsburg Alumni
Association
Homecoming 2006—September 25–30
“Watch Us Soar”
Highlights of Homecoming Week
Please note that not all activities are on campus. For a complete listing and information, go to www.augsburg.edu or call 612-330-1085.
September 25
4:30-6 p.m.
Intl. Student Organization reception
September 26
11 a.m.–2 p.m.
6:30 p.m.
7:00 p.m.
Counseling and Health Promotion Annual Fair
Alumni Baseball Game
Powder Puff Football
September 27
10:30 a.m.
Augsburg Associates Annual Fall Luncheon—
speaker, Abigail Pribbenow
September 28
5:30–8:30 p.m.
5:30–8:30 p.m.
Education Dept. Open House
Athletic Hall of Fame Banquet
September 29
9 a.m.
10–11 a.m.
12:30–2 p.m.
2:15 p.m.
4–5:30 p.m.
5–7 p.m.
5:30–7:30 p.m.
7 p.m.
7:30 p.m.
1956 Reunion Celebration
Homecoming Chapel
Homecoming Luncheon
Campus Tour
English Alumni/ae Reunion and Reading
Pan-Afrikan Alumni Reception
Metro-Urban Studies 35th Anniversary
Homecoming Variety Show
Men’s soccer game vs. Macalester College
September 30
10 a.m.
10–11:30 a.m.
11 a.m.
11 a.m.
11 a.m.–noon
11 a.m.–1 p.m.
1–3 p.m.
3–7 p.m.
1966 Class Reunion
Political Science Dept. 40th Anniversary
1981 Class Reunion
Young Alumni Reunion (1990–2006)
Campus Tour
Picnic in the Park
Football Game vs. Concordia College-Moorhead
Auggie Block Party
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(Front row, L to R) Karen Oelschlager ’66, Donna Amidon, Linda Holt, Karen Johnson ’66,
Cathy Holmberg ’64, Joyce Pfaff ’65, Nancy Roemer, Janet Roemer ’79, Andy Song.
(Row two, L to R) Larry Turner ’69, Lynn Kielas, Colleen Johnson ’60, Margaret Fogelberg,
Doug Pfaff, Connie Bagenstos, Marie Sandbo ’65. (Row three, L to R) Florence Borman
’54, Joyce Young ’64, Donna Pederson, Sue McQuire ’70, Sue Turner, Lana Donald,
Mike Holmberg ’64, Lee Johnson, Donna Torgeson, Joan Dehn, Matt Young.
(Back row, L to R) Dennes Borman ’57, Louis Dehn, David Pederson ’70, Tom McQuire,
Jim Donald ’63, Brad Holt ’63, Hans Sandbo ’63
Centennial Singers perform in the Twin Cities
The Centennial Singers, a male chorus of Augsburg alumni and
friends, will present a series of concerts this fall in the greater
Twin Cities area.
The chorus was formed in the early 1990s of former Augsburg
Quartet members to revive and continue singing the gospel quartet
tradition. Since then, they have toured to Norway twice and to the
Southwest U.S.
Fall Concerts/Appearances:
Sat., Sep. 30, 7 p.m.
Vinji Lutheran Church, Willmar
China: A visit to the Great Hall
Thirty alumni and friends of the College, hosted by assistant alumni
director Donna Torgeson and faculty members Brad (’63) and Linda
Holt, toured China for two weeks in May. The tour featured the history, culture, and scenic beauty of China, and included a visit to the
Great Wall, Tiananmen Square, the Forbidden City; a boat cruise
down the Yangtze River past the Three Rivers Dam project; an
evening at the opera; and many other historical stops. The experience
took travelers from Beijing to the international city of Shanghai. In
addition to visiting the famous sites of China, the group enjoyed an
educational opportunity to explore the religions of China with visits
to several temples and churches.
Sun., Oct. 1, 4 p.m.
Central Lutheran Church, Elk River
Sat., Oct. 7, 7 p.m.
Oak Grove Presbyterian Church, Bloomington
Sun., Oct. 8, 4 p.m.
Crystal Free Church, New Hope
Sat., Oct. 14, 7:30 p.m.
Gethsemane Lutheran Church, Hopkins
Sun., Oct. 15, 4 p.m.
Faith Lutheran Church, Coon Rapids
Sat., Oct. 28, 7 p.m.
Shepherd of the Lake Lutheran Church, Prior Lake
Join the Augsburg Online Community
It’s designed just for you—
• Keep in touch with classmates
• Find out what’s happening on campus
• Send class notes about what you’re doing
• Change/update your address and e-mail
• Update your profile so others can find you
• Make an online gift to Augsburg
It’s fast and easy. Already, more than 500 alumni have registered.
Simply go to www.augsburg.edu/alumni—have you signed up?
If you have questions, e-mail healyk@augsburg.edu.
Sun., Oct. 29, 2 p.m.
House of Prayer Lutheran Church, Richfield
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CLASS NOTES
1950
1951
1957
Rev. Raynard Huglen ’53 Sem,
Rev. Herbert C. Hanson, Forest
Stan Baker, Raleigh, N.C., pro-
Newfolden, Minn., has published
a book, The Race Before Us, a
collection of writings from his
27-year tenure as editor of The
Lutheran Ambassador, the publication of the Association of Free
Lutheran Congregations. His
book is available through
Ambassador Publications of the
AFLC, in Minneapolis.
City, Iowa, was presented the
Golden Hammer award by
Habitat for Humanity in North
Iowa and the Volunteer of the
Year award for 2005 by the Forest
City Chamber of Commerce for
his volunteer work for Habitat for
Humanity. In April, he celebrated
his 80th birthday.
fessor of counselor education at
North Carolina State University
in Raleigh, was recognized as one
of the 100 Distinguished Alumni
during the centennial celebration
in May of the University of
Minnesota’s College of Education
and Human Development. He
received a Master of Arts degree
in personnel and guidance work
from there in 1963.
Auggie Reunion
Marshall Johnson, Brooklyn
Center, Minn., has completed 60
articles for The New Interpreter’s
Dictionary of the Bible, forthcoming from Abingdon Press.
Virgil Vagle, Paynesville, Minn.,
was inducted into the Minnesota
State High School League Hall of
Fame in May. He has coached football and wrestling at Paynesville
Area High School for 70 seasons
combined and held the state record
for most career coaching victories
in wrestling from 1997–2004.
1963
1970
Carolyn E. Johnson, Placentia,
Bonnie (Christopherson) Feig,
Starkville, Miss., has been teaching social studies at Starkville
High School for 16 years. During
that time, she has been named
the state’s outstanding social
studies teacher by the Mississippi
Historical Society, the district’s
Star Teacher (chosen by the high
school’s Star Student), the
Starkville Teacher of the Year for
2005–06, and the American
History Teacher of the Year by
the Mississippi Chapter of the
Daughters of the American
Revolution. Her husband,
Douglas ’68, teaches political
science at Mississippi State
University in Starkville.
Calif., received a grant from
Rotary International to teach for
one semester at the University of
Belize in Belize City, starting in
February 2007. She will also
work with the Women’s Issues
Network in Belize. Contact her at
cjohnson@fullerton.edu.
1965
Peter Jacobson, Paynesville,
Six roommates/housemates who graduated in 1967 celebrated their 25th consecutive annual
reunion in August 2005. They all have been teachers at some point in their careers. (Back
row, L to R) Gloria Lamprecht, Sue (Overholt) Hampe, Pat (Rupp) Rossing, Phyllis
(Stradtman) Krieg; (Front row, L to R) Ruth Ann (Gjerde) Fitzke, Ardell (Arends) Lommen.
34 AUGSBURG NOW
John K. Luoma, Stow, Ohio,
recently saw the re-publication
of his case study on the Anglican
divine Richard Hooker in the
Journal for Case Teaching
(2004–05). It was recognized as
one of the outstanding cases in
the Association for Case
Teaching archives.
Minn., and his wife, Lynne, were
honored as Distinguished
Alumni of the Paynesville Area
High School. They have been the
publishers of the Paynesville
Press since 1973, when they
took it over from her father, who
had succeeded his father as well.
In June they became semi-retired
when their son, Michael, took
over as publisher/editor.
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Rev. Kathryn Schreitmueller,
Green Bay, Wis., has been named
pastor of Resurrection Lutheran
Church, after serving for 20
months as interim pastor of Peace
Lutheran Church in Oshkosh.
She teaches liturgy and worship
at the Eastern Lay School of
Ministry and has led students to
work for Habitat for Humanity.
1991
Jennie (Clark) Anderson, Park
Lisa Dietz, Golden Valley, Minn.,
was selected as one of the artists
for the Minnesota State Arts
Board’s second annual Art of
Recovery exhibit, April through
June. Her work included a
poem, an essay, and textile art.
Rapids, Minn., is the new owner
and innkeeper of the Red Bridge
Inn in Park Rapids.
www.redbridgeinn.com
Christine Halvorson, Hancock,
1977
Sharon (Johnson) Sullivan, San
Ron Housley, Santa Maria,
Jose, Calif., was honored by the
Junior League of San Jose as one
of the City of San Jose’s
Outstanding Volunteers for 2006.
She received her honor at the
37th Volunteer Recognition
Luncheon on April 28. She was
nominated by The Tech Museum
of Innovation for her dedication,
compassion, and action.
Calif., is in rehearsal with The
Kingsmen Alumni Corps, a
group of musicians who formerly
were members of The Anaheim
Kingsmen Jr. Drum and Bugle
Corps, for the 2007 Summer
Music Games. Recently, his
arrangement of “Eternal Father,
Strong to Save,” was chosen for
inclusion in the book of The
Kingsmen Alumni Corps.
1975
Craig Olsen (deceased) was
inducted posthumously in April
into the Oregon Chapter of the
National Wrestling Hall of Fame.
During his career he coached high
school teams in Minnesota and
Oregon, and at Pacific University
and University of MinnesotaMorris. He died of cancer in 2004.
1981
N.H., has entered the business of
corporate blogging as a consultant to companies wishing to join
the blogosphere.
www.halvorsonnewmedia.com
1989
Carolyn (Ross) Isaak,
Rochester, Minn., was named to
the U.S. Track and Field Cross
Country Coaches Association’s
Silver Anniversary Team, as one
of the outstanding performers in
women’s outdoor track and field
of the last 25 years. She was
named for her performance in
the 400-meter hurdles, for which
she still holds the NCAA
Division III national meet record.
1990
1978
Debra Axness, Charleston, S.C.,
has been living with her
boyfriend, Larry Struck, aboard
Debonair, their cutter-rigged sailboat, for four years after sailing
from Duluth, through the Great
Lakes, down the Erie Canal and
Hudson River, and down the
East Coast. They are ready to set
sail again towards Bermuda and
south to the Caribbean Basin.
Ora Hokes, Minneapolis, was
one of two winners of the 2006
University of Minnesota Josie
Johnson Human Rights and
Social Justice awards, named for
the first African American to
serve on the university’s Board of
Regents. The award recognizes
individuals who have devoted
their time and talents to making
substantial and enduring contributions to the University of
Minnesota community.
1992
Steven Benson, Owatonna,
Minn., was one of 100 teachers
nationwide to be awarded a 2005
Presidential Award for Excellence
in Mathematics and Science
Teaching. He and his wife, Nancy,
spent a week in Washington, D.C.,
sponsored by the National Science
Foundation, in a combination of
professional development activities
and festivities, which included a
White House breakfast meeting.
He is an advanced mathematics
teacher at Owatonna High School.
Sven
Erlandson,
Minneapolis,
published his
third book,
The 7
Evangelical
Myths:
Untwisting the
Theology behind the Politics, that
addresses the intersection of religion and politics in America,
specifically the role of evangelical
Christianity in the current political culture. During the spring he
served as Augsburg’s strength and
conditioning coach for all sports.
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CLASS NOTES
1993
1999
Anne JulianVan Abel,
Minnetonka,
Minn., started
a new business,
The A-List, a
human resource firm that provides
sourcing and staffing services for
local and national firms in all
industries. She had been an independent consultant for 12 years.
1996
Ryan Carlson, St. Paul, was
appointed an alternate member
by the Highland District
Council’s board of directors. The
council is an organization that
provides a neighborhood voice
to decisions made by the city
and the state.
1997
Sarah (Gilbert) Holtan,
Milwaukee, Wis., was promoted
to assistant professor of communications at Concordia University
Wisconsin. She can be reached at
sarah.holtan@cuw.edu.
1998
Angie Ahlgren, Minneapolis,
will begin a doctoral program
this fall in theatre history/criticism/theory/text with an emphasis in performance as public
practice at the University of
Texas at Austin. She holds an
MA in English literature from the
University of Minnesota.
36 AUGSBURG NOW
Erik C.B.
Johnson,
Chicago, Ill.,
received a
PhD in biochemistry
and molecular biology
from the University of Chicago
on June 9. He is currently a third
year medical student at the
University of Chicago, Pritzker
School of Medicine.
2003
Kristen Opalinski, White Bear
Lake, Minn., was named Coach
of the Year by the Northcentral
Schoolgirls Lacrosse Association
(NSLA) after coaching the North
Suburban Lady Spartans lacrosse
team to an undefeated record
and state championship. She was
also head coach for the
Minnesota All-Stars team, made
up of the state’s best girls in
lacrosse, who achieved a 2-1-2
record at the US Lacrosse
Women’s Division National High
School Tournament at Lehigh
University in Pennsylvania, after
six years of winless appearances.
Kristen works as a graphic artist.
Lindsay Plocher, Megan Feider, and Miya Kunin—the Des Cordes String Trio
2004
2006
Kelly Chapman, Willernie,
Lindsay Plocher, Megan Feider,
and Miya Kunin ’04 have joined
Minn., graduated magna cum
laude from the Fashion Institute
of Design and Merchandising in
Los Angeles. She was one of 10
students accepted into the third
year design program and awarded a full Nolan Miller Scholarship
for the 2006–07 school year.
2005
Yi Chen, New Brighton, Minn.,
works with her husband, Chen
‘04, at Akingco, Inc., a company
that sells gift pens.
together as the Des Cordes String
Trio, playing for weddings, parties, and corporate events. The
trio has performed prior to Saint
Paul Chamber Orchestra concerts as part of their community
series, and in the Linden Hills
Live Music Festival. They are
currently on the preferred musicians list of the Twin City Bridal
Association. www.descordes.com
Graduate programs
Doris Rubenstein ’93 MAL,
Richfield, Minn., has been
named a contributing editor to
CPA Wealth Provider magazine.
She is the principal of PDP
Services, a philanthropy management and planning consulting
firm in Minneapolis.
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Sports and Scores in Saginaw
Darryl Sellers, a Weekend
College grad of 2002, is the most
recent addition to the WNEMTV5 news team in Saginaw,
Mich. The station’s no. 65 ranking is an impressive advance for
Sellers, coming from no. 153,
KAAL-TV, in Austin, Minn. It’s
one more stepping stone on the
journey that began at Augsburg.
While earning a major in mass
communications and a minor in
English through the weekend
program from 1997 to 2002,
Sellers spent three years as a
McNair Scholar, which helped
him to prepare for graduate
school through workshops,
weekly meetings, conferences,
and outside assignments involving cultural awareness.
Sellers credits Augsburg for
“[laying] the groundwork for my
path… The school helped me
open many doors that were
closed to me before.”
For his McNair mini-thesis,
which he presented at the State
Capitol, Sellers chose to research
the Western Appeal, a St. Paul
African-American newspaper
published from the late 1800s to
the 1920s. He was able to see
how the newspaper began and
how it handled issues facing
blacks of that era such as racism,
discrimination, disenfranchisement, voting rights, and equal
education. Sellers concluded that
the black community was divided
in a number of issues. “Although
the people had many of the same
goals in mind,” he said, “the pathways to get there varied.”
The project helped Sellers
learn crucial lessons in balanced
reporting. “It helped me explore
both sides of issues. I learned
that objectivity itself can be subjective. Balance can’t always be
achieved, and this was something very valuable for an aspiring broadcast journalist.”
After Augsburg, Sellers and his
wife moved to Los Angeles where
he entered the Annenberg School
for Communication at the
University of Southern California.
Although he chose the school
because of its excellent program,
staff, and campus, he also admits,
“I fell in love with Los Angeles
during my honeymoon; I had
fantasized about living in
California. I also wanted to see
what it was like to escape the
tundra country and cold temperatures for two years.”
Part of his study there included
a six-week internship in 2003 in
Cape Town, South Africa, working
for SABC-TV, which he found to
be a great, eye-opening experience.
He received a Master of Arts in
broadcast journalism in May 2004,
and by August, KAAL-TV in
Austin, Minn. offered him a weekend sports anchor position. “I
started working there in
September 2004. It was a whirlwind summer—our son was born
August 13, so we drove more than
2,000 miles to Minnesota with a
three-week-old baby.”
In addition to the weekend
anchor spot, Sellers did sports
reporting and put together feature stories. He was in charge of
all his own camera work, producing, writing, and editing.
After a year and eight months
at KAAL-TV, Sellers stumbled into
a great opportunity through the
persistence of his father-in-law—
whom he calls his “unofficial
agent”—to connect with a
Phoenix TV-station president so
he could tell him about Sellers.
The president sent notification to
sister stations with a wonderful
recommendation. A week or so
later Sellers received e-mail from
the news director of WNEM-TV,
requesting a tape and an interview
in Saginaw. Sellers was then hired
as an 11 p.m. Fox sports anchor.
This new position offers both a
wider geographical area and a bigger budget. It also offers greater
challenge and opportunity to
report on events such as the PGA
Buick Open and to cover college
sports teams, like Michigan State,
and professional teams.
Darryl Sellers ’02
Sellers does miss Minnesota
and the people back home, and
he hopes to eventually make it
back to Minneapolis. “I would
like to work for WCCO-TV—
save a place for me, Mark Rosen,
as a sport anchor,” he says, and
adds with a smile, “Of course, I
wouldn’t say no to KARE, KSTP,
or KMSP.”
His goals also include starting
his own production company
and mentoring aspiring, young
journalists and other youth. “I
want to give back and help pave
the pathway for their future.”
Right now, though, Sellers is
staying very active with his new
job and helping to raise a very
energetic little boy.
— Sara Holman ’06
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CLASS NOTES
WEDDINGS
BIRTHS/ADOPTIONS
Dale Martin Christopherson ’85,
Grand Forks, N.Dak., and his
wife, Debra, announce the birth
of Alyssa Mae, in March. Dale is
a chemist at the U.S. Department
of Agriculture’s Human Nutrition
Research Center.
Mark Keating ’91 and his wife,
Amy, of Edina, Minn., announce
the birth of their third son,
Aidan Howard on March 14. He
joins brothers Owen, 4, and
Carson, 2. Mark is an account
executive at Symantec.
Nicole (Smith) Sendar ’93,
Edina, Minn., and her husband,
Jordan, announce the birth of
twin boys, Cameron and Gavin,
in September 2005. Nicole is a
teacher in the Minneapolis
Public Schools and can be
reached at nsendar@mn.rr.com.
Sarah (Ginkel) Spilman ’99,
Ames, Iowa, and her husband,
Damion, announce the birth of
their son, Alexander (Zane)
Nicholas, on Jan. 3. Sarah
earned her Master of Arts degree
in sociology at the University of
Iowa in 2004. She is a research
scientist for the Institute for
Social and Behavioral Research at
Iowa State University.
Jennifer Johs-Artisensi ’94, Eau
Ami Nafzger ’94 married Aron Spiess in July. They wed in a tradition-
al Korean wedding that took place as part of the 10th annual Dragon
Festival, an event in St. Paul at Lake Phalen, where they were introduced to each other three years ago. Both Ami and Aron are adoptees
from South Korea. Ami says, “The chair of Dragon Festival asked if
Aron and I would be willing to share our culture with the public at
the festival. We agreed and thought it made sense. Since we met at the
Dragon Festival, we should wed at the festival.” She serves on the festival board as treasurer, as well as on Augsburg’s Alumni Board.
Ami is the founder in 1998 of GOAL, the Global Overseas
Adoptees Link in Korea, that helps to inform Koreans about the existence of adoptees and helps adoptees to connect with their Korean
families and culture. She is beginning a three-year project to start a
GOAL in Minnesota for Asian adoptees and others. Ami and Aron
live in Minneapolis.
38 AUGSBURG NOW
Claire, Wis., and John Artisensi
became the parents of Alexis
Polina in May 2005. She was
born in Novosibirsk, Russia, and
is now two-and-a half years old.
Jennifer is an assistant professor
in the University of WisconsinEau Claire healthcare administration program and John is an elementary music teacher. She can
be reached at johsarjl@uwec.edu
Erica (Johnson) and Jared Trost
’00, East Bethel, Minn., welcome
to the world Josiah Jeffrey, their
first child, on March 19. Coming
in at 8 lbs., 13 oz. and 21 1/2
inches, Josiah is definitely a keeper. Erica is a science teacher at St.
Francis High School, and Jared is
employed by Cedar Creek
Natural History Area.
6121_Augsburg_AugsburgNow-Fall 06
IN MEMORIAM
The Rev. Robert D. Weeden
’51, Newington, Conn., age 82,
on June 22. He served churches
in Minnesota, Wisconsin, and
Connecticut, as well as serving in
the chaplaincy during WWII and
at hospitals until his retirement
in 1990.
Phillip Gronseth ’55, Bella Vista,
Ark., age 72, on April 7. He was
an entrepreneur who retired to
Arkansas, where he enjoyed
being an avid golfer. While at
Augsburg he sang in the
Augsburg Quartet and continued
singing throughout his life. He
remained close to Augsburg,
with a special fondness for the
baseball program, and has supported athletics and the sciences.
9/12/06
12:47 PM
Page 41
Betty (Hanson) Rossing ’64,
Grand Rapids, Minn., on July 3.
With a special love for children, she
mentored teenagers, taught Sunday
School and Vacation Church
School, taught elementary grades in
public schools, and encouraged
young people to become involved
in ELCA missions.
Bessie Mae Hughes ’71,
Minneapolis, age 94, on June 8. A
native of Alabama, she came to
Augsburg to complete her college
degree at age 59, after raising four
children, and then taught in
Minneapolis Public Schools. In
1992 she was named an Augsburg
Distinguished Alumna for her contributions to community and her
church, St. Peter’s A.M.E. Church.
SEND US YOUR NEWS AND PHOTOS
Please tell us about the news in your life, your new job, move,
marriage, and births. Don’t forget to send photos!
For news of a death, printed notice is required, e.g. an obituary,
funeral notice, or program from a memorial service.
Send your news items, photos, or change of address by mail to:
Augsburg Now Class Notes, Augsburg College, CB 146,
2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to
alumni@augsburg.edu.
Full name
Maiden name
Class year or last year attended
Street address
City, State, Zip
Joseph Boyer ’90, Greenwood,
Minn., age 38, died unexpectedly
at home on June 11.
The Rev. Harry H. Fullilove ’59,
Coral Gables, Fla., age 81, on Dec.
25, 2004, after a lifetime of service
as Lutheran pastor and missionary
in Pakistan, Ghana, and India.
Is this a new address? □ Yes
□ No
Home telephone
E-mail
Okay to publish your e-mail address? □ Yes
□ No
Employer
Position
Work telephone
Go, Auggies! Lots of spirit at Homecoming ’55
Is spouse also a graduate of Augsburg College?
□ Yes
□ No
If yes, class year
Spouse name
Maiden name
Your news:
Auggie spirit resounded around the Quad as the cheerleaders led the
Pepfest for this year’s 50-year anniversary class at Homecoming 1955.
FA L L 2 0 0 6 3 9
6121_Augsburg_AugsburgNow-Fall 06
9/12/06
10:25 AM
Page 42
VIEWS
Reflections on
Red Lake
by Janna Caywood ’04
Janna Caywood, former program
coordinator for the Master of
Social Work program, interviewed
Matthew Thornhill ’04, ’06 MSW
about his reflections, as a social
worker, following the Red Lake
school shootings. Following is a
summary of her longer article.
40 AUGSBURG NOW
n March 21, 2005,
16-year-old Jeffrey
Weise shot and
killed three adults
and five classmates,
wounded seven other students,
and then killed himself. It’s a day
in history that the Red Lake Band
of Chippewa will never forget.
This one-hour violent act tore a
gaping hole in the collective spirit
of the entire Red Lake Nation. The
shock and pain were unimaginable. People simply could not
believe something so heinous
could happen in their community.
Worst of all, it was children who
were most deeply affected.
Social work graduate Matthew
Thornhill, a foster care social
worker for American Indian
Family and Children Services in
St. Paul, is an enrolled member
of the Red Lake reservation and
a relative of one of the kids who
died. When he heard the news
that day, his first instinct was to
go to the reservation to be with
his family and friends. “To be
present is very important in
Native culture,” he explains.
He immediately coordinated a
fund drive with his social service
colleagues to help many other Red
Lake members in the Twin Cities
also make the trip back home.
When Matt reached Red Lake,
what he found was both rewarding and disheartening.
It was rewarding to see the
close-knit Red Lake community
pull together and support one
another. Rewarding also was the
support that came from outside
the reservation—from Native
peoples across the U.S. and
Canada, in particular, who called
and e-mailed to express sorrow
and to offer help. “It’s a cultural
value,” says Matt. “We look out
for each other.”
O
Matthew Thornhill ’04, ’06 MSW was named
the “2006 Social Work Student of the Year”
by the National Association of Social
Workers–Minnesota Chapter. His wife,
Angelina, accepted the award with him.
Non-native responses, too,
came from around the globe,
including from some who had
suffered their own school shootings. Many non-Native emergency
responders in Red Lake learned
how to be culturally sensitive
while helping in the community.
The collaboration between
emergency responders and tribal
elders was quite remarkable.
Medicine men, spiritual leaders
and other Band members acted
much like social workers to help
individual families cope and pull
the community together toward
stability and healing. They organized healing ceremonies and
prayer circles for spiritual strength,
both on and off the reservation.
The collaboration between
emergency responders and tribal
leadership was also impressive.
Each morning tribal leaders met
at the local hospital to brief one
another on recent arrivals, so the
newcomers could be dispatched
where need was greatest. Given
the sovereign status of the Red
Lake Nation, there was no ambi-
guity as to who was in charge
and responsible for emergency
efforts—unlike the post-Katrina
confusion.
What Matt found disheartening was the media frenzy around
the shootings and the allegations
about the involvement of the
tribal chairman’s son. Insensitive
behavior by a number of journalists made many in Red Lake feel
exploited. Matt and his family
were most disturbed by news
stories that focused on Red
Lake’s social and economic struggles, implying that they were the
result of failed Native values and
an indifferent, incompetent
community.
The truth is, Matt says, Red
Lake does have its difficulties.
But the root causes are complex
and can only properly be understood through the lens of history
and an understanding of the
long-term effects of colonialism.
What didn’t always come
through were the embedded cultural values in the Red Lake
community and Native way of
life that give strength and
endurance in times of crisis.
In the end, Matt says, Red Lake
did not succumb to the media
barrage, because people drew on
their cultural traditions to rally
each other. “We are a proud,
strong Nation” he says. “We hold
onto our traditional values, yet
we adapt with the times. Red
Lake is gonna make it.”
6121_AugsburgNow-Fall 06
9/14/06
11:09 AM
Page 43
For music information, call 612-330-1265
CALENDAR
For theatre ticket information, call 612-330-1257
For art gallery information, call 612-330-1524
SEPTEMBER
October 18
Concert by the Habbestad Trio, tone
poem and chamber ensemble
September 15–October 27
Reliquiae
Sculpture by Sam Spiczka
“Terje Vigen” song cycle,
by Kjell Habbestad
7 p.m.—Sateren Auditorium
Free and open to the public.
Gage Family Art Gallery, Lindell Library
Artist reception, Oct. 7, 4–8 p.m.
Artist gallery talk, Oct. 25, 12:30 p.m.
Egg Basket
Full of
Hollyhock
Dolls
Paintings by
Amy Rice
’93
Christensen Center Art Gallery
Artist reception, Oct. 7, 4–8 p.m.
Artist slide presentation, Sept. 29, 3:30
p.m., Marshall Room, Christensen Center
September 21
Many Voices: Bold Visions
Convocation Series
The Rose Ensemble
“Common Threads: Exloring Shared
Texts among Early Christians and Jews”
11 a.m.—Hoversten Chapel
Free and open to the public.
September 25–30
“Watch Us Soar”—Homecoming 2006
October 18–21
Ages of Imagination: A New Season
of Leadership
The inauguration of Paul Pribbenow
Free and open to the public.
October 20
Festival Service
Bishop Mark Hanson ’68, presiding
Rev. Dr. Robin Lovin, preaching
10:30 a.m.—Hoversten Chapel
Inauguration Ceremony
2 p.m.—Melby Hall
Community Celebration
3:30 p.m.—Murphy Square
October 21
Auggie Spirit Zone
11:00 a.m.—Murphy Square
Football game vs. Carleton College
1 p.m.—Anderson-Nelson Field
For information:
www.augsburg.edu/inauguration
See page 32 for schedule.
NOVEMBER
OCTOBER
November 1
faith@work! breakfast speaker series
October 2–3
2006 Christensen
Symposium
Douglas John Hall,
professor emeritus
of Christian theology, McGill
University
Free and open to
the public.
October 2, “Where in the World Are We?
Being Christians after Christendom”
7:30 p.m.—Hoversten Chapel
October 3, “What Are People For? Caring
for Life in a Violent World”
11 a.m.—Hoversten Chapel
October 4
faith@work! breakfast speaker series
Paul Pribbenow, Augsburg president
7:30 a.m.—St. Philip the Deacon
Lutheran Church, Plymouth, Minn.
Free and open to the public.
Contact: John Knight, 330-1351 or
faith@augsburg.edu. Go to www.spdlc.org.
Barbara Helmsley, founder, Hope
Chest for Breast Cancer
7:30 a.m.—St. Philip the Deacon
Lutheran Church, Plymouth, Minn.
Free and open to the public.
Contact: John Knight, 330-1351 or
faith@augsburg.edu. Go to www.spdlc.org.
November 3–11
Hedda Gabler
By Henrik Ibsen
Faculty directed by Martha Johnson
November 3, 4, 9, 10, and 11
at 7 p.m.
November 5 and 12 at 2 p.m.
Tjornhom-Nelson Theater
November 3–December 17
Signs of Life
Sculpture by
Kim Matthews
Gage Family Art
Gallery
Artist reception,
Nov. 3, 5:30–7:30 p.m.
Artist gallery talk, TBA
November 5
November Nativity
Concert by Masterworks Chorale of
Augsburg
4 p.m.—TBA
November 17–19
Exceptionally Ordinary
Guest directed by David DeBlieck ’88
November 17, 18, and 19 at 8 p.m.
performed together with
No Exit
November 5–19
Henrik Ibsen Film Festival
Lindell Library 301
Free and open to the public.
November 5, 4:30 p.m.
Immortal Ibsen!—a documentary by
Erling Borgen (Norway, 1999)
Terje Vigen–Victor Sjöström (Sweden, 1917)
November 10, 7 p.m.
The Wild Duck (Vildanden)—
Tancred Ibsen (Norway, 1963)
November 12, 4:30 pm.
A Doll’s House—Patrick Garland
(England, 1973)
By Jean Sartre
Student directed by
Justin Hooper ’07
November 17, 18, and 19 at 9 p.m.
Foss Studio Theater
November 18
Augsburg Concert Band concert
4 p.m.—Hoversten Chapel
November 19
F. Melius Christiansen Festival concert
2 p.m. and 6:30 p.m.—Orchestra Hall
See page 6–7.
November 17, 7 p.m.
Lady Inger (Fru Inger til Østråt)—
Sverre Undnæs (Norway, 1975)
November 19, 4:30 p.m.
An Enemy of the People (En
folkefiende)—Erik Skjoldbjærg
(Norway, 2004)
November 5–30
Exhibit–“To Be a Poet Is to See:
Ibsen in Our Time”
Lindell Library, third floor
November 6
Scholastic Connections Gala
Reception and Dinner
Celebrating the scholarship/mentorship program and the four ethnic services programs
Free and open to the public.
6 p.m.—Christensen Center
Info and reservations:
612-330-1104
November 10
Anita Gay Hawthorne Jazz &
Poetry Bash
6:30 p.m.—Hoversten Chapel and
Arnold Atrium
November 12
Augsburg Symphony Orchestra Concert
4:30 p.m.—Sateren Auditorium
Augsburg Jazz Ensemble concert
7 p.m.—Hoversten Chapel
Subjective Mapping: An Exploration
of Spirit and Place
Paintings by Teresa Cox
Christensen Center Art Gallery
Artist reception, Nov. 3, 5:30–7:30 p.m.
Artist gallery talk, TBA
DECEMBER
December 1
Velkommen Jul Celebration
10:15 a.m.–Chapel service,
Hoversten Chapel
11 a.m.–2 p.m.–Scandinavian treats and
gifts, Christensen Center
December 1–2
27th Annual Advent Vespers
A service of music and liturgy
5 and 8 p.m. each night
Central Lutheran Church, Minneapolis
For seating envelopes,
612-330-1265
December 6
faith@work! breakfast speaker series
Norah Long, Canto, St. Philip the
Deacon Lutheran Church
7:30 a.m.–St. Philip the Deacon Lutheran
Church, Plymouth, Minn.
Free and open to the public.
Contact: John Knight, 330-1351 or
faith@augsburg.edu. Go to www.spdlc.org.
FA L L 2 0 0 6
6121_Augsburg_AugsburgNow-Fall 06
9/12/06
10:25 AM
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“Hostas and Water Drops” was
the first photo in a series called
“Photo of the Week” on the
AugNet page of the Augsburg
College website. This feature
was created to keep AugNet
readers up to date on College
happenings, to help them
notice beauty they may have
overlooked, and to add variety
to the page.
— Stephen Geffre, photographer
2211 Riverside Avenue
Minneapolis, MN 55454
Non-Profit Org.
U.S. Postage
PAID
Minneapolis, MN
Permit No. 2031
Show less
A
P U B L I C AT I O N
F O R
A U G S B U R G
C O L L E G E
A L U M N I
Summer 2006
&
F R I E N D S
Vol. 68, No. 4
A SMOOTH TRANSITION
page 2
FEATURES
17
The Frame years—
a journey toward vision
by Betsey Norgard
22
Augsburg’s original MBAs:
The Class of 2006
by Bethany Bierma... Show more
A
P U B L I C AT I O N
F O R
A U G S B U R G
C O L L E G E
A L U M N I
Summer 2006
&
F R I E N D S
Vol. 68, No. 4
A SMOOTH TRANSITION
page 2
FEATURES
17
The Frame years—
a journey toward vision
by Betsey Norgard
22
Augsburg’s original MBAs:
The Class of 2006
by Bethany Bierman
27
On tour with the Augsburg Choir
by Judy Petree
30
Those Lutheran Ladies
by Betsey Norgard
DEPARTMENTS
2 Around the Quad
7 Sports
8 Commencement 2006
12 Sixth Annual International
Programs Photo Contest
14 Supporting Augsburg
Access to Excellence:
The Campaign for Augsburg College
35 Alumni news
37 Class notes
TABLE OF CONTENTS
40 Auggie Thoughts
Summer 2006
Vol 68, No. 4
A college of the Evangelical Lutheran Church in America, Augsburg College is an equal education/employment institution.
Editor
Betsey Norgard
norgard@augsburg.edu
Graphic Designer
Kathy Rumpza
rumpza@augsburg edu
Staff Writer
Bethany Bierman
bierman@augsburg.edu
Staff Photographer
Stephen Geffre
geffre@augsburg.edu
Media Relations Manager
Judy Petree
petree@augsburg.edu
Sports Information Director
Don Stoner
stoner@augsburg.edu
Director of Marketing and
Communications
Christopher Moquist
moquist@augsburg.edu
Director of Alumni Relations
Heidi Breen
breen@augsburg.edu
www.augsburg.edu
On the cover:
Augsburg Now is published quarterly by Augsburg
Augsburg President William Frame (right)
and President-elect Paul Pribbenow (left)
have enthusiastically worked together for a
smooth administrative transition.
College, 2211 Riverside Ave., Minneapolis, Minnesota
55454. Opinions expressed in Augsburg Now do not
necessarily reflect official College policy. ISSN 1058–1545
Send address corrections to:
Advancement Services
Augsburg College, CB 142
2211 Riverside Ave.
Minneapolis, MN 55454
healyk@augsburg.edu
E-mail: now@augsburg.edu
Telephone: 612-330-1181
Fax: 612-330-1780
50 percent recycled paper (10 percent post-consumer waste)
AROUND
QUAD
Around THE
the Quad
From one president to the next—
in smooth transition
I
n what President William Frame calls a
rather remarkable and unusual
occurrence in higher education, both he
and President-elect Paul Pribbenow
jointly spoke to the spring gathering of
faculty and staff in March.
Frame explained what he understands
as a complex relationship between
continuity and change, as both he and
the incoming president individually and
jointly continue to increase the “clarity of
the College’s self-definition” as well as
“the speed at which it is being realized”
during the transition period.
(In a gesture to ease at least the visual
transition, Frame turned just before
introducing Pribbenow and donned a
bow tie, calling reference to the incoming
president’s signature accessory.)
Pribbenow lauded and affirmed the
defining work that has been carried out
by the Augsburg community in
articulating its vision. “I would not be
here,” he commented, “if I did not find
your aspirations inspiring and
compelling.”
Pribbenow takes office on July 1, and
his inauguration has been set for Oct. 20.
The next issue of Augsburg Now will
outline his administration’s priorities and
introduce his leadership team.
William Frame donned a bow tie to signal his
“profound regard” for his successor.
Both retiring president William Frame (left)
and incoming president Paul Pribbenow
(right) spoke to faculty and staff in March.
Chris Kimball will be chief academic
officer at California Lutheran University
C
hristopher Kimball, provost and vice
president for academic affairs, left
Augsburg May 31 to assume the same
position at California Lutheran
University in Thousand Oaks, Calif.,
beginning in July.
Kimball, a member of the history
faculty since 1991, was appointed dean
in 2000 and provost in 2004 when that
position was created. His impact at
Augsburg is seen in the areas of
curricular reform, calendar changes,
teaching loads, several new programs,
and the “internationalization” of the
campus.
“I have been blessed to work at
Augsburg during a time of great change,
2
especially in the articulation of our
mission and vision,” said Kimball.
“California Lutheran University, located
in an economically vibrant and culturally
diverse region, offers a wonderful
opportunity to continue that work.”
President William Frame stated,
“… Chris’ gifts, some of which were
shaped in the process of giving our
College new vitality and sharp direction,
have been acknowledged by a fine
institution in current need of them.”
In May, the Department of Business
Administration presented Kimball with a
plaque recognizing his support of business
studies and his “entrepreneurial spirit.”
Summer 2006
Farewell to the Frames—a ‘gentle roast’ and
a proper tribute
1
2
3
O
n April 21, more than 300 faculty and
staff gathered to honor and show
appreciation to Bill and Anne Frame, and
to entertain them with some ‘gentle’
roasting. Augsburg’s Gospel Praise
provided music, with returning special
guest artist Jennifer Grimm ’99.
Gift presentations were made and the
Frames offered an Augsburg rendition of
Woody Guthrie’s song, “So Long, It’s Been
Good to Know You.”
Frame reflected on his time at
Augsburg. “These years have been a great
gift to us … because they’ve given us the
possibility for growth … And new
understanding about this great business of
education—where it comes from, what it
changes, why it’s crucial for the salvation
of humankind. …
“This place gave us a chance to think
through [a great calling] more deeply and
better than ever we would have had a
chance to do otherwise. So, we’re grateful.
We’re grateful to you and we’re grateful to
Summer 2006
this place and its great lineage in history.”
When asked by Augsburg Echo about
his plans for retirement, he mentioned one
specific project—an old boat with “at least
a year’s worth of work before it’s ready for
the water.”
On April 30, a more proper
“Celebration of Music and Worship for the
Presidency of Bill and Anne Frame at
Augsburg College” was held at Central
Lutheran Church.
ELCA presiding bishop Mark Hanson
’68 presented the keynote address. Three
music groups—Augsburg’s Gospel Praise,
Masterworks Chorale, and the Augsburg
Centennial Singers—each sang several
pieces.
Campus pastor David Wold read a
series of tributes received honoring the
Frames, including an ode written by
Wartburg College president Jack Ohle and
his wife, Kristy, and a proclamation from
the City of Minneapolis declaring this day
to be “Bill and Anne Frame Day.”
4
1 Bill and Anne Frame enjoy some of the
lighter minutes of the “roast” in their
honor.
2 Campus pastor David Wold reads the
proclamation from Mayor R.T. Rybak
declaring April 30 “Bill and Anne Frame
Day” in the City of Minneapolis.
3 President Frame picked up his guitar to
join Gospel Praise in “I Saw the Light” at
Central Lutheran Church.
4 Assistant director of alumni relations and
former football coach Jack Osberg ’62
leans in close to extend his greetings
above the jazz and gospel music.
3
Campus News
Honors for distinguished
teaching and learning
Association, and the American
Association of School Administrators.
Selection to the network, part of ECS’
National Center for Learning and
Citizenship (NCLC), commits its
members to further service to promote
civic engagement for all students.
Erickson serves as chair of the
Minneapolis School Board.
Hannah Dietrich’s research
paper wins national award
Dietrich visited the sex offender
treatment program at the Lino Lakes
Correctional Facility and learned about
the pre-release transition program. She
became interested in finding out if
offenders really understood the
registration process and if they became
more compliant and submitted better
verification after completing the
program.
Together with Steblay, she crafted a
research plan that became her senior
honors project.
Dietrich is now in the master’s program
in experimental psychology at the
University of Colorado-Colorado Springs.
Orientation leaders
receive awards
Congratulations to the faculty and staff
who received awards for Distinguished
Contributions to Teaching and Learning
from the Center for Teaching and
Learning and the Office of the Provost
and Dean of the College:
Teaching—Phil Adamo (standing, left),
history
Mentoring—Dixie Shafer (seated,
center), Undergraduate Research and
Graduate Opportunity (URGO)
Service to Students—Heather Feehan
(standing, right), Chris Pegg (seated,
right), Scott Krajewski (seated, left),
Robert Bill (standing, center)—all from
Information Technology.
Joe Erickson selected for
national network
Joseph Erickson, education, has been
named to the “100 District Leaders for
Citizenship and Service-Learning
Network.” The network includes school
board members and district
superintendents across the country
selected by a panel representing the
Education Commission of the States
(ECS), the National School Boards
4
Hannah Dietrich’s honor project research
with Professor Nancy Steblay was named
Best Undergraduate Paper.
Hannah Dietrich, a 2005 psychology
graduate, has received the American
Psychology-Law Society’s 2006 Award for
Best Undergraduate Paper. She presented
her research and received the award at
the AP-LS meeting in March in St.
Petersburg, Fla.
Her paper, “Predatory Sexual
Offenders: Post-Treatment Registration
Compliance and Recidivism” is the result
of research she did in collaboration with
psychology professor Nancy Steblay.
Dietrich became interested in
studying disorders after taking an
abnormal psychology class. She landed
an internship at the Minnesota Bureau of
Criminal Apprehension, working in the
Predatory Offender Registration Unit,
and connected with a supervisor who
included her in many areas of the work.
Augsburg’s student orientation leaders
participated in the National Orientation
Directors Association Regional
Conference in Minneapolis.
In the Undergraduate Case Study
competition, Greg Hildebrandt ’08 won
the Best Problem Solving Award, and
Sarah Black ’09 received the Best
Communication Award. Student
Activities director Marc Skjervem
presented on the changing culture of
college students using online
communities and the consequences
students face with the misuse of
websites.
Wrestlers are second in nation
in academics
For the ninth year in a row, Augsburg
finished in the top 10 in the National
Wrestling Coaches Association’s Scholar
All-America team program, finishing
second among more than 100 NCAA
Division III wrestling institutions, with a
3.42 team grade point average. The top
team, Messiah College (Pa.), had a team
GPA of 3.47.
Augsburg is the only school in NCAA
Division III wrestling to finish in the top
10 both in competition on the mat and
in the academic team competition in
each of the nine years that the NWCA
has awarded an academic team national
championship. ■
Summer 2006
‘Zyzzogeton’—
the last word
A
ugsburg launched a new tradition this year with
“Zyzzogeton,” a four-day celebration of student
and faculty work—from artistic performances to
student research posters.
Taking its name from the last entry in Webster’s
Third New International dictionary, the celebration is
meant to wrap up and highlight the breadth and depth
of scholarship at Augsburg. Art exhibits, faculty and
student recitals, faculty research roundtables, student
research posters, film projects, theatre productions,
museum installations, and more filled the calendar
of events.
(In the dictionary, “zyzzogeton” is defined as a
genus of South American leaf hoppers.)
Visitors to campus during this time included high
school students who came on Drama Day to learn
more about the theatre arts program, and middle
school students with developmental disabilities and
peers taking part in the annual Metro Arts Festival
with Augsburg’s music therapy students.
A lighter highlight of the celebration was a
vigorous debate, Lefse vs. Lutefisk, in which four
scholars—President Frame (political science), Lori
Brandt Hale (religion), Joan Griffin (English), and Ken
Kaminsky (mathematics)—took sides to argue and
defend the Norwegian delicacies from the viewpoints
of their academic disciplines. The judges were
Norwegian bunad-clad members of the Augsburg
Associates, and guests were treated to the delicacies of
each, including their aromas. (And, yes, the lutefisk
side was declared the winner.)
Top left: The spring theatre production, Metamorphoses,
by Mary Zimmerman, uses contemporary language and
imagery to explore ancient myths.
Center: Biology major Ben Sonquist explains his research
to physics professor Ben Stottrup.
Bottom left: Physics professor Mark Engebretson shared
his research on geomagnetic pulsations in Earth’s space
environment.
Summer 2006
5
Larry Ragland retires after
21 years
P
rofessor Larry Ragland was
one of the founding
members of the Computer
Science Department and retired
in May after 21 years teaching
in both that department and
mathematics.
He has stayed at Augsburg,
he says, for the same reason he
tells prospective students they
should come—to be in a
supportive environment where
students and faculty work
closely together.
While computing has
changed greatly over two
Professor Larry Ragland served as one of the founding
decades, he says, the discipline
faculty of the computer science department and retired
of computer science has not.
after 21 years at Augsburg.
“When I started, we showed
students the ‘on’ switch and
unmanned flights.
how to use a mouse … We operated in
Ragland recalls his first assignment at
an entirely different way then,” Ragland
Augsburg
as chair of the Academic
says. Now, with a comprehensive campus
Computing
Committee, with a goal to
network and the global Internet, “we
hire
a
full-time
academic computing
have changed how we relate to the
director.
That
finally
happened in 1990.
world.”
At
Ragland’
s
retirement
celebration,
Ragland reflects on the fact that he
Professor
Karen
Sutherland
said the
has spent his entire career working in a
department
will
miss
his
“advice,
cool
discipline that didn’t exist when he went
ideas,
ability
to
keep
them
calm,
and
to college. His first degrees were in
sense of humor.” Junior Cory Nathan
mathematics, and he started out teaching
spoke
for students, thanking Ragland for
in public schools.
“putting
up with us and teaching us a
His interest in computer science
thing
or
two
along the way.”
developed while he worked in the Apollo
Ragland
has
no definite plans yet for
Space Program in Houston. During the
retirement.
He
says
he has room for one
period in which the manned program
big
“yes”
for
a
project,
but has no idea
recovered from its tragic fire, Ragland
yet
of
what
that
project
will be.
worked on computer displays for
Joy Bartlett leaves Education Department
E
ducation professor Joy Bartlett retired
from Augsburg in December 2005
and moved to Las Vegas. Since 2001 she
has taught orientation to education,
reading methods, and technology in the
classroom.
6
She fondly recalls the warmth of the
Augsburg community and the
enthusiasm of her students. Also, she
enjoyed helping students in the McNair
program and the Undergraduate Research
and Graduate Opportunity office with
their research.
Sandi Lallak
leaves Augsburg
for Arizona
A
fter 23 years at
Augsburg
working with
students in the
CLASS program,
Sandi Lallak retired
in May and moved
with her husband to
Mesa, Ariz.
When Lallak began working in the
Center for Learning and Adaptive Student
Services (CLASS), she recalls, CLASS had
one computer, little technology, and
mostly provided advocacy for students
with disabilities—about 10 of them.
An endowment from the Groves
Family in 1988 enabled the program to
grow and make the commitment to
become a premier program. Lallak
researched the field to learn about
available adaptive technology, traveled to
visit programs, and helped create a small
lab on campus. She and colleague Sadie
Curtis began to tape textbooks.
Within three years, the program grew
to provide services and accommodations
to over 100 students. Lallak and Curtis
spent nearly a decade developing the
systems, databases, and procedures for
CLASS as it is today, including its student
workers. “I’m so honored to have been
able to make this happen,” she says.
With new technology, Lallak says,
“students are reading better, retaining, and
comprehending better.”
Lallak became the first
accommodations specialist she knows
about; Curtis is now a physical disabilities
specialist in the ACCESS program.
While CLASS currently serves about
190 students, past students remain an
important part of Lallak’s life. A double
bulletin board jammed with photos of past
students—weddings, babies, vacations—
covered a corner of her office.
Lallak has no definite plans in
retirement, but many ideas for volunteer
opportunities in Arizona.
Summer 2006
Sports
For current sports information, scores, and schedules go to <www.augsburg.edu/athletics>.
Carol Enke retires from coaching
by Don Stoner
I
“ ’ve never looked at any part of my job as
a ‘job’,” said Carol Enke, who has
coached Augsburg’s softball team for 21
seasons and taught in the Health and
Physical Education Department for 19
years. “I always say that I’m going to
‘school.’ I never say that I’m going to
‘work.’
“I’ve looked at this as fun. I get paid to
come in here and do this—interact with
students and interact with studentathletes.”
Enke left her coaching position at the
end of the 2006 season, while continuing
to work in the HPE department. In 21
seasons at Augsburg, Enke has compiled
302 career victories, while coaching six
players who have earned National
Fastpitch Coaches Association Division III
All-American honors and 28 players who
have earned all-region honors (entering
the 2006 season).
Along the way, Enke has touched the
lives of hundreds of softball players, along
with hundreds of HPE majors who are
continuing her legacy in classrooms all
over the region. In 2001, the senior class
selected her as one of three Honored
Faculty.
“I’ve enjoyed watching the students
grow,” Enke said. “I have them in a 200level class in their first or second years,
and I ask myself, ‘Are they really going to
make it in the teaching profession?’ Then
when they are in the 300-level classes their
junior and senior years, you see that these
kids have made a lot of progress and
they’ll be OK.”
Enke was a standout athlete in
multiple sports in her hometown of
Janesville, Wis.—she was inducted into
her hometown’s Athletic Hall of Fame in
1995—and played collegiate softball at the
University of Minnesota. She coached for
three seasons, two as head coach, at
Minneapolis Roosevelt High School before
coaching her first season at Augsburg
in 1986.
Enke initially worked part time at
Augsburg, while completing her master’s
degree at Minnesota. And in her early
Summer 2006
Softball coach Carol Enke, flanked by players (left to right) Sarah Mueller ’09, Sarah Green ’09,
and Katie Johnson ’08, cheers on the team in her last game as coach after 21 seasons. Enke will
continue teaching in the health and physical education department.
years, she felt that Division III Augsburg
would be just a step in her career to bigger
goals.
“Way back when, I thought that
someday I’d move up to coach Division II
or Division I softball. Then, it happened
that I started to teach more courses in the
[HPE] major and I really enjoyed that
along with coaching. After that, I never
thought about moving up to Division II or
Division I.”
Do I remember very many
games? Heck, no. Do I remember
the fun we had? Absolutely.
—Carol Enke, softball coach
Enke has developed a close-knit, family
atmosphere with her softball teams,
encouraging the players’ families to be
active in the program during the short
spring season. In the past, she has taken
the players on off-season adventures and
team-building activities, such as crosscountry skiing, winter camping, snow
tubing, and rock climbing.
She has also encouraged her studentathletes to be active in multiple activities
on campus. Several of her players compete
in multiple sports at Augsburg, while also
serving as members of clubs and
organizations on campus.
“With the softball teams, our athletes
aren’t one-dimensional,” Enke said. “We’ve
got them going in all directions, more than
ever before. That’s just how well-rounded
they are, and we encourage that. We tell
them that they have four years here, and
they should ‘bite off as much as they can
chew.’ If you want to play two or three
sports, do it. If you want to be active in
campus activities, do it. Take advantage of
what you’re getting for your tuition.”
There have been many changes in
college softball during the 21 years of
Enke’s tenure, including in bat technology.
“When I started here, a bat was $29.95.
Now bats can cost over $200,” she said.
But what hasn’t changed with Enke’s
Auggie teams is the fun atmosphere she
encourages, along with the life skills she
teaches, both in the classroom and on the
softball diamond.
“It keeps me young,” she said. “Just
the relationships with the students and
student-athletes, getting involved in their
lives. Letting them know that you are
someone they can come to. I really like
that, and I like to watch them grow in all
areas of their lives—not just as student,
not just as an athlete, but as the person as
a whole.
“I’ve loved the people, the teammates
and the coaches, all the relationships
we’ve had. Do I remember very many
games? Heck, no. Do I remember the fun
we had? Absolutely.” ■
7
COMMENCEMENT
2006
The 137TH YEAR of Augsburg College
PAUL CUMINGS RECEIVES
MARINA CHRISTENSEN
JUSTICE AWARD
Faculty and students grab one more farewell in Augsburg’s longtime tradition
of faculty cheering on their students as they process to the ceremony.
Libby Henslin, admissions and operations
coordinator for Augsburg’s Rochester
program, graduated with a major in
religion and shared the day’s excitement
with her daughter, Rebecca, who earned
a degree in social work.
Paul Cumings, an international relations
major and student body president, was
selected as the 2006 recipient of the Marina
Christensen Justice Award.
Each year, this honor is presented to the
graduating senior who best exemplifies
Augsburg’s motto, “Education for Service.”
Cumings came to Augsburg from
AmeriCorps, serving at the Brian Coyle
Center on the West Bank in Minneapolis.
He worked two years in the college readiness
program, helping junior high and high
school students first consider going to
college and then helping them prepare the
skills to gain acceptance.
On campus he served in numerous
service and leadership roles—as resident
adviser, as director of food and clothing
drives, as a co-sponsor of the “get out the
vote” efforts, and as a leader in neighborhood Somali programs.
As a Sabo Scholar, Cumings helped
Augsburg make connections between public
policy and service, laying groundwork for
future Sabo Scholars.
The award recipient must have
demonstrated a dedication to community
involvement as characterized by the personal
and professional life of Marina Christensen
Justice, who reached out to disadvantaged
people and communities.
President William Frame congratulates
student body president and Sabo Scholar Paul
Cumings, who was awarded the 2006
Marina Christensen Justice Award.
8
Summer 2006
EXCERPTS FROM THE COMMENCEMENT ADDRESS
“An Augsburg Education: Vocation and the Social Good”
—Peter Agre ’70, M.D.
I would like to use this occasion to reflect on my life and share some of the lessons I have
learned. While an Augsburg student I became a die-hard advocate for the liberal arts
tradition …
Proud chemistry professor Arlin Gyberg (left)
straightens the hood of his former student,
Dr. Peter Agre ’70, who was the Commencement
speaker and received an honorary Doctor of
Humane Letters degree. The accolade was read by
Dr. Paul Mueller ’84, a student of Agre’s at
the Johns Hopkins School of Medicine.
The Honorable Walter F. Mondale reads the
accolade for the honorary Doctor of Humane
Letters degree awarded to James A. Johnson,
former executive assistant to Mondale and
CEO of Fannie Mae.
Lisa Prytula ’04, ’06 MAN, who completed
a bachelor’s degree in nursing and
finished a master’s degree, spoke on
behalf of the graduate students.
I was a student here in the 1960s—an era notable for extreme turmoil in our country.
During my years in high school and as an undergraduate, I lived through the assassinations
of John F. Kennedy, Malcolm X, Martin Luther King Jr., and Robert Kennedy. My years here
coincided with unprecedented social disturbances resulting from conflicts between white
supremacists and civil rights workers, between supporters of the war in Vietnam and antiwar protesters. Despite the consternation experienced elsewhere, those of us at Augsburg
enjoyed an island of tranquility where issues and events such as these could be discussed
with respect and civility.
Augsburg College has never been a school for privileged members of the establishment.
Augsburg recognized the importance of inclusion at a very early time and has long been a
leader in providing educational opportunities for the Native Americans and other ethnic
minorities. Augsburg’s commitment to students with physical disabilities had just begun in
the 1960s. Similar to previous generations of Augsburg students, many of my classmates
were from the working class, often the first members of their families to attend college. …
But this is not the tradition prevailing at the so-called “prestige” colleges and
universities in the United States where it is rare to have first generation students or
students with parents holding blue-collar jobs. Clearly the working class of America is
being excluded from many institutions of higher education. This makes me even prouder
of the modest roots of Augsburg students, for as the late Kirby Puckett reflected, “It doesn’t
matter where you come from. It only matters how you play the game.”
And I always felt that my classmates at Augsburg learned to play the game extremely
well. This was due in part to the splendid Augsburg faculty—perhaps most outspoken
among them was my father, Courtland Agre, whose unbridled enthusiasm and exuberant
encouragement directed many of us into professional and graduate schools. …
While my generation, the “Baby Boomers,” has achieved unprecedented prosperity, I
sincerely feel that we have failed to improve the world to a state better than it was when
we received it from our parents. In fact, I fear that the world is in worse shape now. If
this continues, we will be the first generation in memory to fail in such an important
endeavor. We all know what the problems are: damage to the environment, continued
war, prevalence of famine and untreated disease in the developing world, violent crime
and poverty in our inner cities, the epidemic of drug abuse, failure to provide adequate
health care to all Americans, and the staggering $9 trillion national debt which will fall
on your generation.
Education has never been more important than in the current time of growing antiintellectualism in America. It is really shocking when you think that less than half of all
Americans read a single book last year.
As Mark Twain informed us, “The man who doesn’t read good books has no
advantage over the man who can’t read them.”
I fear the emphasis in our country has now become one of fixing the blame rather
than fixing the problem. The polarized special interests have caused gridlock in our
national government where the two major parties can seemingly agree on nothing. Let
me suggest that the hour is late and we must stop the face-slapping and join hands and
concentrate all of our attention on fixing the problems. It is often said that “the genius
of this immigrant nation is that we have always found our center,” and I believe that we
need to do so urgently. …
Thank you and congratulations.
The full Commencement Address is at <www.augsburg.edu/president/commencement06.html>.
Summer 2006
9
COMMENCEMENT
2006
BACCALAUREATE HOMILY (EXCERPTS)
WILLIAM V. FRAME, PRESIDENT
Physician assistant graduate Tara Rick is the center of attention as she receives her
master's hood from PA director Dawn Ludwig.
“Separating Together”
[I]n John’s Gospel and the Book of Acts, Jesus is preparing the disciples for
their new assignment—dispersal, one by one, each on his own, into the
world for the sake of the great commission. He suggests that they can
sustain themselves in the midst of their independence only if they remember
before leaving that they were transformed from a motley crew of fishermen,
tax collectors, and other workaday professionals into a “community.” But
this recollection will strengthen them for the independent journeys just
ahead only if they repair the terrible rip in the fabric of their collegium
caused by Judas’ betrayal. Hence, before the reprise of community can be
undertaken, Judas’ empty position must be filled. And it is, by one Mattias,
who is called up from the apostolic bench (which appears to have been
deeper than that of the Timberwolves) by a drawing of lots. …
You and I are separating—together—and the good news is that we’re
separating from a place that gave each of us something to be separated from. …
[from] a community of learning, in which ideas of the transforming kind,
experiences (sometimes of the embarrassing kind—some, entailing success,
and some, failure and frustration), gave us new life and, therefore, identity. …
Like us, in the hands of the College, the disciples had been molded into
something new by their particular course of study, faculty, and classmates.
Their capstone course culminated in the resurrection. Yours came to a more
conventional conclusion a week ago. But neither we now, nor the disciples
then, are yet prepared for separation.
Until we recognize that we were transformed by our time together; until
we confess that each of us is now becoming someone—not the realization of
some persona prescribed at or even before birth—but a self created by a
million incidents of concourse, a thousand recollections of experience,
a hundred moments of revelation. Until we begin becoming ourselves, we
shall lack the independence of the world that vocation requires. To stand in
the midst of the life each of us is about to undertake—either of a job search,
employment, or retirement—and to render service to our neighbor, we must
know who we are and how we got that way. That knowledge is of identity; it
constitutes the protective suit, even though not fully woven, that allows us
to live in and serve the world without being wholly fused with it. …
But what we have learned here—about ourselves, the world, and God;
what the disciples learned about themselves—remains beyond our grasp and
theirs without the great final examination known as saying goodbye!
Until we address our separation—seriously; until we face the fact that we
are leaving people who have meant the world to us—teachers, friends,
10
Sunny Olise receives his master’s hood from director Robert
Kramarczuk in Augsburg’s first MBA class.
parents (that you now realize you didn’t leave four years
ago but are now, finally going to leave—today!)—we are
not tempered for the new immersion in the world. Until
we know who and what we have become, we cannot
maintain our independence in the world when we are out
there in it, on our own.
Goodbyes force us each to meet ourselves face to face,
as Achilles did in The Iliad. That means that we have put
our affairs in order—so that they may be abandoned; we
have to repair the rents in the fabric we knit in the
College cocoon in order that we might be released from
it—a beautiful butterfly capable of flying into the
maelstrom of life without danger to bring a glimpse of
beauty to a dour and broken world. …
And so—let us, to each other, both now and this
afternoon, say, “Goodbye!” And in so doing, we shall
each bear the College with us, out into the world—a
shield and a buckler of the vocational life that fulfills the
requirements of the great commission in the kingdom on
the left.
That last great goodbye gives us the capacity and even
the need for reunion. If done right, it allows us to soon
again say—here, at the intersection of Riverside and
22nd—“Hello! It’s good to see you. I’ve missed you!”
To read the full Baccalaureate Homily, go to
<www.augsburg.edu/president/baccalaureate06.html>.
Summer 2006
THE AUGSBURG COLLEGE CLASS
OF 2006
3,420
Attended the ceremony
3,600
Cookies and petit fours served at the reception
752
Class of 2006—346 traditional day students, 162 weekend
students, 39 students in the Rochester program, 13
from United Hospital, 1 from 3M; and 191 graduate students
in six programs
580
Graduates marching
490
Enjoyed Commencement Brunch
350
Attended Commencement Dinner
125
Faculty marching in the procession
58
Age of the oldest graduate
20
Age of the youngest graduates
14
Flags representing countries of international graduates
2
Honorary degrees conferred
1
Retiring presidential couple—many thanks to Bill and Anne!
countless Smiles and tears of happiness, gratitude, and appreciation
Audra Johnson, a studio art graduate, has a
jubilant smile on graduation day.
The sociology department faculty take a moment to get photos of their graduates.
Summer 2006
11
SIXTH ANNUAL International Programs Photo Contest
1
2
3
7
1
INTERNATIONAL STUDENTS AT
AUGSBURG, second place.
“Melting Pot.” Kamilla T. Fossem,
Norway.
2
PEOPLE PORTRAITS, first place. “Yo
confío.” Kathryn Jones ’08. San
Salvador, El Salvador.
3
PEOPLE PORTRAITS, third place.
“Begging Musicians.” Richard
Garnett ’08. Cuernavaca, Mexico.
4
5
LOCAL PEOPLE, second place.
“Video Games vs. the Acropolis.”
Katharine Mahon ’06. Athens,
Greece.
LOCAL PEOPLE, third place. “A
Journey through an African Desert.”
Therese DeMay ’06. Swakopmund,
Namibia.
12
8
6
INTERNATIONAL STUDENTS AT AUGSBURG,
first place. “The Old and the New
Minneapolis.” Martin Garnes, Norway.
7
CITYSCAPES, third place. “Untitled.” Britta
Boyum ’06. Lofoten Islands, Norway.
9
8
LOCAL PEOPLE, first place. “Bearing the Load.”
Kelsey Nolan ’06. Sontule, Nicaragua.
9
PEOPLE PORTRAITS, second place. “Familia.”
Megan L. Schiller ’06. Nicaragua.
10 CITYSCAPES, second place. “Cusco by Night.”
Joelle Bickel ’07. Cusco, Peru.
11 INTERNATIONAL STUDENTS AT
AUGSBURG, third place. “A Frozen
Falls.” Martin Garnes, Norway.
12 CITYSCAPES, first place. “Fishing
Industry.” Britta Boyum ’06.
Harstad, Norway.
13 BEST OF SHOW. “Waca Wasi
Wardrobe.” Joelle Bickel ’07.
Waca Wasi, Peru.
Summer 2006
4
5
6
10
11
12
Summer 2006
13
13
Supporting Augsburg
Gift of $4 million gives green light
to Gateway
by Betsey Norgard
A
$4 million naming gift from Donald
’53 and Beverly (Halling) Oren ’55
has provided the funding needed for
Augsburg to proceed with the $18.5
million Gateway Building.
On May 5 the Augsburg Board of
Regents granted approval for the College
to pursue the financing needed to begin
construction this summer. A ceremonial
groundbreaking is scheduled for Sept. 8,
with building completion in fall 2007.
Donald Oren ’53, an Augsburg regent
emeritus, is chairman of the board of Dart
Transit Company, founded by his father in
1934. The trucking and logistics company
ranks 53rd of the Top 100 Carriers
nationwide.
Beverly (Halling) Oren ’55 has taught
school and worked as vice president of
human resources at Dart Transit. She
remains a principal and adviser to the
company, and currently serves on
Augsburg’s Board of Regents.
Three of their children are involved
with Dart Transit—David, president;
Daniel, vice president; and Bradley, general
manager. Daughter Angela Anderson is
mother to one-year-old Samuel.
“We are pleased and honored to
participate in Augsburg’s growth by being
part of the Gateway project,” says Beverly
Oren. “The business school is of special
interest as it offers an opportunity for
students to experience the entrepreneurial
Donald ’53 and Beverly (Halling) Oren ’55
spirit. Also, Augsburg’s commitment to
promoting vocation provides a very
worthy goal.”
The Gateway Building will be
Augsburg’s link to its surrounding
community and city, and a distinctive
“front door” on Riverside Ave. It will easily
connect the College with the CedarRiverside area, the University of
Minnesota’s West Bank, and the FairviewUniversity Medical Center across the
street.
The building is a four-story combined
administrative, commercial, and residential
center. It will provide new homes for the
Alumni Conference Center, the StepUP
Program, the Master of Business
Administration program, the Gage Family
Art Gallery, and offices for Institutional
Advancement. Community residents and
organizations will be encouraged to use
meeting space in the new Gateway.
On the first floor, retail stores such as
Barnes and Noble will serve not only the
campus community, but staff and patients
of the hospital across the street and the
West Bank and Cedar-Riverside
communities as well.
The top three floors will provide
student housing—upperclass students on
the second floor and StepUP students on
floors three and four.
From Riverside Ave., a central Gateway
plaza welcomes visitors to campus.
Circling the plaza are Hoversten Chapel,
Lindell Library, and the Gateway Building,
representing the College's commitments to
faith, reason, and service.
For Augsburg’s StepUP program, which
provides students in addiction recovery the
support and skills they need to succeed in
college, the Gateway Building will
centralize their office, counseling, and
residential space.
It’s about “having a home where we’re
all together,” says StepUP director Patrice
Salmeri, and will give students who
complete the program the “ability to stay
longer and mentor younger students.”
In eight years, StepUP has grown to
over 50 students, and they have
maintained an 83% abstinence rate while
in the program and a grade point average
of 3.0. Augsburg is a national leader in the
recovery school movement; Salmeri
currently serves as president of the
national organization.
The Augsburg MBA program, which
after only two years is now the state’s
third largest, will gain much needed and
more suitable classroom, technology, and
study space in Gateway for its small-class
learning.
Save the date!
GATEWAY BUILDING
CEREMONIAL GROUNDBREAKING
Friday, September 8
Noon
14
Summer 2006
Gateway’s ground floor will welcome
alumni and visitors, and provide a
gathering space to meet over coffee and
enjoy exhibits in the Gage Family Art
Gallery, which will move from Lindell
Library to a more accessible location in the
new building.
“[T]he connection to the wider
community will be greater than ever
before,” says Kerry Morgan,
coordinator of galleries and exhibits.
“The easy access from Riverside will be
welcoming to off-campus visitors; and
Augsburg students, staff, and faculty
will continue to find inspiring and
thought-provoking art where they
work, live, and study.”
Planning for the Gateway Building
has been carried out in conjunction
with the Riverside Corridor Project
development, funded partially with an
early campaign gift from James A.
Johnson, former banking administrator
and public servant. The project brings
together West Bank partners—the
Cedar-Riverside Business Association,
the West Bank Community
Development Corporation, the
University of Minnesota, Augsburg,
Fairview-University Medical Center, and
others—to envision a thriving urban
village that links to the light rail system.
The City of Minneapolis has begun to
develop a small area plan for the entire
Cedar-Riverside neighborhood.
“One issue the plan will consider is
how to make Riverside more comfortable
for pedestrians and bicyclists,” says Beth
Elliott, principal city planner. “More retail
stores and outdoor seating opportunities
will also help in adding vibrancy to that
section of the corridor.” She says the
Gateway Building can be “an example that
others can follow if they are thinking
about redevelopment.”
Honoring a graduate by honoring the College
A
s a nontraditional
student past the
usual graduation
age, Matt Van Zant
seemed just a bit
too old for the
traditional card
with a money
pocket. So Frank
McKinney, a close
family friend,
Matt Van Zant ’06
called Augsburg
and asked how he could make a gift to the
College instead, in honor of Van Zant.
Van Zant came to know McKinney, a
corporate lawyer, in Ohio where Van
Zant grew up. “He encouraged me and
stressed the importance of ethics,”
Summer 2006
Van Zant says. “[He] is a believer in
education and encouraged me to remain
in school and do well.”
McKinney said he was proud of Van
Zant, that after many years he would
return to school for his degree.
Van Zant works as an operations
analyst in the healthcare field. He
enrolled in Weekend College in fall 2001
to begin a major in management
information systems (MIS).
One of the common themes he found
in his classes fits right in with what he
remembers learning from McKinney.
“People who work with data, who
manage sensitive and confidential
information,” says Van Zant, “are and
should be held to higher standards of
performance and integrity.”
Juggling full-time employment with
full-time study was difficult, and Van
Zant says he tried to take it just one term
at a time. “It helped to work on
coursework almost every day and try to
remain current with the material.”
His strategy worked, so much so that
he will begin an MBA degree in the fall,
looking forward to “the opportunity to
develop strategic decision-making skills.”
McKinney says he enjoyed making the
gift to Augsburg in Van Zant’s name and
that Van Zant also enjoyed it. To
McKinney, “it just seemed the appropriate
thing to do.”
He says now he’ll just wait for Van
Zant’s master’s degree.
15
Construction begins on Melby Hall addition
by Betsey Norgard
n a chilly, cloudy May 5, a crowd
gathered on the south side of Melby
O
Hall to ceremonially mark the
groundbreaking for the $6.1 million new
south wing, named the Kennedy Sports
and Recreation Complex.
Augsburg regent and emcee Mike
Freeman, in describing the expansion,
called it “lots of much-needed space to
show our Auggie pride.” He drew
attention to the efforts that had made the
project possible, especially noting that
every coach had put together a plan to
reach former students and athletes.
He read a statement from lead naming
donors Dean ’75 and Terry Kennedy, who
Kennedys. “Your gift is exciting, and we
so appreciate it.”
The Kennedy Sports and Recreation
Complex includes the Alan and Gloria
Rice Wrestling Center and the James and
Katherine Haglund Fitness and
Recreation Center, as well as other named
spaces: the Lavonne (Johnson) Peterson
’50 Conference Suite; Lute Olson ’56 Hall
of Champions; “Doc” Johnson ’52 A-Club
Office; and the Gamma House
Hospitality/Classroom.
Work has already begun on the new
south wing; construction is expected to
be completed in spring 2007, with the
official opening in fall 2007.
weren’t able to be in attendance, saying
that their “family is proud and excited to
be part of this [project].” Kennedy was an
All-American wrestler and, as co-captain
of the team, led Augsburg to a runner-up
spot at the NAIA national finals, marking
the beginning of Augsburg’s longtime
dominance in small-college wrestling.
President William Frame drew
attention to Augsburg student-athletes
and the leadership they bring to the life
of the campus.
Football linebacker Michael Matson
’06, speaking on behalf of studentathletes, directed his remarks to lead
donors Alan Rice, Jim Haglund, and the
Front row (L to R): Major gifts director Donna McLean; regent and lead donor Jim Haglund; Board of Regents chair Jean Taylor '85; assistant dean
and head wrestling coach Jeff Swenson ’79; lead donor Alan Rice; regent Mike Freeman; and President William Frame.
Melby groundbreaking—twice!
When Rev. Clifford M. Johnson, ’34 (’30
Acad, ’39 Sem) received his invitation to
attend the May 5 ceremonial
groundbreaking for the expansion of
Melby Hall, he remembered that he still
16
had a 46-year-old photo from the day he
held a shovel to break ground for the new
Melby Hall.
Johnson, age 95, has been part of the
Augsburg community since 1926 when he
entered the Augsburg Academy. He has
been a fundraising leader, a regent and
board chair, and a director of development
over the years. In 1993 he was honored as
a Distinguished Alumnus.
He recalls the excitement in 1960 of
constructing the first athletic facility for
Augsburg. Until then, he says, the
basketball team played on the court in the
basement of Old Main. He also remembers
that the invocation that day was given by
Lutheran Free Church president Rev. T. O.
Burntvedt ’12.
Johnson was thrilled to be part of this
new excitement this year and to see that
earlier photo at the ceremony, enlarged to
poster size and sitting on an easel.
Just announced …
$1 million gift has been received
A
from Norman and Vangie Hagfors for
the renovation of the chapel in Old Main
and the creation of a home for Augsburg’s
Center for Faith and Learning. Read more
in the next issue.
Summer 2006
The
FRAME
years
a journey toward vision
BY BETSEY NORGARD
W
William Frame, the 10th president of Augsburg, is not typical of his nine
predecessors. He is not a Midwesterner, nor is he of Norwegian background or an
ordained Lutheran minister.
From his nine-year tenure, he leaves a long litany of new programs, partnerships,
and much-needed capital improvements. But, much more significant is that he leaves
an Augsburg that has renewed its self-identity, and that has crafted and refined a
vision representing the deepest thinking any college could undertake about its own
mission or “institutional vocation.”
In the foreword to Augsburg’s revised vision document, The Augsburg Vocation:
Access and Excellence, Frame describes this vision not as his, but as “drawn from the
soul of the College.” It is an idea—vocation—that “has been calling Augsburg to its
work since the founding.”
Frame points to his time at Augsburg as the continuation of a vocational journey
that began as a young instructor at Kenyon College, that immersed him in the urban
life of corporate banking and finance, and then took him back into academia. All
along, the work he did served to shape, nurture, and refine a strong, personal sense
of vocation. At Pacific Lutheran University, he came to understand Martin Luther’s
two-dimensional world of faith and reason, one in which students explored vocation
as both learning through faith to understand themselves and learning through reason
to prepare for careers and service in the world.
Top, left: President Frame (right) and ELCA presiding bishop Mark
Hanson ’68 (left) find a moment for conversation at
Commencement. Staff photo
Middle, left: Bill and Anne Frame enjoy talking with passersby at
Augsburg’s State Fair booth. Staff photo
Bottom, left: President Frame occasionally joins the Augsburg Jazz
Ensemble with his guitar.
Summer 2006
17
At Augsburg Frame discovered the
theology of Luther’s close colleague,
Philip Melancthon, who authored the
Augsburg Confession and advocated the
participation of Christians in civic
affairs. This German theological duo
became the basis for Frame’s model of
education and the hallmarks of
Augsburg’s vision: vocation, service,
civility, diversity, and community.
Remarkably, in retrospect, the agenda
for the Frame years seemed set even
before he became president. In summer
1997, shortly before taking office, he was
interviewed for Augsburg Now, and was
asked to identify the three most important
agenda items for Augsburg College as it
prepared for the 21st century.
Nine years later, his responses at that
time seemed predestined:
1. finding “communal clarity about our
purpose”—who we are and what
we do;
2. determining “how we adapt what
we’re up to, to what properly serves
the world” … i.e., what we must do
to carry out our mission;
3. figuring out “how we do all that” …
finding “a form of life on campus that
allows us to do all this thinking in a
fully civil, candid, ingenious,
participative way.”
Clarifying the vision
In the first two years of Frame’s
presidency the entire campus engaged
itself in a highly collaborative process,
which included commissions charged
with producing working papers around
issues that would form the groundwork
for a vision document.
English professor Joan Griffin,
describes that period:
“When Bill Frame became president
of Augsburg, the College suddenly
became Lutheran. I’m exaggerating, of
course, but despite the required religion
courses and daily chapel, our Lutheran
identity was something that we took for
granted: we did not always connect it
with how we go about doing our work.
18
“But then Bill arrived, and even the
least theologically sophisticated among
us became familiar with the kingdom on
the right and the kingdom on the left,
freedom, paradox, and of course, most of
all, vocation. Bill changed the Augsburg
lexicon.”
Griffin and physics professor Mark
Engebretson were charged with shaping
the 250 pages of discussion into the
College’s first vision document, Augsburg
2004: Extending the Vision, approved by
the Board of Regents in 1999.
Five years later, as 2004 approached,
Frame again called the campus
community into discussion about
updates to the vision. Again, Griffin and
Engebretson compiled a revised vision
document, The Augsburg Vocation: Access
and Excellence, that succeeds in bringing
vision and practice closer together.
Tracy Elftmann ’81, vice president for
institutional advancement and former
regent, commented, “The leadership Bill
brought to our visioning work is nothing
short of extraordinary. The clarity of
purpose in Augsburg’s vision provides
balance, meaning, and motivation to our
daily work. We know who we are and
what we are here to do.
“Let’s be clear,” she continued, “this
is not Bill’s vision for Augsburg—it’s our
vision. We wrote it, we work it, we live
it. The collaborative effort to bring this
work to full fruition was laborious but
well worth the effort.”
Tom Morgan, vice president for
planning and market development,
added additional context. “Through Bill’s
leadership we have rediscovered who we
are and clarified where we need to go.
More than simply words on a page, we
have been inspired to rededicate
ourselves to a course that was charted at
the time of the College’s founding.”
Carrying out the vision
The most significant result of the
revisioning process was the launching of
a new general education curriculum to
imprint the core values of the vision.
Griffin led a faculty team that crafted a
new Core Curriculum. Combined with
the depth of study in a major, this would
prepare students for careers and service
in the world.
Ideas of vocation, citizenship, and
engagement are reflected in the signature
elements of the Core Curriculum—
Search for Meaning courses to explore
vocation; the first-year program that
Summer 2006
Staff photo
The LEGACY of WILLIAM FRAME’S
YEARS at AUGSBURG (1997-2006)
New programs
• New general education—Core Curriculum
• Scholastic/Corporate Connections
• New master’s degrees—education, nursing, physician
assistant, and business administration
• Youth and family ministry major
• Finalizing and naming first endowed chair—Christensen
Chair in Religion
• Growth of StepUP program
• Degree programs in Rochester
Community partnerships/collaborations:
• Nursing degree programs at United Hospital and Rochester
• Augsburg-Capella innovative“brick-click” courses
• Faith in the City—plus the spin-off Augsburg Academy for
Health Careers
• Clinical Lab Science program with Fairview
Capital buildings/improvements:
• New Hall—apartment-style residence hall
• Groundbreaking for Melby Hall expansion
includes learning about and connecting with the city; experience
gained through internships, research, community service, and
global study; and a keystone summative seminar. Combined with a
liberal arts foundation and skills development, students prepare to
become effective, informed, and ethical citizens.
Important to Augsburg’s vision are a number of new programs that
provide access to education for students who lack it for various
reasons: Scholastic Connections, a scholarship program that matches
students of color with alumni of color in mentoring relationships;
StepUP, a nationally-recognized program that provides support to
students in addiction recovery to help them succeed academically; and
graduate programs to help students understand the world through a
lens of vocation.
Augsburg’s vision has taken the College into many new and
innovative partnerships. A program in Rochester now serves 300
students, mostly from Mayo Clinic and IBM, who wish to complete
baccalaureate and some graduate degrees. An unusual partnership
with Capella University involves Augsburg faculty developing and
teaching online courses.
One of Frame’s key leadership roles was helping to found Faith in
the City, a collaboration of seven urban Lutheran institutions in
Minneapolis that together seek to improve the quality of life in the
community. Included is the year-old Augsburg Academy for Health
• Link between Library and Sverdrup/Memorial— Sverdrup
renovation, new atrium
• Christensen Center renovation—welcome and gathering
area, coffee shop, gallery space
• Purchase and renovation of Augsburg House
• New signage on Mortensen Hall and on I-94
• Upgrading of residence halls
• Replacement of Edor Nelson Field turf
• Overall beautification of grounds
• Sale of Ice Arena to gain lease-back arrangement
and capital
• Added two new parking lots and upgraded security
• Purchased additional perimeter properties
around campus
Administrative
• Creation of Enrollment Center as one-stop shop
• Creation/consolidation of Center for Service, Work,
and Learning
• Creation of Undergraduate Research and Graduate
Opportunity (URGO) from McNair program
Awards/Recognition
• 2006—Augsburg Medal
Left: President Frame poses for a moment with the directors of the ethnic
programs at the annual Scholastic Connections dinner in October 2005.
(L to R) Bao Thao, Cindy Peterson, Frame, Emiliano Chagil, and Trena
Bolden Fields.
• 2006—award from Lutheran Educational Council of North
America
Top: First-year students hear from the president on City Service Projects
day during their Augsburg Seminar.
• 2004-05 chair of Minnesota Private College Council
Summer 2006
• Project director for Council of Independent Colleges’
19
Presidential Vocation and Institutional Mission seminars
• 2006—Toby LaBelle award from StepUP to Anne
and Bill Frame
• 2003-04 president of the ELCA Council of College
Presidents
Careers, a joint charter school with
Fairview Health Services that prepares
high school students for careers and
vocations in health care.
Augsburg, under Frame’s leadership,
has gained considerable recognition for its
visioning work. Elftmann stated, “College
presidents across the country consistently
ask Bill how Augsburg was able to capture
its essence, its purpose, its wholeness so
well. Bill’s contributions have established
Augsburg as a national leader in terms of
strategic direction and future focus. “
The College was recognized by The
Princeton Review and Campus Compact as
a “college with a conscience.” It
consistently ranks high for service-learning
programs and is one of 12 colleges selected
for excellence in first-year programs.
Frame has served as president of the
ELCA Council of College Presidents, as
chair of the Minnesota Private College
Council (MPCC), and as project director
for the Council on Independent Colleges
(CIC) seminars reflecting on vocation
and institutional mission. He also has
received awards from the Lutheran
Educational Conference of North
America (LECNA) and Augsburg’s
StepUP program, who selected Anne and
Bill Frame for the 2006 Toby LaBelle
Award for support of its ideals.
Changing the culture
Frame’s third agenda item from his 1997
interview was the creation of a campus
culture that would support and model the
mission and vision. His first task was
confronting what he called “militant
modesty,” the difficulty of the College to
“toot its own horn.” He immediately put a
great deal of attention on both tangible
improvements—fixing up and painting
residence halls, landscaping, new
facilities—and more deep-seated changes,
such as making Augsburg salaries more
competitive.
Griffin says that Frame has been able
to get Augsburg to “think big about
ourselves”—in both small ways, like the
campus improvements, as well as bigger
ways, with new programs and initiatives.
“I think we’re becoming more willing to
20
embrace our complexity—and also our
promise,” she said.
The Frame presidency has been one
very much shared by both Bill and Anne
Frame. Anne has been active in a number
of Augsburg programs, contributing her
business expertise, hospitality, and much
volunteer time.
She told faculty and staff that after long
consideration of how to describe her role
at Augsburg, she had recently been
introduced in a way that seemed very
comfortable to her—“this is Anne Frame,
she’s a member of the Augsburg
community and happens to be married to
our president.”
Hospitality, from the theological sense
to a simple friendly welcome, has become
a hallmark of the vision—and one in
which Anne has played a significant role.
Their sharing of Augsburg House as a
center for college hospitality has opened
new dimensions in how community
members relate to each other.
In March Bill Frame articulated
Augsburg’s vision of hospitality: “[Our
college] welcomes the stranger as a gift to
a learning community composed of
students, many in the guise of faculty and
staff colleagues, who cannot proceed in
their own quests for vitality and hope
without constant contact with a diverse
array of learning styles and even learning
capacities, each one at least beginning to
feel that deep and absorbing hunger
to know.”
In an interview with Augsburg Echo,
Frame recently reflected on what he
considers his proudest moment—“having
our envisioning work recognized as
distinctive by candidates and their
sponsors for the 11th presidency of the
College.”
And, indeed, President-elect Paul
Pribbenow told faculty and staff in March,
“I would not be here if I did not find your
aspirations inspiring and compelling.”
Griffin offered an Augsburg
community perspective: “I think at least
part of the excitement of the approaching
Pribbenow era is that Bill brought us to a
point where we can imagine how much
farther we can go.”
Since February, when Pribbenow was
chosen by Augsburg regents, an unusual
The Frame years in print
William Frame has published a collection
of writings and speeches from his years
as president at Augsburg College. He says
it intends to both “provide a record of
the principal stops on the faith and
reason journey on which I was sent when
elected as Augsburg’s 10th president,”
and to share his connection with Martin
Luther and Philip Melanchthon.
The book’s preface was written by the
Rev. Mark Hanson ’68, presiding bishop
of the Evangelical Lutheran Church in
America.
Published by Lutheran University Press in
Minneapolis, the book is available in
bookstores, online, and at <www.
lutheranUpress.org>. Proceeds from sales
of the book will be donated to
Augsburg’s annual fund.
collaboration has developed. Frame invited
Pribbenow to share the podium with him
in March at the College’s all-faculty and
all-staff meeting.
Mark Hanson ’68, presiding bishop of
the Evangelical Lutheran Church in
America (ELCA), summarizes the impact
of the Frame years, “… Bill draws upon
the great themes of the Lutheran
Reformation and weaves them into the
mission of a Lutheran urban college in the
21st century. When Bill Frame speaks, I
want to ask him to stop after each
sentence so that we can ponder the depth
of his wisdom.”
In every way, the Frame presidency has
been one of introspection and distinction,
even to his legendary eloquence and
penchant to speak long. Quipped student
body president Paul Cumings, “He will be
missed. Even his dry humor and lengthy
lectures.” ■
Summer 2006
At Augsburg House—since 1998
Frequency of events: about twice a week
Events held: 430
In 1998, the Augsburg Board of Regents authorized the purchase of a house for
the home of the president and a gathering place for campus events. In January
2006 Anne Frame talked to the Board of Regents about hospitality at Augsburg
House. Following are excerpts of her talk.
People who have attended: 8,600
Catering by Augsburg-Sodexho staff
(as of January 2006)
Staff photo
HOSPITALITY
and the House
BY ANNE FRAME
I
I’ve been asked to think about some of
the ways my work with Augsburg is
applied to implementing the idea of
hospitality. The Augsburg Vocation, our
vision document, talks about
community and intentional diversity–
language that conceived of this College
as a welcoming place, where persons are
accepted, perhaps because of their
differences, and where a community is
developed that contributes to the
learning for all of us.
Much of my work takes place away
from this Riverside campus. From the
beginning, Bill and I—ironically, as the
newcomers—took as our job helping the
various constituents of the campus feel at
home here. We have visited alumni and
friends of the College in many locations
to let them know what is going on now
at Augsburg, and specifically to
emphasize that they are welcome here.
That they, as a part of Augsburg’s history,
therefore have a place in its present. And,
as we have learned much from their
stories and memories, we hope they have
strengthened or rekindled their bonds to
this place.
We have been privileged both to live
at Augsburg House and to use it
frequently for College events. A plaque
in the entry hall—carved by a Norwegian
in Iowa—states our purpose:
In this place we extend to our guests
the friendship and hospitality of the
Augsburg Community in loving
memory of Adeline Marie Rasmussen
Johnson ’31 and through the
Summer 2006
generosity of James and Kathleen
Haglund and Milton and Dorothy
Kleven.
So we are acting for the community and
have practiced that hospitality to student
groups, to faculty and staff, to the
regents, the parents and alumni and
friends of the College, to neighborhood
and community groups who may not
know Augsburg well. We have done this
in as many different forms as we can
think of: with receptions, breakfasts,
lunches, dinners, conversations. We
bring these groups together for food and
fellowship, for study and discussions. We
feel that getting to know each other
better, spending time together, and
talking about the College together helps
us to be a stronger community.
Frequent remarks I hear as people
learn how many groups and events are at
Augsburg House each year come in one
of two forms, the first being, “You must
get really tired of having so many people
at your house.” (The answer is a very
clear “no.”) The other comment is, “You
must really be a party person!” I don't
think that’s quite the case, either.
But these two questions have caused
me to try to express what it is that I do
like about using Augsburg House in this
way. What do I get out of it?
The answer is … getting to know the
wide and diverse constituency that is
Augsburg—learning histories and
connections, hearing staff and faculty
speak across their areas of expertise, and
listening and discussing ideas with
each other.
Bill and Anne Frame welcome the community
to Augsburg House.
What a rare privilege this is. It has
given me an appreciation of this place
that is deeper than I could have
discovered elsewhere. It has widened my
horizons, expanded my understandings,
and has made this College house truly
“home” to me.
What we do at the house is
intentional, and I believe it’s consistent
with trying to build our community, as
stated in The Augsburg Vocation, “the
development of a sense of connectedness
that leads to lasting relationships.”
The author of the Book of Hebrews
exhorts his readers: “Do not neglect to
show hospitality to strangers, for by
doing that some have entertained angels
without knowing it.” And I’m convinced
there are at least a few angels hanging
around Augsburg.
21
Augsburg’s original
MBAs
The Class of 2006
BY BETHANY BIERMAN
22
Summer 2006
The
AUGSBURG
MBA
Nathan Appel joined the army right out of high school in Colorado and spent several years in the
service. He eventually came to Minnesota to attend the university but “became tired of rollerblading
from Timbuktu to a class where another student taught us.” So he transferred to another college,
taking evening classes to finish his undergraduate degree in management. His campus? A hotel
conference room in the suburbs. His cohort? Number 327.
Later, with his career at Wells Fargo Home Mortgage well underway, Appel decided to return to school
for his Master of Business Administration degree. He was about to choose another program when he
received an MBA postcard from Augsburg. He came to an information session and was sold. His new
campus? A small, fully functioning campus in the heart of Minneapolis. His cohort? Number 1.
“It’s kind of cool … We are the original,” Appel says.
A JUMP-START LAUNCH
This May, Augsburg graduated the first four sections, or cohorts, of
its new Master of Business Administration program—a total of 84
students.
The 20-month program evolved from eight years of discussion,
research, and planning by members of the business department, with
Professor David Schwain serving as the chief designer.
“In the feasibility study, our researcher found that our business
program ranked third best business program in the state by those
students taking the GMAT,” says John Cerrito, chair of the
Department of Business Administration. “Of course, we did not have
a grad program at that time, which the two programs that ranked
higher did, so we felt we’d have good acceptance in the market.
When we introduced the MBA, we met with instant success.”
In fact, recruiting one group to start the program doubled into
two, as 44 students responded by the time the MBA began in fall
2004. The initial goal of four cohorts by the end of three years was
met within four months of launching the program. It was these
students who became Augsburg’s first MBAs in May.
THE CAPTAIN
Since its launch 20 months ago, under the direction of Robert
Kramarczuk, the MBA program has grown to over 300 students.
Kramarczuk’s international career had included teaching at the
International Institute for Management Development (IMD) in
Switzerland, running several successful businesses, and starting up
six other graduate educational programs. He was already enjoying
retirement, but the Augsburg call was too good to pass up.
He was attracted to Augsburg’s commitment to service-learning,
Top: MBA director Robert Kramarczuk places a hood on Kristen Schell, one of
84 in the first class of MBA graduates.
Bottom: Sarah Anton offers a comment to her classmates in Cohort 3.
Summer 2006
23
“In the real world, you don’t function on
your own. You rely upon other people.”
—CHRISTINE WAGGONER ’97, ’06 MBA
which became an integral component in
the MBA. “The program reflects very well
Augsburg’s mission—service to others,”
Kramarczuk says. “It’s a hallmark of our
program.”
One group of MBA students spends
time in the Somali community. All are
involved in field projects where, as a
team, students work with an organization
for 10 to 11 months. Kramarczuk says
that these sorts of experiences put
Augsburg’s MBA students “ten levels
above” those in other programs.
“The other key factor is that we
consider really good leaders to differ
from others by being able to think
critically … That’s woven into the entire
program.”
Even with six other successful
program starts, Kramarczuk considers
Augsburg’s unique. “We look at it from a
different perspective. We look at it as
your life’s purpose or vocation, with the
MBA being a critical leg in this life’s
journey… We tell our students, ‘After
you get this MBA, you’ll say this
is probably one of the most
important decisions you’ve made
in your life.’”
Jamie Schiller, MBA coordinator, and graduate
As a requirement for
Christine Waggoner pause from the action of an MBA
admission to the program, each
softball game.
applicant must personally
interview with Kramarczuk. “It’s
humbling to hear them share and discuss
THE CURRICULUM
their goals and aspirations and how the
The intense curriculum includes finance
MBA fits into this process. … I consider
and economics, local and global issues,
myself almost like a peer. I love my
organizational management, and
students, and I think they kind of like
leadership ethics. Through application
me.”
and research, students learn to
Like him they do, and at a recent
implement ideas and communicate vital
event they presented Kramarczuk with an
statistical, financial, and other critical
award. Accolades include these words
business-related data in an evolving work
from Babette Blumenauer of Cohort 4:
environment.
“He has started this program that will
The required field project, which
change my life course. … I am not just a
serves as the thesis for the MBA, often
number or an obscure student here. Dr.
responds to real-world requests that
Kramarczuk … gives me time, shows he
come to the program from business and
cares, and he knows my name. And that
industry.
has meant a lot to me.”
“Book learning is very different from
Announcing
•
•
•
•
•
•
NEW MBA
GRADUATE
CERTIFICATES
Finance
Financial planning
Human resource management
International business
Marketing management
Music business management
Graduate certificates provide applied, practical, graduate-level
training to enhance skills and advance careers. In addition, they
can later be applied toward a master’s degree. Certificates can be
earned in as few as six months with courses meeting one evening
per week for seven weeks. Cohorts will form beginning this fall.
For information, call 612-330-1390.
24
real-life experience,” says Christine
Waggoner of Cohort 2. “It’s that real-life
experience that is discussed and studied
in this program.”
Waggoner earned her bachelor’s
degree from Augsburg in 1997. “Given
my positive experience as an
undergraduate, I cannot tell you how
excited I was when I received the
postcard announcing that Augsburg was
starting an MBA program,” she says. “At
Augsburg, the professors know you.
They tailor their teaching methods to the
students in their class. They share their
personal stories … [and] successes and
failures they’ve gone through.”
“When you finish, you will be at a
higher level of leadership and decisionmaking,” Kramarczuk says. Additionally,
because of the liberal arts background, an
Summer 2006
Augsburg MBA graduate will be more of
a “cosmopolitan” thinker.
Waggoner confirms this. “I have a
new outlook on the way I view myself
and my career. I have a lot more
confidence in my ability to lead, manage,
and make strategic business decisions.”
A significant number of students have
been offered new jobs and promotions as
a result of what they have taken away
from the MBA program.
LIFE IN THE COHORT
The cohort model has been critical to the
success of the program. It allows
students to build relationships and
become almost like family to each other
as they travel together through the
sequence of courses.
“Taking classes as a member of a
cohort has really enriched my learning
experience,” says Waggoner. “Classes are
sequentially ordered so that students
build upon learned skills, and those
skills are continually reinforced
throughout the program. The program is
organized so students can focus on
learning.”
This even includes providing a warm
meal before each evening class.
“[Students] have an opportunity to sit
together,” says Kramarczuk. “They are
from different professions, different parts
of the Twin Cities. They sit down to
really communicate about class work,
personal life, professional life.”
“In the real world, you don’t function
on your own,” Waggoner says. “You rely
upon other people.”
“You learn a lot from the students,
too,” adds Appel. “There are people of
diverse backgrounds—professional
backgrounds, cultural backgrounds, age
groups…”
This group atmosphere extends
beyond the classroom to social events
and celebrations. Appel formed and
managed a softball team with players
representing multiple cohorts. They
ordered Augsburg caps and jerseys and
even won a game. “We were beyond
awful, but we had a lot of spirit!”
Waggoner says.
“When Cohorts 3 and 4 came on
board, we had a little party at
Kramarczuk’s Deli,” reminisces Appel.
“Bob [Kramarczuk] wrote a ‘Rudolph the
Red-Nosed Reindeer’ song and made
them sing it.” The parody was titled
“Auggie, the Adult Professional.” These
kick-off dinners have become a tradition,
with older cohorts welcoming new ones.
Other social events have included the
students’ families, giving them a chance
to meet classmates and professors.
Already, a graduation celebration is in
the planning, where awards will be
handed out and, in line with tradition,
Kramarczuk’s musical parodies will
probably be sung.
THE CAMPUS
MBA director Bob Kramarczuk (left) and Auggie Eagle (right) lead Cohorts 3 and 4 in their
“initiation” song.
The opportunity to study on a “real”
campus also attracts students to the
program.
“Here, you come to school,” Appel
says. “There’s people with laptops, people
studying, there’s the bookstore… When I
meet my cohort outside of class to study,
we meet at the library. You feel like you
“[My classmates are]
people I respect…
very smart people.
Just like family.”
—SUNNY OLISE ’06 MBA
MBA graduate Nathan Appel, originator of the
MBA softball team, strikes a pose.
Summer 2006
Nigerian-born Sunny Olise came to the U.S. to
study business and appreciates the small-group
atmosphere in Augsburg's MBA program.
25
are in school… Now, actually coming to
campus just feels more like I’m at an
institution of higher learning and all that
goes along with that.”
Nigerian-born Sunny Olise began
studying in Lindell Library while he was
an undergraduate business student at
another school because he found it to be
a more calming and productive place for
him to work.
So when he heard the ad for
Augsburg’s new MBA program on the
radio, he said to himself, “Yeah, it’s a
good school.” Olise called Kramarczuk
and told him the story of how he woke
up one day after working for the
Nigerian government for 21 years
wanting to “try something new.”
The two later met in the coffee center of
Christensen Center. At the end of their
visit, Kramarczuk said, “Congratulations,
Sunny. You’re in!”
“I didn’t even know he was
interviewing me,” Olise says, laughing.
From there, Kramarczuk took Olise to
the bookstore to purchase his books.
Less than two years later, Olise is one of
the Cohort 4 graduates. He describes his
group as “people I respect… very smart
people. Just like family.”
“In addition to the knowledge you get
from the MBA program, there’s a lot of
prestige attached to it,” says Olise. “I work
full time, I have a full-time family, I
attended school, and I’m a chess addict…
I have no regrets whatsoever. None.”
COMING OF AGE
Kramarczuk considers the number of
students pretty close to the maximum
the College can currently support,
although he sees a huge potential for
growth. In response to a particular need,
Augsburg now offers the full MBA
program at Thrivent Financial’s corporate
center in downtown Minneapolis. Several
students have transferred in from nearby
programs, and Kramarczuk anticipates an
eventual 100 students at the Thrivent
location alone.
Augsburg also launched its first MBA
cohort in Rochester in fall 2005, its second
last winter, and will add its third this fall.
26
“Augsburg is a very traditional
institution, while the MBA is a very
entrepreneurial effort. There’s continual
adjustment that’s had to happen on both
ends,” Kramarczuk says. “It’s seems to be
progressing well.”
“We want to continue to develop
graduate business programs geared
toward executives. We are also
developing MBA programs in specific
concentration areas such as international
business,” says Cerrito.
Putting their MBA
“It’s kind of scary being the first class
of MBAs, but Augsburg’s reputation in
the metro and in the region is solid,”
Appel says. “The undergraduate business
program has a really good reputation.
Hopefully we’ll piggyback off of that. …
I’m banking on Augsburg’s reputation
carrying weight. I think it will.” ■
For more information about the MBA
program, go to <www.augsburg.edu/mba>.
(L to R): Derek Zielin, Max Boller, David
Sandvig, Matthew Barrett, Sarah Anton,
Scott Kretzschmar
TO WORK
Many MBA students seek out the
program to help them advance in their
current positions. For some students in
Cohort 3, however, the program
provided the foundation for a new
business venture.
One particular group of students
began talking during breaks, after
class, and, of course, over the pre-class
dinners. At these dinners, student
Sarah Anton says, “We learn about our
families, our goals, our plans for the
future.”
These discussions led to the creation
of Minnesota Business Consultants, LLP
(MBC), a group of five men and Anton.
“Each member brings a different
expertise to the group that comes out
of our diverse career paths,” she says.
MBC specializes in strategic
planning and profit maximization for
small- to medium-size businesses.
“Guiding businesses that might wish to
re-evaluate their current financial
picture” is the mission, according to
Anton. “We see using the contacts
we’ve gained from Augsburg to
develop a client base and to develop a
niche in an industry where small
businesses are struggling. We believe
small businesses are an important part
of our Minnesota culture.”
MBC is starting out in rental office
space, and each consultant will
maintain his or her current job until
MBC is able to support them fully.
“It’s a natural progression of the
excellent talent pool that Kramarczuk
puts together,” says Anton. “It would
surprise me if there aren’t more
businesses formed out of the MBA
cohorts.”
Summer 2006
on tour with the
AUGSBURG
Choir
STORY AND PHOTOS BY JUDY PETREE
HENRY WADSWORTH LONGFELLOW WROTE, “Music is the universal language of
mankind.” As the Augsburg Choir set out on its European concert tour they would come to
understand the meaning of Longfellow’s words.
From May 8-21, under the direction of Peter Hendrickson ’76, the choir toured Budapest,
Hungary; Prague and Kutna Hora, Czech Republic; and Dresden and Leipzig, Germany,
where the tour ended at the American Choral Festival.
The 66-voice choir sang in basilicas that took their breaths away, in churches that dated
back to the 1300s, and in one of the finest concert halls in Europe. Their audiences included
U. S. citizens living in Europe as well as people who could speak little or no English.
The choir learned that it wasn’t the words they sang, but rather the music they made that
touched hearts and brought smiles—and sometimes even tears—to the people who came to
hear them. They also learned how music is indeed a universal language, and that experiences
like these also create bonds among themselves that last across continents and time.
On the return trip home, tenor Hayes Kaufman ’09 said when he joined the choir his dad
expressed his hope that someday he, Hayes, would come to appreciate the opportunity he
was being given.
“I think I already have,” Kaufman told his fellow choir members. “Thanks to everyone
for this great trip, the memories, and opportunity.”
H U N G A R Y,
Summer 2006
C Z E C H
R E P U B L I C ,
A N D
G E R M A N Y
27
B U D A P E S T ,
K U T N A
H O R A ,
P R A G U E ,
D R E S D E N ,
L E I P Z I G
(1) The concert tour began at St. Stephen’s Basilica
in Budapest, Hungary, the city’s largest church. Not
only its beauty and magnificence awed the choir,
but also the sound of their voices. Tenor Tony
Wallin ’08 said he couldn’t believe that “we, the
Augsburg Choir, would ever have the opportunity
to sing in such a place.”
(2) In the small Czech town of Kutna Hora, once
famous for its silver mines, the choir sang at St.
Barbara’s Cathedral. Here, a few choir members
take a break at intermission to catch a view of the
town at night.
(Front row, L to R) Aleah Tebben, Mike
Schmit, Colin Callander, Kathryn Goerges (Back
row, L to R) Stacey Zeutenhorst, Miranda Nelson,
Eric Anderson, Adam Krumwiede, Tom Robinson
and Kent Bodurtha.
1
In Prague, the choir sang at St. Ignatius, an active
church run by Jesuit monks that was begun in
1665 and completed in 1671.
2
3
4
28
(3) At a stop in Krabcice, another small Czech
town, the choir performed for an audience of
senior citizens, most of whom knew no English. A
highlight of the tour for many of the students was
a song they sang in the Czech language, for which
they received a standing ovation and compliments
on their pronunciation.
“This by far has been the best part of the tour
for me,” said soprano Molly Shortall ’07, who
enjoyed talking with one of the senior citizens
after the concert.
“It was better than the larger concerts because
you could just feel that it meant so much to these
people. These are people who had their culture
taken away from them for so many years, and now
you can see how much it must mean to them to
get it back.”
(4) The audience was sparse but very appreciative
at Annen Kirche in Dresden, Germany, one of the
only churches there to escape bombing during
World War II. A woman in the front row was so
clearly moved by the choir’s singing, she would
direct along with Peter and, at times, smile broadly
and cry quietly.
Summer 2006
B U D A P E S T ,
K U T N A
H O R A ,
K R A B C I C E ,
D R E S D E N ,
L E I P Z I G
“It doesn’t always matter how many people are
in the audience, said bass Dave Czepa ’06. He
spoke for many of the choir members as he said,
“that one lady and what this obviously meant to
her made the whole concert worth it.”
(5) In Leipzig, Germany—home to such famous
composers as Bach and Handel—the choir visited
St. Thomaskirche, where Johann Sebastian Bach
was a cantor and where he is buried. They also
toured St. Nicholaskirche, founded in 1165.
6
(6) The choir teamed up with the Northwestern
College Choir of St. Paul to perform at the
Gewandhaus in Leipzig for the American Choral
Festival. They sang several songs as a massed
choir, plus each choir performed on its own.
Joining the choir was Augsburg alumna Nicole
(Warner) Simml ’01. Simml now lives in Germany
teaching voice and performing frequently.
Performing solos are (L to R) Nicole (Warner)
Simml; Krista Costin, Augsburg; Nathan Bird,
Northwestern; and Dave Czepa, Augsburg.
Directing is Northwestern choir director Timothy
Sawyer, with Augsburg director Peter
Hendrickson on piano.
What was the most memorable part of the trip—
the beautiful churches; the scenery; experiencing
different cultures, food, and languages? Not
according to many of the students. What they will
remember most are the bonds and friendships
they made with each other. Although the choir
has been singing together all year, they found that
sometimes it takes an experience such as this to
get to know each other really well. Alto Kellin
Pray ’08 said she really enjoyed being with others
who enjoy the same thing. The sad part, she
added, is now saying goodbye to the seniors
whom they were just starting to really know.
7
5
8
(7) (L to R) Kellin Pray, Bri’Ann Wright, and
Micah Erickson.
(8) (L to R) Emily Denstad, Emma Stensvaag, and
Adena Berg.
(9) Mother’s Day greetings from Prague were sent
home by Brian Halaas and Kari Aanestad.
9
Summer 2006
29
E
very week more than 2,000
people fill the Plymouth
Playhouse in the Twin Cities’
suburb for an afternoon or
evening of laughter, sharing
the lives of four women and their pastor
in the church basement of the East
Cornucopia Lutheran Church.
The play, Church Basement Ladies,
pays homage to the stalwart women who
cooked for and served every church
congregation. And it strikes a chord with
anyone who grew up in the 1950s and
’60s across the Midwest, whether they be
Lutheran, Methodist, or Presbyterian—it
was all part of their own experience.
Church Basement Ladies is based on
the Scandinavian humor books of Janet
Letnes Martin and Suzann (Johnson)
Nelson, both 1968 Augsburg graduates.
On stage the role of the church’s
matriarch, Mrs. Lars Snustad, is played
by Janet Paone ’83. For all three of them,
their Augsburg experiences play big.
Martin and Nelson came to Augsburg
in 1964 as freshmen, each attracted to
the big city and driven by the desire to
escape a future as a farm wife. When they
arrived, Augsburg was in the midst of
great change, reflecting new college
direction and leadership—the College
had just merged into the American
Lutheran Church after the demise of the
Lutheran Free Church, and Oscar
Anderson had just become president.
Students were pushed to explore and
understand the social and racial issues of
the city around them, forever changing
their worldviews.
Nelson aspired to be a home
economics teacher, but by the end of her
“God knew that if there were going
to be growing, self-sustaining, active
Lutheran Churches in America, he
would have to create a special
species of people, so He created the
Lutheran Church Basement Women.”
—Growing Up Lutheran,
Janet Letnes Martin and
Suzann (Johnson) Nelson, 1997
first semester had switched to political
science, and then in her sophomore year
to Scandinavian studies when the new
major was announced. She studied
Norwegian and was active in the
Norwegian Club, which led to many
opportunities, such as meeting the
visiting King Olav V of Norway.
Both Martin and Nelson felt
comfortable at Augsburg. They loved the
big city around them, but appreciated the
small-town comfort of the campus.
What they discovered was that smalltown Scandinavian Lutheran life was the
same everywhere. Nelson recalls the
many nights she and classmates from
small towns across the Upper Midwest
sat around in Gerda Mortensen Hall and
talked about their common backgrounds.
“We all grew up the same way,” Martin
confirms.
Students not from rural small towns
were commuter students, and Nelson
remembers stunning her city roommates
by talking about eating cream on bread.
So much so that she and others went
shopping and demonstrated how it was
made and eaten.
Paone arrived at Augsburg 15 years
later. By then Augsburg was less
THOSE
Lutheran
ladies
BY BETSEY NORGARD
30
Summer 2006
Top: Janet Letnes Martin ’68 began writing
down her experiences growing up in rural
North Dakota and calls herself a “NorwegianLutheran farm girl humorist.”
Suzann (Johnson) Nelson ’68 used her
Scandinavian studies to inspire the
characters of rural Norwegian
Minnesota in her books.
Janet Paone ’83 has made a career in
acting and voiceover work, and
brings her Augsburg experience to
the stage in Church Basement Ladies
Bottom: From The Augsburgian, 1968.
Bottom: From The Augsburgian, 1968.
Bottom: From The Augsburgian, 1981.
obviously Norwegian Lutheran and far
more diverse, but it was because of the
Lutheran church that Paone chose it. Her
mother was Lutheran and her father was
Catholic. She was raised in Abiding
Savior Lutheran Church, but within her
family she felt the stigma of being the
child of a parent who “turned,” i.e.,
married outside the Lutheran faith. She
feels her father’s family never really
accepted her Lutheran mother.
After applying to music schools in New
York, she decided to stay home for college
and chose Augsburg because she had
always respected and enjoyed the
Augsburg students who were counselors at
Lake Wapogassett Lutheran Bible Camp.
She had also considered the ministry, but
she ended up in the theatre program.
“There was definitely a Norwegian
Lutheran influence at Augsburg,” Paone
says. “There was a Scandinavian studies
major, and most people’s names ended in
–son, -sen, -gard, or –dal.” She also
remembers the aesthetic influence of the
“good” dinnerware with Scandinavian
design used for special dinners.
Martin and Nelson graduated in
1968, but neither returned to her small
town. On a Norwegian Club trip to
Decorah, Iowa, Nelson had met Ronald
E. Nelson ’67; in March 1967 they were
married in Mindekirken, the Norwegian
Lutheran Memorial Church in
Minneapolis. She studied Scandinavian
literature in graduate school and for 10
summers directed Skogfjorden, the
Norwegian Language Village.
Martin married shortly after college
and began raising a family. More than a
decade later, in 1983, while helping her
mother-in-law research family history,
she became frustrated at not finding
much information about life in rural
communities and decided to begin
writing down what it was like growing
up. Together with Allen Todnem ’64, also
an Augsburg graduate, she co-authored
Cream and Bread, and then Second
Helpings of Cream and Bread.
Martin and Nelson remained close
friends. In 1994, on a whim, Martin
suggested that Nelson should write a
book with her, and Nelson quit her job
the same day.
Sitting around the kitchen table in
their flannel nightgowns enjoying
Summer 2006
31
REMEMBERING
those
Lutheran
ladies
BY DAVE WOOD
IT WAS THE MID-1980S. I had recently been appointed
book review editor of the Minneapolis Star Tribune after a lengthy
stint as English teacher at Augsburg and feature writer for the old
Tribune.
“Dave,” said the receptionist, “There’s an author out here in
the lobby who wants to see you.”
Wow. My first author. Who would it be? I trotted down to the
lobby to discover a woman who looked like a pert middle-aged
housewife from Hastings, Minn., which, in fact, she was.
“Hi,” she said, thrusting an enormous layer cake into my paws.
“I’m Janet Martin. I went to Augsburg back in the ’60s. I’ve
written a book and if you’ll review it the cake is yours.”
Looking back, I sincerely hope I wasn’t too condescending
when I explained to Janet Letnes Martin that Star Tribune policy
prohibited my taking gifts, blah blah blah.
“OK,” she said, unflappable. “I’ll take back the cake. You take
the book.”
So there I was with Janet Letnes Martin’s first literary effort,
Cream on Bread. I gave it a whirl. It was wonderful. As a minor
ethnician of the times, I had read lots of this stuff, like Howard
Mohr’s work, and I think I knew what was good. Janet Martin’s
was excellent. No cheap shots. There were no big yuks in Cream
on Bread, just lots of little ones. That’s because Janet Martin was
smart enough to know that there aren’t a lot of big yuks in
Lutherandom, but lots and lots of little ones. That’s why she
became one of Lutheran humor’s most honest purveyors.
Was I surprised? Yes. But I shouldn’t have been. I had taught
for 10 years at Augsburg, not too many years after she had
graduated. I had taught at four other schools before my arrival
there and was continually surprised at the little college’s vitality
and intellectuality. Sure, there was a streak of inferiority feeling
running through the student body. The University of Minnesota
students across Riverside Ave. called Augsburg “God’s Little Acre.”
We had great music, science, art, and poetry, but the steam heat
system in Old Main on a cold day sounded like the last 15 minutes
before the H.M.S. Titanic went down. Nevertheless we had great
32
Dave Wood is a past vice-president of the
National Book Critics Circle and former
book review editor of the Minneapolis Star
Tribune. He taught English and journalism
at Augsburg from 1969 to 1981.
poetry readings, students went off to good
graduate schools.
Best, we all had lots of fun, parked
right in the middle of a seedy old section
of Minneapolis.
But back to Janet Letnes Martin. Her
first book was a success followed by many
more, including one of my favorites, which
involved Hastings housewife/detective
Shirley Holmquist, a direct steal from Arthur Conan Doyle. In 1994,
her Auggie classmate, Suzann Nelson of Grand Rapids, Minn.,
joined her and their books tumbled out, books like their
monumental theological tract about Lutherans and Roman
Catholics entitled They Glorified Mary … We Glorified Rice. They
also performed two-woman shows, filling church basements across
the Midwest.
Ever since the Martin/Nelson success, I’ve been a bit jealous.
I’ve tried my hand with ethnic humor. Like Martin and Nelson I
grew up in a little Norwegian Lutheran town. But my stuff never
lit any fires. Why did theirs?
I’ve come to think that Augsburg College had a lot to do with
it. Augsburg was traditionally on the outer fringe of the Lutheran
establishment. Its supporting synod, the Lutheran Free Church,
was always suspicious of clericalism, authority, big shots. An
immigrant church, it had to survive by its wits. (Janet Letnes
Martin, you see, didn’t actually think her layer cake would
persuade me to review her book. It was just a way of tweaking my
self-satisfaction, cutting me and the Star Tribune down to size.)
And so the two pious girls from small farm towns came to God’s
Little Acre in the heart of the Sinful City and found out one could
love one’s church and have some fun with it, too.
I look back more than a quarter century at the students like
Martin and Nelson and wonder at their successes, many of which
have just a bit of orneriness in common. It’s a wonderful tradition
and the women who made church basements famous are
definitely part of it.
And so now the girls are moving out onto the national scene.
Martin and Nelson are no longer girls, but I can’t help thinking of
them in that way, for their girlish glee and for poking a little fun
at the basements where they both spent hundreds of hours
learning that certain concepts were “most certainly true.”
I have only one bit of advice and that’s for Janet Letnes
Martin. If and when you get to New York City, don’t bring a layer
cake to the offices of the New York Times Book Review.
The editor won’t get it.
Summer 2006
copious amounts of both coffee and
laughter, the two women began to
capture recollections and memories as
they spilled out. Nelson has said that it’s
her job to jog people’s memories and
their job to laugh. Their intention is
never to make fun of anyone or anything.
“There’s a fine line between making fun
of something and having fun with it,”
Martin told an interviewer. “Hopefully
we’ll never cross it.”
Three books came within the first six
months. So far, they’ve written nine
books together, the most popular being
Growing Up Lutheran: What Does This
Mean?, which won a Minnesota Book
Award for humor.
Requests for speaking engagements
also started coming, and for several years
Martin and Nelson crisscrossed each
others’ paths as they spoke to church
groups, women’s groups, and local
organizations. Then they devised a
comedy routine and began appearing
together as “Those Lutheran Ladies”—
nothing more than sharing their own
backgrounds.
An idea for a play came about when
TroupeAmerica’s president and executive
producer-director, Curt Wollan, hired
Those Lutheran Ladies to perform for
three weeks at the Medora Musical in
North Dakota. Wollan invited a
playwright-couple, Jim Stowell and
Jessica Zuehlke, to pen the script.
Wollan, who had grown up as
“Lutherans attending a Lutheran
college in the ’50s and ’60s did not
have to prepare themselves for any
big culture shock. Some of them
even shared the same last name—
but were not related.”
—Growing Up Lutheran,
Janet Letnes Martin and
Suzann (Johnson) Nelson, 1997
president of his Luther League and the
son of a dedicated church basement lady,
encouraged Paone to take the part of
matronly Vivian Snustad, the
unequivocal and uncompromising queen
of the church basement ladies in his
fictional East Cornucopia Lutheran
Church.
Paone, a veteran character actress seen
in Tony ’n Tina’s Wedding, pushed for
revisions to the script through a workshop
process in order to engage Mrs. Snustad
more with the audience. This character is a
curmudgeon, but works through her
issues and begins to understand why
things must eventually change—beginning
with her consternation over the hymnals
changing from black to red.
Church Basement Ladies previewed at
several locations before settling into its
long run at the Plymouth Playhouse.
Paone recalls opening in Fargo, where
the cast was extremely nervous about
how it would go over. Once the audience
started laughing and didn’t stop, Paone
remembers the “neat moment” between
acts when the cast suddenly realized that
“this thing is going to be huge.”
Audiences react differently to the
play, Paone says, and she can tell by what
they laugh at whether the crowd (often
comprised of large church groups) is
Lutheran or Catholic. And, if they react
most vividly to the physical comedy
aspect, they probably aren’t churchconnected at all.
Even if someone is not well versed in
the ways of Martin Luther, she says, the
play is still very accessible. “It’s about a
[small] country church … it’s the social
center, with many different layers.”
Paone would love to pull more
material from Martin and Nelson’s books
for the stage, and Martin and Nelson
would love to have the current actors
stay involved with the East Cornucopia
Lutheran Church.
What’s next for Those Lutheran
Ladies? When asked about it, Martin
quickly replies, “Oh, ya, there’s lots more
in it.” When they get together and start
laughing, she says, “We just run with it
… and sometimes we just blurt out the
same thing.”
And, to quote Martin Luther and the
church basement ladies, “This is most
certainly true.” ■
“If Scandinavian Lutherans could add one more feast day to the church
calendar, it would be the feast of fish and flatbread … Unlike the Catholics
who had to eat fish every Friday, Scandinavian Lutherans were only morally
obligated to eat it once a year, and that was at the annual Lutefisk supper.”
—Growing Up Lutheran,
Janet Letnes Martin and
Suzann (Johnson) Nelson, 1997
Summer 2006
33
CHURCH
Basement
Troupe America, Inc.
Ladies
—you bet it’s a big hit!
The cast of Church Basement Ladies (L to R): Janet Paone ’83 (Mrs. Lars Snustad—Vivian), Greta
Grosch (Mrs. Gilmer Gilmerson—Mavis), Tim Drake (Pastor E. L. Gunderson), Dorian Chalmers
(Mrs. Elroy Engelson-Karin) and Ruthie Baker (Signe Engelson—Karin’s daughter).
BY ANY MEASURE, Church Basement Ladies is a monster
hit. It has been running for more than 35 weeks at Plymouth
Playhouse (scheduled through the end of 2006) at 101%
occupancy. It now has a double cast and offers 10 or 11 shows per
week.
Curt Wollan, producer and director, found inspiration for the
play in his own mother. After she died, Wollan was asked if the
gift she left the church could be used for their greatest need, a
new stove for the kitchen. He agreed, and it was named Lorraine
in her honor, a seemingly fitting legacy.
“We’re honoring people who are never honored … and who
are under-appreciated,” says Wollan. “The play has been hugely
popular with women who have worked in church basements, and
with their daughters and granddaughters, who are remembering
mom and grandmother.”
He remembers being a Luther Leaguer in his own church when
they’d sing, “Come out, dear ladies, come out, come out” so the
women could be recognized, and they were always bashful about
it. “They were the unsung heroes of the church—they kept it
clean and fed, and the coffee going.”
He says the play is universal—it doesn’t matter where or what
church you’re in—every church has its basement ladies. The show
just happens to be Norwegian Lutheran because it’s based on
Nelson and Martin’s book, Growing Up Lutheran.
The play is important, he says, because this part of church life
is dying. “As women have started to work, there are fewer
basement ladies and there is more catering,” says Wollan. “This
34
celebrates the past and its heritage.”
Church Basement Ladies is preparing to embark on a ninestate, 50-city tour from January-March 2007, in mostly small towns
throughout the Upper Midwest, but reaching as far as New
Mexico, Colorado, and Montana. Then, they’ll wait a year and
tour bigger cities.
Already underway are plans for a second cast to begin
production in Chicago. New York is pending, and there has been
interest in an off-Broadway venue where it would play in a real
Lutheran church basement.
Norwegian Lutheran food is central to the play. One of
Wollan’s favorite lines is “Lutefisk and lefse are directly descended
from the five loaves and two fishes at the Sea of Galilee, and have
since lost their color.”
The music and lyrics were written by Drew Jansen; here are
two samples:
From “Closer to Heaven”—“You’re closer to heaven in the
church basement, Where we do the Good Lord’s work. Everywhere
you look you see spectacular sights; 40 kinds of food to feed some
fierce appetites; Nearly new linoleum and fluorescent lights,
managed by a stalwart squad. Here below the house of God.”
From “Dead Spread”[term for the spreads served on
sandwiches following a funeral]—“Dead spread, a splendid affair,
to celebrate someone who’s no longer there; dead spread, a
wonderful thing, what sweet consolation a hotdish can bring.”
For more information, go to <www.plymouthplayhouse.com>.
Summer 2006
AAlumni
LUMNINews
NEWS
From the Alumni Board president’s desk…
S
erving as
president of the
Augsburg Alumni
Board the past year
has in many ways
been one of the most
rewarding and
enriching things I
have done. I am
continually inspired
by the many outstanding and diverse
accomplishments of our alumni, and I
am honored and humbled by the
opportunity to serve the Augsburg
Alumni Association and Augsburg
Alumni Board over the past seven years.
My goal this year was to continue the
transformation and forward momentum
of the Alumni Board in its journey from
the role of an advisory board to a
working board. Under discussion has
been our advisory member initiative, in
which we invite representatives of
various campus constituencies to attend
our committee meetings in order to
foster greater dialogue, e.g. parents,
international students, A-Club, the
Augsburg Associates, Faculty and Staff
Senates. Our Connections Committee,
led by Buffie Blesi, undertook an effort to
explore possibilities for offering alumni
benefits. Stay tuned to hear more about
this effort in the coming months.
I’m proud to report that Alumni
Board members are well on the way to a
fourth consecutive year of 100%
contribution to the annual fund. Our
intention is to continue to build on this
tradition of giving, and I am pleased to
say that the Alumni Board has also
committed to a 100% contribution rate
among board members to the Access to
Excellence campaign. We are certainly
blessed by these commitments and by
these gifts.
President Frame’s leadership of
Augsburg is finishing with tremendous
energy, solid growth for the College, and
renewal of its vision for the future. The
strength and constancy of his leadership
has helped draw Augsburg to new levels
of recognition. In his own words,
“Augsburg plays a unique role in the
world of Lutheran education. Its service
to the city, to the provision of
accessibility to first-class educational
opportunities, and its regard for faith and
reason as interactive and mutually
reinforcing modes of understanding …
gives us a special mission.” Augsburg has
been truly blessed by President Frame’s
incredible leadership the past nine years.
I had the privilege of speaking at
Augsburg’s 137th Commencement on
May 6 and welcoming 752 graduates as
the newest members of the Augsburg
Alumni Association. Our Alumni
Association has grown considerably since
my Commencement ceremony a little
over 20 years ago, when the Weekend
College had just been launched and
when graduate programs, the Rochester
program, and many others did not yet
exist. The Alumni Association in those
days numbered around 10-11,000
members and now includes around
18,000. Congratulations and welcome to
the Class of 2006!
I am excited about Augsburg’s future,
the future of the Alumni Association,
and the Alumni Board. I hope you will
join me in welcoming President-elect
Paul Pribbenow and incoming Alumni
Board president Barry Vornbrock—the
next chapter in our history!
Stay close and stay connected.
Karina Karlén ’83
President, Alumni Board
LSAT prep for a bargain
Don’t take out a loan to pay those expensive test prep companies.
Augsburg’s Office of Undergraduate Research and Graduate
Opportunity (URGO) is hosting LSAT Prep on campus this fall.
The instructor is Brian Farrell ’95, an attorney and Augsburg
alumnus, who scored in the 99th percentile on the exam and taught
LSAT prep for Princeton Review. Four sessions are offered:
TUES., OCT. 10, 6 TO 9 P.M.-—Homework review, reading
comprehension strategy and practice
TUES., OCT. 17, 6 TO 9 P.M.—Homework review, continued practice in
all sections, overall test-taking strategies, test-day preparation, class
questions
TUES., SEPT. 26, 6 TO 9 P.M.—General introduction to the LSAT,
analytical reasoning strategy and practice
The cost for the four sessions is $150 for Augsburg alumni,
compared to $580 at the University of Minnesota and over $1300 at
Kaplan or Princeton Review.
TUES., OCT. 3, 6 TO 9 P.M.—Homework review, logical reasoning
strategy and practice
To register (limited spaces are available), contact Dixie Shafer,
<shafer@augsburg.edu>.
Summer 2006
35
Alumni Events
Please join us for these upcoming alumni events; unless otherwise noted, call 612-330-1085 or 1-800-260-6590 or e-mail
<alumni@augburg.edu> for more information.
June
August
20
8
Auggie Hours, 5:30-7 p.m.
Campiello, 1320 West Lake St.,
Uptown Minneapolis,
612-825-2222
15
Alumni Board Meeting,
5:30 p.m.
Minneapolis Room,
Christensen Center
10
Auggie Evening at the Races
Canterbury Park, Shakopee, MN
Gather your friends and family and
join us for free admission and
complimentary hors d’oeuvres.
RSVP is required and space
is limited.
16
Auggies attend Lutheran
Night at the Dome
Minnesota Twins v. Cleveland
Indians, with first pitch at 7:10.
Lower level seating—$18 per
ticket(group rate).
Tickets are limited-contact the
Alumni Relations Office,
612-330-1613 or send check to:
Alumni Relations Office,
2211 Riverside Ave S., CB 146,
Minneapolis, MN 55454
Once your payment has been
received, the tickets will be mailed
to you in August.
Alumni Board Meeting,
5:30 p.m.
Minneapolis Room,
Christensen Center
July
11
Auggie Hours, 5:30-7 p.m.
Maynard’s Restaurant,
685 Excelsior Blvd., Excelsior, MN
(located in the southeast corner of
Excelsior Bay on Lake
Minnetonka), 952-470-1800
Please e-mail the following
information to <ecs@augsburg.edu>
or call 612-330-1104: Total number
in your group, names of you and
your guests, your graduation
year(s), and your contact number.
The deadline to register is Friday,
August 4.
Homecoming 2006—Watch us Soar
September 25-30
Mon., Sept. 25
Wed., Sept. 27
4:30-6 p.m.
10:30 a.m.
7:30-9 p.m.
International Student
Organization reception
Student Kick-Off Event,
Coronation and Pep Rally
Augsburg Associates annual
fall luncheon (off campus)
Noon-1 p.m.
Auggie Cup Knowledge
Bowl (East Commons)
9:30-10:30 p.m. Homecoming communion
Tues., Sept. 26
11 a.m.- 2 p.m. Counseling and Health
Promotion Annual Fair
6:30 p.m.
Alumni Baseball game,
Parade Stadium
7 p.m.
Powder puff football
9 p.m.
FCA campfire, Murphy Park
Thurs., Sept. 28
11 a.m.-2 p.m. Student activity—Old Auggie
photos
5:30-8:30 p.m. Athletic Hall of Fame Banquet
Fri., Sept. 29
9-10 a.m.
10-11 a.m.
11 a.m.-2 p.m.
12:30-2 p.m.
36
2:15- 3:15 p.m. Campus tour
3:30-6 p.m.
Hall Crawl
3 p.m.
Artist Amy Rice ’93, slide
presentation, Marshall
Room, Christensen Center
7 p.m.
ASAC Variety Show
7:30 p.m.
Men’s soccer game v.
Macalester
Reunion breakfast
Homecoming chapel
Student activity
Alumni luncheon
Sat., Sept. 30
11 a.m.-1 p.m. Picnic in the Park
noon
Auggie Cup Desk
Hurling
1-3 p.m.
Football Game v. ConcordiaMoorhead
3:30-7 p.m.
Auggie Block Party
Summer 2006
CLASS
NOTES
Class Notes
1956
Evelyn (Chanco) Steenberg,
Missoula, Mont., and her
husband, Tom ’58, ’61 Sem,
celebrated their golden wedding
anniversary on June 2, and hope
to be at their 50-year reunion at
Homecoming. They’ve spent 45
years in the ministry, including
35 years as missionaries in Japan.
The Steenbergs can be reached at
<tasteenberg@aol.com>.
1957
Gloria (Grant) Knoblauch,
Lake Elmo, Minn., was recently
recognized for her service and
leadership in forming the Friends
of Lake Elmo Library, which
succeeded in bringing a branch
of the Washington County
Library back to their city.
1958
Rev. Gary Turner, San Jacinto,
Calif., is an Anglican priest and
V.A. Hospital chaplain. Last
summer, while at the Hollywood
Bowl to see Garrison Keillor, he
ending up sitting two rows
ahead of Philip Knox ’57.
1965
Dwight Olson, San Diego,
Calif., was elected president of
the Licensing Executives Society
(LES) of USA & Canada, a
professional society of over 6,000
members engaged in the use,
development, manufacture, and
marketing of intellectual
property. LES is part of an
international organization, with
30 national societies representing
12,000 members in 80 countries.
He can be reached at
<dwight.olson@ironmountain.com>.
1969
James Roste, Roseville, Minn.,
retired on Dec. 31 after 36 years
in corrections work. He has
joined his wife, Lorene
(Peterson) ’70, in her business,
“Senior Moves,” helping seniors
Summer 2006
sort, pack, move, unpack, and
settle in at new locations.
1971
Thomas Haas, West St. Paul,
Minn., retired last August after
working 32 years at the State of
Minnesota Department of
Employment and Economic
Development, helping people find
employment by providing basic
skills and resources. He says that
retirement is “almost all I have
heard it can be—WONDERFUL.”
He also wonders how he had time
to work and get other things
done before. His wife is a genetics
researcher at the University of
Minnesota.
Jean Holbrook, San Mateo,
Calif., has been named San Mateo
County superintendent of schools
through January 2007, to
complete a vacated term. She
brings 30 years of experience
with the San Mateo County Office
of Education to the position.
Charles Maland, Knoxville,
Tenn., was awarded the
Alexander Prize for his superior
classroom teaching and
distinguished scholarship at the
University of Tennessee. His
teaching and research focuses on
American literature and cinema,
and he has been named editor of
a volume of James Agee’s film
criticism.
NewsCenter in Duluth, Minn.,
which provides weather news to
several TV channels and
newspapers in northern
Minnesota and northwestern
Wisconsin.
1988
Kiel Christianson, Champaign,
Ill., writes a golf equipment
column for travelgolf.com as a
hobby, and was recently quoted
in an article in CNNMoney.com
about a new Nike golf club.
1989
Nnamdi A.
Okoronkwo and
his wife, Sabrina
K., Minneapolis,
announce the
birth of their son,
Grayson
Nnamdi, very unexpectedly and
quickly, with the help of the
Minneapolis Fire Department. He
was born on his parents’ fifth
wedding anniversary and joins
older brother, Spencer, 18
months. Nnamdi and Sabrina
work for Best Buy and Target.
Steven Torgerud and his wife,
in St. Paul, welcomed a
daughter, Abigail Mae, on
March 1.
1992
Susan E. (Gehrke) Erdman
and her husband, Shane,
Marinette, Wis., announce the
birth of their daughter, Wynn
Leslie, on Sept. 9. She joins her
brother, Carson.
1993
Dana (Ryding)
Martin, and her
husband, Jeff,
Andover, Minn.,
welcomed a son,
Caden Joshua,
on Dec. 2. He
joins brother Noah, age 2. She
can be reached at<dana.martin@
moundsviewschools.org>.
1975
Daniel Swalm, Minneapolis, is
an adjunct professor at the
University of Wisconsin-River
Falls in the Graduate College of
Education and Professional
Studies and teaches career
counseling through the
Department of Counseling and
School of Psychology. He is the
executive director of Career
Solutions Inc., a nonprofit career
development agency in St. Paul.
1986
Karl Spring was named chief
meteorologist at the Northland’s
Joyce (Nelson) Schrader ’64, Friendswood, Texas, is a retired
elementary school teacher who taught second, third, fourth, and
fifth grades. Her husband is a retired human resources manager.
In the photo are Joyce and her husband, Steve (middle and top
rows, right); their daughter Mandy and her husband, Scott (top
row, left and middle), with their children, Haley (3) and Cason (1);
and their daughter Julie (bottom row, left) with her dog, Elvis.
37
Class Notes
Courtesy photo
ALUMNI PROFILE
Targeting cancer as both
physician and scientist
by Sara Holman ’06
Nine years have past since Arlo Miller roamed Augsburg’s campus as
a biology and chemistry student. However, this recent M.D./Ph.D.
Harvard graduate has not forgotten his Minneapolis alma mater.
“One of the biggest challenges in medical school is just trying to
figure out what is important and what actually matters. It’s
essentially very easy to lose the forest for the trees. I think Augsburg
science did very well to emphasize the forest, which provided a good
starting point,” Miller comments. He also credits the Honors
Program for its emphasis on critical thinking and communication
skills. After his junior year, Miller worked for the summer with a
leading cancer researcher at Washington University in St. Louis, who
helped convince him to seek the dual medical/research degrees.
Entering Harvard after his 1997 graduation was the first step in
Miller’s pursuit to study oncology, and his lab work in graduate
school led him to study melanoma. “I’d always been thinking I
would do hematology-oncology,” says Miller, “but I found that
dermatology is a better fit for me. Dermatologists actually deal with
the most prevalent forms of cancer, but the work primarily occurs in
the clinic rather than in the hospital. This will better enable me to
spend a fraction of my time doing research.”
Arlo Miller '97 received his Ph.D. from Harvard University in 2004 on
the same day as his fiancée, Ileana Howard, graduated from Harvard
Medical School. In June, he completed the M.D./Ph.D. program and
also received his medical degree.
Whether to become a regular doctor or a regular researcher or to split his time doing both has been something Miller has grappled with since
becoming part of the Medical Scientist Training Program (MSTP).
MSTP was founded to bridge the gap between physicians and scientists. “Sometime in the 1970s,” Miller says, “there was a concern that the
divide was widening to the point that effective translation of basic science research to the realm of medicine was in jeopardy. The MSTP
program sends people to medical school and graduate school with the hope of creating a pool of people who could serve as bridges between
these two communities.”
Miller entered the MSTP program with a National Institutes of Health (NIH) training grant, given to about 300 students across the country.
The grant pays all medical school costs and provides an annual stipend to compensate for the economic consequences of choosing the
lengthy M.D./Ph.D. path.
In this joint medical-research program, Miller’s first two years included the medical school core scientific curriculum—anatomy,
biochemistry, microbiology, pathology, pathophysiology, etc. Then he shifted to graduate work and did research for five years in three
different laboratories, including the Dana-Farber Cancer Institute in Boston. Finally he returned to the last two years of medical school and
worked in hospital and clinic settings.
In early June, Miller graduated from the M.D./Ph.D. program and will marry Ileana Howard, also a physcian. For the next year, he has a
transition-year internship in Seattle, where Howard is currently a resident in physical medicine and rehabilitation.
In July 2007, Miller will begin a three-year residency in dermatology at the Mayo Clinic in Rochester, Minn., a department known for its
excellence in the research and treatment of unusual problems. He imagines himself ending up at a research university and says he feels
drawn to the area of cancer biology.
When dealing with the very sensitive subject of cancer, Miller says his Augsburg experience continues to impact his role as a doctor. “You
often find yourself taking care of people that the rest of society has pretty much given up on and for whom all social support systems have
failed,” he says. “This is a community service aspect of medicine that I hadn’t anticipated or appreciated when I started, but I feel that
Augsburg helped prepare me through informal means, including the Link program and its urban setting.”
Sara Holman graduated in 2006 with majors in communication studies and English.
38
Summer 2006
operas in repertory during its
eight-week season, attracting
40,000 people from around
the world.
Courtesy photo
TOASTMASTERS AWARD
Graduate
programs
Doris Rubenstein ’93 MAL
was elected to the Board of
Directors of Affinity Plus
Federal Credit Union. She is
principal of PDP Services, a
consulting firm specializing in
corporate and personal
philanthropy.
In Memoriam
The Honorable Pamela Alexander ’74, Minneapolis, received the
Toastmasters International Communication and Leadership award
for 2006. She was lauded for her community service as a youth
motivational speaker, basketball coach, and teacher, and for the
more than 50 community service awards she has received. She is
a judge of the Fourth Judicial District Court, Juvenile Division, of
Hennepin County.
Jessica (Ferrell)
and Brad
Zenner ’92,
Minneapolis,
adopted a
daughter,
Jasmine Shan,
in November. Jasmine was born
in Hunan, China, in February
2005. She joins a happy sister,
Lily Jinxiong, 3. Jessica can be
reached at <jessicazenner@
hotmail.com>.
1994
Carrie Kennedy
and her husband,
Eric Peterson,
Hopkins, Minn.,
announce the
birth of a son,
Kieran Philip, in
January. Carrie is an adjunct
professor of English at Concordia
University in St. Paul and
teaches fiction writing at the Loft
Literary Center.
1996
Anne Lalla married Todd
Johnson in March; they live in
Summer 2006
Shoreview, Minn. They have one
son, Evan, born in September
2002.
Leslie Lucas ’00 married
Matthew Weide in July 2005.
She is currently a student in
the Master of Social Work
program, and he is an account
executive for Donaldson in
Bloomington. They live in
Minneapolis.
1998
Brittani (Gross) Filek ’00 PA,
Corona, Calif., and her husband,
Matt, welcomed their first child,
Van Owen, in June 2005. They
were married in July 2004;
Brittani is a surgical physician
assistant at Kaiser Permanente
General and Plastic Surgery
Department.
1999
Bobby Scala, Eden Prarie,
Minn., along with his brother-inlaw, has opened Scala’s Beef
Stands in Maple Grove, a
restaurant selling products from
his family’s Chicago-based
wholesale meat company.
Sarah (Ginkel) Spilman, Iowa
City, Iowa, and her husband,
Matt, announce the birth of their
son, Alexander Nicholas, on
Jan. 3. Sarah earned a Master of
Arts degree in sociology at the
University of Iowa in 2004.
2000
Kai Gudmestad ’06 MBA,
Minneapolis, Minn., and his
wife, Amy, welcomed their son,
Elijah Douglas, on Jan. 29. Kai
graduated in the first Augsburg
MBA class.
2001
Kathryn Koch has been named
production stage manager for the
Glimmerglass Opera 2006 festival
season in Cooperstown, N.Y. She
will lead the stage management
staff and be part of a world
premiere opera, The Greater Good.
The company produces four
Irvin Nerdahl ’40, age 87, Jan.
27 in Crystal, Minn. He is
survived by his children,
Marsha, Laura, John, and David.
Kelly Roth ’47, age 85, in
Wheaton, Minn. He is survived
by his wife, Beverly, and three
children, John “Champ”,
Richard, and Janice, who also
attended Augsburg. Kelly,
nicknamed “Smiley,” was a
manager at the Smiley’s Point
confectionary. He retired from
Lutheran Brotherhood and
Central Life Insurance. He was
inducted into the Augsburg
Athletic Hall of Fame in 1978.
Rev. Philip A. Nelson ’55, ’58
Sem, age 72, Dec. 1 in New
London, Minn. He is survived
by his wife, Beverly (Omdahl)
’55, and three sons, Bruce, Peter,
and Blair. Phil had callings to
Colombia Heights, Morris, New
London, and Osakis before
retiring in 1994 due to health
concerns.
Edward M. Sabella, professor
emeritus of economics, May 5 in
Minneapolis. He taught at
Augsburg from 1967 until his
retirement in August 2000 and
was chair of the Departments of
Business Administration and
Economics from 1968-81.
39
AUGGIE
THOUGHTS
Auggie Thoughts
Over spring break, 35 Augsburg students joined with students from Grand
View College in Des Moines, Iowa, for a trip to Biloxi, Miss., to help with
hurricane relief sponsored by the Evangelical Lutheran Church in America
(ELCA). Students posted daily journal entries on Augsburg’s website; the
following is a portion of Jeanette Clark’s journal from the last day of the trip.
Guarding people’s stories
by Jeanette Clark ’07
Some look at the journey home as a necessary part of a trip—something
logically following going away somewhere. On some level, this is true. On
the other hand, the opportunity to travel home is one that should not be
ignored. One does not have an experience, really, until he/she reflects on
it, and this is part of going home. So rather than being a burden, this 30hour bus ride has been a blessing—a chance to continue to get to know
people and to process, or try to process, all we have seen and heard.
It seems that more than the work we did during our time in Biloxi, our
greater service was guarding people’s stories. We heard the great trials and
agony of those who worked in the morgue after Katrina. By going home,
caring for those around us, and sharing these stories, we will guard the
stories of those who suffered through this disaster. More than clearing
brush, painting, or scrubbing, it was crucial that we took the time to value
the experiences of those who suffered so much. It was a service to hear AJ
talk about the importance of his camp. It was a service to hear Jack tell of
the struggles of those living in FEMA trailers. We heard the stories of
spelling tests and possible “reward movies” by the elementary students we
visited. There is no way we can begin to understand their pain or their
experiences, but we can listen, and in doing so, we show them they matter
just as they showed us that we mattered by cooking and caring for us with
the utmost hospitality.
On some level, our trip home is when the journey starts. Who around
us is also suffering, and how do we get to the root of this pain? Who
around us has a story to tell that no one has listened to? How can we be in
solidarity with those on the coast who are trying to rebuild their lives?
There is still work to do. We’ve only just begun.
Jeanette Clark ’07 is pursuing a degree in metro-urban studies, and youth and
family ministry. She is a student leader in Campus Ministry and the Campus
Kitchen at Augsburg.
40
Summer 2006
The Golden
Fisherman
According to the volunteer coordinators at Lutheran Episcopal
Disaster Relief in Biloxi, Miss., Mondays start slow. So, to quell their
nervous energy, some students got on the bus for a quick tour of the
damage that Hurricane Katrina caused. Even after nine months the
destruction is awe-inspiring. The U.S. Highway 90 bridge, which once
spanned the 1.5 miles between Biloxi and Ocean Springs, looks like a
set of dominos. “The Golden Fisherman,” a sculpture by Harry Reeks,
has only its feet connected to the cement base, with the rest of the
eight-foot brass-and-copper figure thrown 20 feet from its home.
—Stephen Geffre, Staff Photographer
Send us your news
and photos!
Please tell us about the news in
your life, your new job, move,
marriage, and births. Don’t forget
to send photos!
For news of a death, printed
notice is required, e.g. an
obituary, funeral notice, or
program from a memorial service.
Send your news items, photos, or
change of address by mail to:
Augsburg Now Class Notes,
Augsburg College, CB 146,
2211 Riverside Ave., Minneapolis,
MN, 55454, or e-mail to
<alumni@augsburg.edu>.
__________________________________________________________________________________________________________________
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Is this a new address? ■ Yes ■ No ________________________________________________________________________________
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If yes, class year_______________
__________________________________________________________________________________________________________________
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Spring 2006
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Vol. 68, No. 3
OUR CITY …
OUR CLASSROOM
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T A B L E
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C O N T E N T S
Spring 2006
Vol 68, No. 3
FEATURES
10
17
DEPARTMENTS
Our city ... our classroom
2
Around the... Show more
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P U B L I C AT I O N
F O R
A U G S B U R G
C O L L E G E
A L U M N I
Spring 2006
&
F R I E N D S
Vol. 68, No. 3
OUR CITY …
OUR CLASSROOM
page 10
T A B L E
O F
C O N T E N T S
Spring 2006
Vol 68, No. 3
FEATURES
10
17
DEPARTMENTS
Our city ... our classroom
2
Around the Quad
by Betsey Norgard
5
Sports
Teachers who lead,
leaders who teach
6
Faculty-Staff notes
22
compiled by Betsey Norgard
Supporting Augsburg—
Access to Excellence:
(The Campaign for Augsburg College)
25
32
inside
back
cover
Alumni News
Auggie Thoughts
Calendar
A college of the Evangelical Lutheran Church in America, Augsburg College is an equal education/employment institution.
Editor
Betsey Norgard
Assistant Editor
Lynn Mena
Graphic Designer
Kathy Rumpza
Photographer
Stephen Geffre
Media Relations Manager
Judy Petree
Sports Information Coordinator
Don Stoner
www.augsburg.edu
On the cover:
Augsburg Now is published quarterly by Augsburg College,
From the beginning of her
classes, first-year student Beckie
Jackson begins to explore the
opportunities around campus as
an extended classroom.
2211 Riverside Ave., Minneapolis, Minnesota 55454.
Opinions expressed in Augsburg Now do not necessarily
reflect official College policy. ISSN 1058–1545
On this page:
Augsburg’s Enrollment Center is
the one-stop shop for all the
“business” of the College—
registration, financial aid,
transcripts, accounts, and more.
Send address corrections to:
Advancement Services
Augsburg College, CB 142
2211 Riverside Ave.
Minneapolis, MN 55454
healyk@augsburg.edu
E-mail: now@augsburg.edu
Telephone: 612-330-1181
Fax: 612-330-1780
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AROUND
QUAD
Around THE
the Quad
Paul Pribbenow is chosen as
Augsburg’s next president
Augsburg News Service
P
aul C. Pribbenow, president of
Rockford College in Rockford, Ill.,
has been elected as the 11th president of
Augsburg College by its board of regents.
“We are confident that Dr. Pribbenow
has all the qualities of leadership and
passion needed to continue Dr.
[William] Frame’s work at Augsburg
College,” said Jean Taylor ’85, chair of
the Board of Regents. “He has already
demonstrated that he is an accomplished
communicator, a person who can
demonstrate his own sense of Christian
vocation, a skilled administrator, and a
visible leader, actively participating in
the life of the campus and surrounding
community.”
Presidential search committee chair
and regent Ted Grindal ’76 expressed his
thanks and gratitude to the entire
Augsburg community for their participation in the search process. “After a very
thorough and successful search, we are
pleased to welcome Dr. Pribbenow as
Augsburg’s next president,” Grindal said.
“In Paul Pribbenow, we feel we have found
a successor who will not only carry on
Augsburg’s commitment to being a college
committed to a Christian understanding
of vocation, but will maximize its
exciting potential for the future.”
“This is the work I believe I was
called to do, and I look forward to
serving as Augsburg’s next president,”
Pribbenow said. “I firmly believe that my
experiences and commitments are a
remarkable fit for the mission and needs
of the College.”
Paul C. Pribbenow was born in
Decorah, Iowa, in 1957. He received his
bachelor’s degree in sociology/political
science from Luther College, and his
master’s degree in divinity and his
doctorate in social ethics from the
University of Chicago.
He has served as president of
Rockford College since 2002. Since his
arrival there, Pribbenow has launched
several new educational initiatives,
including working with faculty and staff
to develop the Jane Addams Center for
Civic Engagement. This program’s
primary responsibility, according to
Pribbenow, “is to find ways to work with
students to integrate their education,
co-curricular activities, spiritual
experiences, and service to the
community as part of an intentional
vocational formation initiative.” He has
also been an integral part of expanding
Paul C. Pribbenow
opportunities for the campus and its
community to join together in a variety
of collaborative efforts.
He and his wife, Abigail, an arts
administrator, have two young children.
Pribbenow succeeds retiring president
William V. Frame, and will take office on
July 1.
To read more, go to
<www.augsburg.edu/news>.
NEWSNOTES
Agre to speak at commencement—two honorary
degrees to be awarded
Peter Agre ’70, Nobel Prize laureate for chemistry in 2003, will
speak at the College’s 137th commencement on May 6.
Agre is vice chancellor of science and technology at the Duke
University School of Medicine. He will receive one of two
honorary degrees approved by the Board of Regents to be
conferred on that date.
James A. Johnson will receive the second honorary degree. He
has enjoyed a distinguished career in finance and lending, formerly
with Fannie Mae and now as vice chairman of Perseus L.L.C.
Johnson has been active in supporting the Gateway Building and
development of the urban village concept along Riverside Ave.
Johnson was Augsburg’s commencement speaker in 2002.
2
Outstanding physics students
For the third time in six years, the Society of Physics Students (SPS)
has named Augsburg’s chapter as an Outstanding SPS Chapter, this
time for 2004-05. Fewer than 10% of the chapters nationwide
receive this honor; Augsburg’s chapter was also named in 19992000 and 2002-03. Professor Mark Engebretson is chapter adviser.
Jim Haglund honored
Regent Jim Haglund was honored with the Hall of Fame award by
the Association of Independent Corrugated Converters (AICC), a
1,000-member international organization. Minnesota Gov. Tim
Pawlenty lauded Haglund as characterizing the “best of
Minnesota.” Pawlenty also drew attention to Haglund’s leadership
on the Augsburg Board of Regents.
Spring 2006
Mexico social work consortium receives
award
Courtesy photo
by Betsey Norgard
A
Spring 2006
Students in the 2004 spring semester program in Mexico visited the pyramids of Xochicalco to
learn how pre-Hispanic cultures regulated the solar calendar.
is noteworthy in several regards beyond
the challenges of satisfying the needs and
criteria of nine different institutions.
Foremost, it makes possible a study
abroad experience for social work
students at colleges that can’t sustain
their own individual programs.
Also, because the program is ongoing,
issues of social work in developing
countries are constantly part of
department discussions and curriculum.
Returning students readily talk about the
program as life transforming.
“Students who return from Mexico
have a window into the lives of Hispanic
and Latino communities impossible to
gain domestically,” commented social
work professor Nancy Rodenborg. She
said the department hopes to take
advantage of this experience in working
with Twin Cities’ Spanish-speaking
populations.
Also cited in the award is the program’s
shared ownership and governance among
the partner institutions in Minnesota and
South Dakota—both public and private—
allowing social work students equal access
to study abroad.
Rodenborg stated that a large part of
the success of the program is due to the
Center for Global Education’s expertise in
offering international education and the
resources available at its Mexico center.
Courtesy photo
ugsburg is part of a social work
consortium that has been honored
for its semester study program in Mexico.
The consortium was awarded the 2006
Global Commission Partners in
Education Award by the Council on
Social Work Education (CSWE) in
recognition of “the contributions of
individuals, organizations, and others as
partners in advancing education for
international social work.”
The development of the BSW Mexico
Consortium of the Minnesota/South
Dakota Area, which includes both private
and public institutions, was more than
two years in the making and is
remarkable for the complexity of issues it
negotiates. The study courses meet all
the schools’ curricular needs and allow
social work students to participate
without delaying their graduation date.
Financial costs were worked out so that
students pay only their home-school
tuition (plus airfare), regardless of which
partner institution they attend.
The program, “Social Work in a Latin
American Context,” is based at the
Center for Global Education (CGE)
study center in Cuernavaca, Mexico, and
includes study of Mexican culture,
intensive Spanish language instruction, a
social work course, and either a field
practicum or comparative social policy
course. A several-week homestay gives
students a chance to experience living
with a Mexican family. There is also a
two-week exchange with students in the
School of Social Work at the Universidad
Nacional Autónoma de México (UNAM)
in Mexico City.
Cultural content courses are taught
by CGE staff, and the social work
content is taught by a rotating visiting
faculty member from one of the partner
schools. Augsburg social work professor
Barbara Lehmann is currently in
Cuernavaca, teaching for the second year.
The BSW Mexico Consortium model
Social work students visited Tlamacazapa, a
rural village where Claudia (in red, above)
helped them learn to weave.
Schools belonging to the BSW Mexico
Consortium are Augsburg College,
Bemidji State University, Bethel
University, College of St.
Catherine/University of St. Thomas,
Metropolitan State University, St. Cloud
State University, St. Olaf College,
University of Sioux Falls, and Winona
State University.
For more information on the Mexico
study semester, go to <www.augsburg.
edu/global/swksem.html>.
3
Business students seek stronger connections
through ABO
by Betsey Norgard
international presence and do a thorough
analysis of its marketing department. It
meant making the contacts, meeting with
corporate officials, and following up on
the research. Sometimes it’s even possible
to tie ABO activities into coursework for
some extra credit.
A
ugsburg business students realize
the importance of stepping out of
the classroom to gain “real-world”
experience, and the Twin Cities offers
them plenty of opportunities. The
Augsburg Business Organization (ABO)
aims to provide them a platform to do this.
Students join ABO to learn more
about the business world, to meet
corporate leaders, and to network in
search of opportunities for projects,
internships, and future employment.
Since ABO is student-run, they gain
leadership and professional skills as they
brainstorm, contact, and arrange for
speakers and trips.
Founded five years ago by business
major Rod Gonzalez ’04, ABO currently
has about 15 active students, with a
number of others who participate in
various events.
In January, 12 ABO students traveled
to Chicago for an activities-packed three
days of visits to CEOs and businesses,
following up on contacts from Augsburg’s
Development Office. While there they
visited three businesses—Chase Bank,
Hydrotech Manufacturing Co., and the
H&K law firm; plus, they met with
executives and toured the Mercantile
Exchange and the Federal Reserve Bank.
“The Chicago trip was a unique
opportunity,” said senior business major
and ABO member Nii Mensah, “in that it
gave us an opportunity to see many
different aspects of the city in both a
business and urban sense.”
Building a portfolio of experience
Anthony Haupt, a senior from Red Wing,
Minn., and the current president of ABO,
has taken good advantage of
opportunities in ABO for his own
leadership growth. Last year after
arranging for Greg Smith ’72 to be a
guest speaker at ABO, he kept in contact
with Smith, who is chief operating officer
of Walden Automotive. It led to a summer
internship at the Denny Hecker
4
Anthony Haupt, senior international business
management major and president of the
Augsburg Business Organization, hopes to
involve more business professionals and
Augsburg business alumni in the student
organization.
Automotive Group where Haupt did
financial analysis and project management
work. He and Smith still keep in touch,
and Smith continues to suggest other
contacts from whom Haupt can learn.
“ABO has opened many doors for me,
like the summer internship,” Haupt says,
“and has put me in leadership roles with
responsibility.”
Haupt also strengthened his major in
international business management with
a semester study program in Barcelona,
Spain, that included courses in
international business and Spanish. He
hopes his minor in Spanish will support
future work with a company that has an
international presence. He also
completed an internship in a healthcare
organization, and will seek opportunities
to gain training in project management
and/or account management after he
graduates in May.
Even as a part of their coursework, the
business administration faculty push
students to connect with the business
community. Haupt cites his international
marketing class in which students had to
choose a Minnesota company with
ABO seeks business contacts
Haupt’s vision for ABO is for the
organization to build a network of Twin
Cities business professionals, especially
Augsburg business alumni. What
students hope to gain, he says, are
relationships with the business
community and access to business
expertise, experience, and information.
Business professionals should be
assured, Haupt says, that Augsburg
students are well-educated and eager to
get their feet wet in the business world.
He cites several examples of past student
leaders, like the ABO presidents, who
have transformed internships into job
opportunities, and used their experiences
as springboards into a career.
How to connect with ABO
ABO offers these ideas for connecting
Augsburg business alumni and other
business professionals with students:
• Volunteer as a guest speaker at an
ABO event
• Participate in a resource network for
business students
• Host Augsburg business students at
your company or workplace
• Join the Take an Auggie to Lunch
program
• Help ABO with fundraising to support
trips and other activities
To learn more or participate in ABO
activities, contact Anthony Haupt at
<abo@augsburg.edu> with your name,
class year (if you are an alumnus/a), title
and place of work, and e-mail and/or
telephone number.
Spring 2006
Sports
For current sports information, scores, and schedules go to <www.augsburg.edu/athletics>.
Auggies inspire hoop dreams in
neighborhood kids
by Don Stoner
H
elping young members of the CedarRiverside neighborhood learn about
the game of basketball was a “slamdunk” proposition for the Augsburg
College men’s basketball team.
In January, the Auggies invited 50
boys and girls from the Cedar-Riverside
Community School, which primarily
teaches immigrant children, to attend a
morning basketball clinic at Si Melby
Hall. Head coach Aaron Griess and
members of the Augsburg squad showed
children the basics of the game, then
broke up into smaller groups to work
individually with them. Each group took
part in fun games with the Auggie
players, where they were able to put
their newly-learned skills into practice.
The clinic ended with an impromptu
dunking exhibition from members of the
Augsburg squad, to the cheers of the
youngsters watching.
“We’re proud to be able to make a
difference in the lives of young people
who haven’t had the same opportunities
that other children have, and we’re
committed to helping build the
community we live in,” said Griess, in
his first season as Augsburg’s head coach.
The clinic was organized by Griess
and Mary Laurel True, associate
director of Augsburg’s Center for
Service, Work, and Learning.
“Spending time with the kids,
watching them laugh, and teaching them
some basketball skills was a tremendous
joy,” Griess said. “Each and every one of
our students put their hearts into the
short period of time they spent with the
kids, and we’re all looking forward to the
next opportunity.”
ade
h gr
a, 4t
Laur
Fadum
o, 4th
grade
Thank you, Auggies!
“I had fun learning with you guys. It was
important to me because when I grow up
I will be a good basketball player.”
—Abdullahi, 3rd grade
“I learned basketball is not easy; it's hard,
but it just looks easy.” —Sagal, 6th grade
“Thank you for giving me inspiration to
play basketball.” —Karina, 6th grade
“In the summer I will love to show all of
my friends what you have taught me. It
really meant a lot to me when you taught
me a lot of tricks.” —Muna, 4th grade
The Cedar-Riverside kids yell “41, 41, 41…”
to pull no. 41 Auggie junior Tait Thomsen to
the floor.
“I’ve learned new tricks and so much
more. I felt like a professional basketball
player. This is one of the best days of my
life.” —Nasra, 4th grade
Fifty-plus students from the Cedar-Riverside Community School watch in awe as Auggie senior Aaron Benesh dunks the ball.
Spring 2006
5
Faculty and Staff
PRESENTATIONS
Tony Bibus, social work, presented a
poster, “Working with Involuntary Clients
in Slovenia,” about a study with Ljubljana
University, at the Council on Social Work
Education meeting in February.
Bill Capman, biology, co-presented “Reef
Aquaria in the Classroom and Teaching
Laboratory: Learning Activities, Organisms,
and Logistics” at the Marine Aquarium
Conference of North America (MACNA) in
Washington, D.C.
Emiliano Chagil, Hispanic/Latino Student
Services, presented “Higher Education and
Acculturation: The Contradictions Involved
in Improving Your Life through Education
while Sustaining Your Cultural Self,” at the
annual Breaking Barriers Conference at the
University of St. Thomas.
Su Dorée, mathematics, led a paper
session, “Countering ‘I Can’t Do Math’:
Strategies for Teaching Underprepared,
Math-Anxious Students,” at the annual
joint meetings of the American
Mathematical Society and the
Mathematical Association of America.
At the same conference, Rebekah
Dupont, mathematics, co-organized a
panel discussion, “Firefighting, Paper
Trailing, and Cat Herding: Everything You
Wanted to Know to Be an Administrator
but Were Afraid to Ask.”
Teachers meeting teachers
in Namibia
by Gretchen Kranz Irvine
F
or over five years, my life has been
exponentially enriched, professionally
and personally, from my experiences in
Namibia, Africa. I have been the trip
leader for three summer study trips in
2000, 2003, and most recently last
summer, July 1-22, 2005. I gathered a
group of educators—classroom teachers,
a preservice teacher, and teacher
educators—to travel to Namibia to learn
about the country and her people,
focusing on the education system. In
collaboration with the Center for Global
Education, my goals for the trip were to
introduce Namibia by visiting various
locations; by hearing from Namibians
working in a variety of sectors,
especially teachers, principals, and
faculty from the University of Namibia
and teachers’ colleges; by accessing local
media; and by being immersed in a
culture so different from ours, and yet
the same.
I was pleased that our group bonded
easily as a community and blended like a
fine-tuned melody. We benefited from
the two University of Namibia students
preparing to be teachers who joined us
and added depth to our understanding
of schools and the influence of culture.
A highlight for this trip was a oneday conference for teachers in the
Windhoek area hosted by our group,
with the help and facilitation of many
others. We gathered at the Rossing
Conference Center in Khomasdal, a
suburb of the capital city, Windhoek—
50 people interested in schools, teachers,
learners, and all areas related to
education—for sessions titled “The
Important Role of Teachers in NationBuilding.” The speakers, facilitators, and
organizers were both Namibians and the
members of our group.
The results far exceeded what could
be stated here. We explored large issues
impacting all teachers. We built
professional links—both individual and
group—that would sustain relationships
after we returned to the U.S. And we
Courtesy photo
Garry Hesser, sociology and metrourban studies, co-presented “Toward the
Public Good: Maps, Lenses, and Models
of Civic Engagement,” at the Association
of American Colleges and Universities
conference in November.
Hesser also presented, with Ann
Lutterman-Aguilar and Merrie
Benasutti, “Crossing Borders: Exploring
Vocation in a Multicultural/Global
Context,” at the Nov. meeting of the
National Society for Experiential Education.
Marc Isaacson, MIS, presented
“Statistical Literacy—Online at Capella
University” at the American Statistical
Association meeting.
Cheryl Leuning, nursing, and Pandu
Hailonga, CGE Namibia, co-authored and
presented, “Transforming What is Known
about HIV, AIDS, and Tuberculosis into
Culturally Appropriate Protective
Practices in Namibia and Tanzania,” at
the July Tumaini conference in Tanzania.
6
A group of educators from Minnesota spent three weeks with teachers and educators in
Namibia, based at Augsburg’s Center for Global Education. Augsburg participants are: Melinda
Stockmann (front row, left), CGE-Namibia intern; Pandu Hailonga (back row, fourth from left),
CGE-Namibia trip leader; Carol Knicker (back row, fifth from left), assistant professor of
education; and Gretchen Irvine (back row, second from right), assistant professor of education
and Augsburg trip leader.
Spring 2006
Courtesy photo
On a visit to the Haganeni Primary School in Walvis Bay, Namibia, the educators enjoyed meeting
the students, or “learners.”
Courtesy photo
helped to respond to the need of all
teachers to discuss important issues,
realizing how vital it is for people
involved in the process of educating our
children and youth to have opportunities
for dialogue and reflection. Because of
the cultural differences unfamiliar to me,
I appreciated working with the
Namibians who helped to make the
conference relevant and meaningful for
everyone.
It will be months and years before we
can realize what this trip has meant to us
as individuals. We have tried to spread
the word about Namibia, a very silent
country on the world stage. Our
worldviews have been forever changed
by images of Namibian teachers, of the
children and youth, and of the life we
witnessed in the coastal cities as different
from the villages in the north. We heard
the voices of Namibians telling of their
past, and we learned about the current
struggles toward the constitutional goals
of their 16-year-old nation. We witnessed
the joy of people together, and enjoyed
being in the company of a youth group
building their lives. And we read about
the hopes and dreams of people looking
toward the future. Our global vision has
expanded as a result of this experience.
I am grateful to the Center for Global
Education staff—both here and in
Namibia—whose expertise helped us
create the best learning environment for
our experience. In our own group,
individuals acted beyond any expectations
in caring for each other, challenging
thinking, and with kindness to all.
I have been a teacher for 38 years.
The experiences I’ve enjoyed are true
gifts to me as a teacher, and, also, to my
students at Augsburg.
Gretchen Irvine is assistant professor of
education.
Professor Gretchen Kranz Irvine presents an
Augsburg folder to Augsburg alumna
Fredericka Uahengo ’90, rector of the
Ongwediva Teachers College in northern
Namibia.
Spring 2006
Read more about this travel seminar and
conference on the participants’ blog at
<web.augsburg.edu/~irvine/Namibia>.
PRESENTATIONS
Dallas Liddle, English, presented
“Bakhtinian ‘Journalization’ and the MidVictorian Literary Marketplace,” at Oxford
University’s First Annual Conference on
the History of the Book, sponsored by
their English faculty, in Nov.
Ann Lutterman-Aguilar, Center for
Global Education-Mexico, presented a
theological perspective on the rights of
women at the International Women’s Day
conference in Cuernavaca, Mexico, in
March 2005.
She and Judy Shevelev, also with
CGE-Mexico, along with five former
students, co-presented two papers at the
National Women’s Association conference
in June.
Diane Pike, sociology, presented the
keynote, “Not Rocket Science: Teaching,
Learning, and Engagement,” at the Oct.
joint meeting of the Wisconsin and
Illinois Sociological Associations and the
Wisconsin Political Science Association.
Marc Skjervem, student affairs, and
Keith McCoy, residence life, presented a
session, “Developing a Seamless FirstYear Experience on a Small Campus,” at
the National Orientation Directors
Association regional conference in April.
NOTEWORTHY
Markus Fuehrer, philosophy, is
preparing a translation and commentary
of Albertus Magnus’ Liber de homine
(Treatise on Man). He is currently
preparing an entry on Albertus Magnus
at the invitation of the Stanford
Encyclopedia of Philosophy.
Brad Holt, religion, was elected to the
national board of the Society for the Study
of Christian Spirituality (SSCS), an
international organization of people who
teach Christian spirituality in colleges,
universities, and seminaries.
Patrice Salmeri, StepUP® program, was
elected chairperson of the executive
board of the Association of Recovery
Schools (ARS).
Milo Schield, business administration
and the W.M. Keck Statistical Literacy
Project, completed a textbook on
statistical literacy, which is being used in
Augsburg classes this spring.
7
Lynn Bollman, art, participated in the
Third Biennial Printmaking Exhibition,
in November, showcasing the work of 40
professors of printmaking at 22
Minnesota colleges and universities.
History professor Jacqui DeVries’
article, “Rediscovering Religion after the
Postmodern Turn,” was published in the
spring 2005 issue of Feminist Studies and
will also appear in the fall 2005 issue of
the online History Compass.
Pandu Hailonga, Center for Global
Education-Namibia, published an article,
“Violence, Rape, and Murder: Symptoms
of Societal Disease,” in The Namibian in
March 2005.
Garry Hesser, sociology and metrourban studies, co-authored a chapter,
“Liberal Learning and Internships in
Sociology, in The Internship Handbook,
edited by Richard Salem and published
in 2005.
Ann Lutterman-Aguilar, Center for
Global Education-Mexico, published a
chapter, “La reconstrucción de la iglesia,”
in Los derechos humanos al interior de
nuestra iglesia, edited by Guadalupe Cruz
Cárdenas, published by Católicas por el
Derecho a Decidir (CDD) in 2005.
Phil Quanbeck II, religion, contributed
to a collection, Teaching the Bible,
published in October by the Society of
Biblical Literature. An article by
Quanbeck “Preaching Apocalyptic Texts”
was published in the summer issue of
Word and World.
Department of Public Safety—
Augsburg’s 411
by Betsey Norgard
L
ocked out? … Too hot in your room?
… Need a jump for a dead battery?
… Want to know when the hockey game
starts? … Need a ride from the lightrail
station?
These are just samples of the
questions fielded by the Department of
Public Safety. Headed by John Pack, who
came to Augsburg nearly three years ago
after 13 years at the University of
Minnesota, this office operates 24/7 and
oversees the College’s switchboard
communications, facilities management
requests, campus security, and
communications and emergency
management.
Pack tries to get the word out about
their services, especially about campus
safety. Each summer at orientation, he
enjoys talking with new students and
their parents.
“The message is that Augsburg is in
the heart of the city,” Pack says, “which
brings tremendous opportunities, but
also some challenges, mostly parking
and security.”
Public Safety strives to ensure that
everyone in the Augsburg community
feels safe. Escort services are available to
any of the parking lots and for students
who go back and forth from internships
or service projects in the neighborhood.
Security officers also provide rides to and
from the nearby lightrail stops. A phone
call from two stops away gets students a
quick ride back to campus.
Pack has initiated regular meetings of
security personnel from Augsburg, the
University of Minnesota, FairviewRiverside, College of St. Catherine, and
the Minneapolis police to share
information and coordinate prevention
efforts in order to decrease incidents
overall.
A recent incident illustrates this
cooperative relationship. At a building
near the edge of campus, an intoxicated
person, not part of the Augsburg
community, slipped, fell, wedged his
head between two pipes, and went into
respiratory distress. Augsburg security
officers on routine patrol noticed him
and called 911. Officer Annie DeYoung
stayed with the injured man, monitoring
his medical condition, until rescue
personnel arrived. Firefighters needed
the Jaws of Life to free the man and rush
him to the emergency room.
The firefighters credited DeYoung
with saving the man’s life—for assessing
the situation quickly and applying the
medical treatment that kept his airway
and breathing clear until they arrived.
Staff photo
PUBLICATIONS/EXHIBITIONS/
PERFORMANCES
HONORS/AWARDS/GRANTS
Mark Strefeler, biology, received a
$57,500 grant from Beckman Coulter’s
matching grant program for a genetic
analysis system to aid research in plant
genetics and microbiology. It allows for
gene sequencing, DNA fingerprinting,
and molecular genetics. In his research
with students, he carries out DNA
barcoding for species identification and
identification and isolation of genes for
disease resistance in plants.
John Pack, director of public safety, accepts a Certificate of Appreciation
from Minneapolis mayor R.T. Rybak (left) and police chief William
McManus for the College’s cooperation and for support to the
Minneapolis Police Department.
8
Spring 2006
Photo illustration by Stephen Geffre
Office space: or how I spent 18 years
in the closet at Augsburg
by Doug Green
W
hy I didn’t move out of
my little hole in the wall
of an office when I had the
chance, I’ll never know. It’s
one of the smallest spaces in
the maze that is Memorial
Hall, a former dormitory and
the second oldest surviving building on
campus. The room can’t be more than
6 x 6 and would be more suitable as a
walk-in closet—or perhaps a very large
coffin.
My office desk, an old metal one of
modest size and a rosy beige hue, faces
the wall beneath an enormous Saul
Steinberg print of America as viewed
from Manhattan. Before I got my laptop,
Manhattan was unfortunately hidden
behind my computer, just as Minnesota
has blotted out most of my New York
past over the last 20 years.
On the wall behind me as I sit at my
desk, the floor-to-ceiling shelves are
overflowing with books, papers,
knickknacks (mostly mementoes from
past students and pictures of my wife
and son), and last year’s posters for
campus events. The filing cabinet next to
Spring 2006
the door obscures some of the shelves
and is buried under debris. Confidential
student records are now filed on top of
the cabinet for easy access—even to
passers-by in the hallway: It’s my version
of the Freedom of Information Act.
Behind the door and next to the desk
is another freestanding bookcase, also
overflowing and surmounted by stacks of
texts and paper—for creative writing, I
think. The walls and the hallway side of
the door are plastered with notices,
reminders, pictures drawn by my son,
and posters of events I had a hand in—
like the first GLBT alumni reunion and
art show: “Out and About.”
The window, however, I love best.
When I sit at my desk and look out, it’s
like Rear Window; I can spy on a whole
set of neighboring offices. But if I push
back just a little and face the outside, I
see Augsburg’s little quad, an Edenic
version of my little closet.
Maybe that’s why I can’t leave:
because this little cubby across the floor
from an old dormitory bathroom that
sports mold from the era of Warren G.
Harding and College President George
Sverdrup is the quintessential
professorial space. Like the brain in
Dickinson’s poem, my office “is wider
than the sky.” My little cabinet contains a
world of thoughts—from the books
behind and beside me to the computer
on my desk to the many visiting
colleagues and students who come to
share their inner lives with me. I need
their stifling and stimulating proximity.
My office is certainly no “proud,
ambitious heap” nor “built to envious
show,” but a place in which, like the
Sidneys at Penshurst in Jonson’s famous
poem, I can “dwell.”
Doug Green is professor of English. This
story first appeared in Augsburg Echo in
September.
9
10
1 THE NEW GUTHRIE
Only a mile away, the Guthrie Theater’s new
home makes it even easier for actors and
technicians to visit Augsburg seminars and
teach as adjunct faculty.
1
3
2
Downtown
Minneapolis
4
8
5
9
Augsburg
College
6
7
2 CORPORATE DOWNTOWN
Internships downtown with non-profits,
Fortune 500, and other companies are but a
quick lightrail or bus ride away for students
and often lead to future career opportunities.
Saint Paul
3 MEETING HIS CONSTITUENTS
City Hall is his home base, but Minneapolis
mayor R.T. Rybak enjoys getting out to meet
the new students on campus.
4 PLAY BALL!
The Twins, Vikings, Gophers—and the
Auggies, for one game per season—compete
several blocks away at the Metrodome.
OUR CITY …
OUR CLASSROOM
10
BY BETSEY NORGARD
➶
WHAT EXACTLY DOES BEING A COLLEGE OF THE CITY MEAN FOR
AUGSBURG? WHAT OPPORTUNITIES DOES IT BRING TO THE AUGSBURG
LEARNING COMMUNITY—TO STUDENTS, FACULTY, AND STAFF?
If one were to look at just a TWO-MILE RADIUS AROUND AUGSBURG,
what would be found?
5 HIGH-RISE MELTING POT
Riverside Plaza is the hub of the most diverse
neighborhood in Minneapolis—and a partner
with Augsburg in its community programs
and school.
The answer is A LOT …
the most diverse neighborhood in Minneapolis …
the downtown business district …
a Super Bowl pro-sports dome …
a brand-new home for a world-class theater …
a Big 10 university and teaching/research medical center…
a quick train ride to the largest shopping mall in the country…
miles of running, walking, and biking trails along the Mississippi River.
Staff photo
6 A JUMP ON THE LIGHTRAIL
Just a few blocks away, the lightrail train is a
quick ride to downtown, the airport, and the
Mall of America.
7 LEARNING FROM LIVE CORALS
Biology professor Bill Capman lends expertise
and some live corals to help teachers at
Seward Montessori School set up and maintain
a coral reef aquarium for their science classes.
8 WORSHIP IN THE CITY
Central Lutheran Church is the majestic
setting for Augsburg’s Advent Vespers, an
annual celebration of word and music that
begins the holiday season.
Spring 2006
Here, we highlight some of the myriad opportunities our location offers
to learn, serve, volunteer, intern, experience, shop, compete, perform,
keep fit, have fun, and so much more!
Teach. Reach. Feed. Lead.
That’s the motto of the Campus
Kitchens Project, based in Washington,
D.C., that combines preparing and
delivering meals, partnering in the
community, training for employment
opportunities, and providing service
learning for students. Since opening on
campus in 2003, the Campus Kitchen
at Augsburg has served more than
25,000 meals to community
organizations. The program, which is
student organized and run, is based in
the College’s food service facilities, and
works with surplus food from the food
service and local food banks.
Two shifts of student volunteers
each week prepare meals and deliver
them to six locations the next day. The
students spend time in each location, getting to know and talking with
the people being served.
Above, at Peace House in the Phillips neighborhood, junior Jeanette
Clark talks with a visitor. She and other students deliver meals on
Thursdays to the 30-50 people who drop in to Peace House for
conversation, fellowship, and nourishment.
During the summers, Augsburg’s Campus Kitchen operates a job
training program to train and certify unemployed people in food
management culinary skills to help them find jobs.
11
Trick or treat—dorm style
Targeting a career
Each Halloween, ghosts, goblins, and other costumed
characters wander the halls of Urness and Mortensen Halls,
going from door to door trick-or-treating.
They’re neighborhood children invited to campus by
LINK, the student service organization, for fun, games,
treats, and, sometimes, a haunted house. LINK provides
the candy, and students provide the fun for the kids.
Tim Benson ’00, graduated
with a business administration/marketing major
and a minor in management
information systems.
Benson picked up his first
downtown corporate
experience at a summer
internship with Accenture
(then Andersen Consulting).
He found it to be great
preparation for the business
world that he couldn’t have
learned in a classroom—
“protocols, unwritten rules,
and business speak”—that
helped him get a foot in the door at Target Corporation.
He started as a business analyst and was eventually
promoted to a supply chain expert. Now he is manager of
an eight-person team in the kitchenware department,
which is responsible for about 1,000 items and hundreds of
millions of dollars in sales annually in all 1400+
Target stores.
A day at the Soap Factory
(map #10)
As part of AugSem,
their first-year seminar,
students in ART 102
Design spent an
afternoon at the Soap
Factory. This turn-ofthe-century wood and
brick warehouse, which
formerly housed the
National Purity Soap
Factory, has been turned into an art gallery featuring work
by emerging artists, and offering available studio space.
The afternoon was part of City Service Projects Day,
which started with a 20-minute walk to the gallery
through the historic flour mill district. At the gallery, the
students helped take down one show and prepare to
install another. They cleaned floors, scrubbed and
squeegeed walls, and moved furniture.
The students got first-hand experience in what a
gallery is—or not, i.e. it’s not just clean floors and bright
lighting. Since a number of these students intend to major
in art-related fields, this gave them an opportunity for a
service project in something that really interested them.
Plus, the gallery director told them that what they
were able to do for the gallery in three hours would have
taken the staff all week to complete.
12
(map #2)
Staying connected with kids
(map #9)
Kristy Bleichner graduated from Augsburg in 2002 with a
major in social work. While a student, she began to
volunteer for Wednesday Night Out, a program sponsored
by Trinity Lutheran Church. For this, Trinity partners with
community organizations, including Augsburg, to provide
suppers for neighborhood families, giving them a place to
gather and talk. After supper, Bleichner and other student
volunteers take the children to a nearby gym for games,
making it more convenient for their parents to talk with
each other about family and community issues.
Even after graduating nearly four years ago, Bleichner
has wanted to stay connected with these families and
continues to devote time to the Wednesday Night Out
program.
Spring 2006
A school of many cultures
(map #5)
Around-the-world food
Five blocks from Augsburg lies the only school in the country
located in a high-rise apartment building. The Cedar-Riverside
Community School, a K-8 charter school sponsored by
Minneapolis Public Schools, is in the midst of Minneapolis’
most diverse neighborhood, largely Somali and East African.
The school serves mostly immigrant children, from nearly
a dozen different countries, some of whom never had any
formal education before arriving in the U.S. Each week nearly
30-40 Augsburg students tutor and mentor at the school, and
provide instruction or support during the year in music, art,
piano lessons, physical education, science, and health.
Augsburg elementary education students in Professor
Jeanine Gregoire’s science methods class teach hand-on
science units at the school. In the photo, Pa Kou Yang ’05 is
working with two second-graders.
When Augsburg moved to the Cedar-Riverside neighborhood
in 1872, it was home to a thriving community of
Scandinavian immigrants. Again, it is a center for many
people recently arriving in the U.S., primarily from Somalia
and East Africa.
The neighborhood has more than 20 restaurants, most of
which serve ethnic foods; as well as ethnic clothing stores,
grocers, and art galleries; and a Lutheran church and a
mosque. As part of the first-year AugSem group, students
visited area businesses and tried out some of the nearby
restaurants. In this photo, a group sits around the table at
Addis Ababa, an Ethiopian restaurant down the block from
campus.
Helping women stay fit at FOLC
Caring for the mighty Mississippi
(map #5)
Eilidh Reyelts ’06 (facing
front at right in photo), a
senior biology and premedical major, began
volunteering last year with
Rachel Domier ’05 (left) at
Family Opportunities for
Living Collaboration
(FOLC) at Riverside Plaza.
This center encourages
community members to
work together at meeting
the needs of neighborhood residents, many of whom are
immigrants or refugees with little understanding of English
or of American customs and health practices.
Reyelts and Domier were both Lilly Interns and designed
internships to explore areas within their vocational interests.
Twice a week at FOLC they taught exercise to immigrant
and refugee women, and helped them monitor their weight
and blood pressure.
Reyelts also is a Citizen Scholar through the Campus
Compact program. As an AugSem leader, she took new
students on a tour of the neighborhood and to FOLC. Reyelts’
vocational goals include a career in medicine or public health.
Spring 2006
With the Mississippi River
within a stone’s throw,
Augsburg has joined the
network of “river stewards”
and has “adopted” a section of
the river just downstream
from campus. Planned
activities involve students in
litter clean-up, trail
monitoring, placing stenciled
warnings on storm drains to
prevent pollution into the
river, monitoring invasive
species, and trail monitoring.
In the summer, political
science professor Joe
Underhill-Cady teaches
Environmental and River
Politics, a course that looks at
the challenges of balancing
economic development, social justice, and environmental
stewardship. Students spend time on the river and meet
with people involved in river-related issues.
13
Courtesy photo
H U R R I C A N E K AT R I N A :
R E S P O N D I N G F R O M T H E H E A RT
Medicine for both patient and doctor
The days were long, the work was
physically exhausting. What Augsburg
alumni Paul Mueller ’84, M.D., and Rick
Seime ’70, Ph.D., encountered in the
hurricane-devastated areas of southern
Louisiana was far worse than news
reports could show. But, Mueller describes
returning to Minnesota rejuvenated and
thankful for the opportunity to help.
Seime says he would do it again in
a heartbeat.
Mueller, an internist with a public
health background, and Seime, a
psychologist, both at Mayo Clinic in
Rochester, Minn., served on different
medical relief teams. They were a part of
Operation Minnesota Lifeline, a
collaboration of healthcare volunteers
from Mayo Clinic, University of
Minnesota, College of St. Catherine, and
the American Refugee Committee.
Sponsored by the Louisiana Department of Health, their work helped to
14
by Betsey Norgard
bridge the crisis period by treating
immediate medical needs and connecting
people to resources until more permanent
public health clinics were set up.
For two weeks each, Mueller’s and
Seime’s teams operated from a base in
Lafayette, La., and were housed at a
Baptist church. Each day they set out in
vans supplied with medicines, supplies,
and vaccines, to treat people in the field,
most of whom were either Hurricane
Katrina evacuees from New Orleans or
residents of the areas ravaged by
Hurricane Rita.
The medical teams were
multidisciplinary, including physicians,
nurses, social workers, and others. But,
everyone served as a mental health
counselor because the need was so great.
Many people had lost everything they
owned, had lost contact with family
members, and had lost their medications
and medical providers. Many simply just
needed to talk.
Despite their adversities, Seime was
“impressed with their resiliency, in the
faith they had, and in the way they came
together to help each other out.” Both
Mueller and Seime remark about the
gratitude expressed by hurricane victims
for the care they received from the
medical teams.
In Johnson’s Bayou, La., a coastal
town almost totally destroyed by
Hurricane Rita, Mueller met Rhonda, “a
salt-of-the-earth person” and one of a
very few who had returned to her home.
Above: Mayo Clinic internist Dr. Paul Mueller
’84 (left) and Sr. Romana Klaubaus (right), a
nurse from the College of St. Catherine,
posed with residents of Johnson’s Bayou
(La.). There they met Rhonda (second from
right), a local emergency medical technician,
who helped them find and treat the
residents who had moved back.
Spring 2006
Courtesy photo
left Lafayette at 4:45 a.m. and worked
until 10 p.m. that night. The team
consulted all day, but still could not meet
with everyone seeking help.
His most vivid memory is of Miss
Cindy, who came to be vaccinated in
Eunice, La. He listened to her story of
riding out the storm in her apartment
building in New Orleans. When the
levees broke, she told of trying to get
help to rescue the other tenants in her
building, and of wading in the water to
get to boats. Not all survived, and she
told of an elderly man who had to turn
back. They saw him drown without
being able to offer assistance.
Miss Cindy was so grateful for the
medical team’s help that she baked a
Cajun meal to thank them and drove it
35 miles to the church where Seime and
his colleagues were staying.
Drawing on his background in both
internal medicine and public health,
Mueller felt “called” to respond to the
medical needs in Louisiana. Seime
considered it a privilege to serve and was
glad for the opportunity, even taking into
account the 21 hours each way on the bus.
Paul Mueller ’84, M.D., is a member of the
Augsburg Board of Regents and serves on the
Science Center Task Force. Rick Seime ’70 is
a Distinguished Alumnus and member of
Augsburg’s Science Advisory Board.
Mueller’s medical team set up shop in a FEMA
trailer park, where many evacuees were living
in tents.
Courtesy photo
Donald Mattison ’66, M.D., a senior adviser at the National Institutes of Health and a U.S.
Public Health Service (USPHS) medical officer, led a team to Louisiana on Aug. 31, just
after Hurricane Katrina struck, for a two-week deployment.
Emergency medicine in a field hospital
by Donald Mattison ’66, M.D.
Mayo psychologist Rick Seime ’70 (right) and
internist Dr. Daniel Hartigan (left) from the
Mayo Clinic in Jacksonville, Fla., pack the van
with medical supplies and vaccines for the
day’s assignment in the field.
Even though the local gas station her
husband owned had been destroyed,
Mueller says she was “amazingly happy
and optimistic, and determined to
re-build.”
He tells of how Rhonda knew
everybody—those who had returned to
town, their ages, what medicines they
took, etc. She was a volunteer emergency
medical technician and rode with the
team in their van, taking them to each of
the homes where returning residents
could be vaccinated and treated.
Seime spent one day on a team sent
to New Orleans, where they treated
people in a FEMA resource center. They
Spring 2006
I was part of the second team of Public
Health Service (PHS) officers deployed
into Baton Rouge, La. Our initial
assignment was staffing and coordination
of a temporary hospital established in
two buildings on the Louisiana State
University campus—an acute care
“emergency room” with intensive care
unit (ICU) containing about 150 beds,
and a lower acuity hospital containing
200-500 beds (depending on need).
While both were operating as
hospitals over about a 15-day period,
approximately 15,000 individuals were
“triaged” and about 3,000 admitted,
cared for, and discharged. When the
demand for acute care diminished, the
smaller facility was closed and the lower
acuity facility converted to a special
needs shelter. At that point additional
PHS officers were available to participate
in needs assessment and establishment of
surveillance systems with the state health
department.
Teams were also assigned to manage
medical and mental health needs of first
responders from New Orleans. Missions
Donald Mattison ’66, M.D., was honored on
campus last fall as a Distinguished Alumnus.
during the “public health” period of the
deployment included assessment and
surveillance of hospitals, clinics, schools,
public wells, food processing facilities,
and shelters.
The PHS officers I worked with
during the deployment were dedicated,
highly professional, and went far beyond
what would be expected to meet the
needs of Louisiana. I was honored to lead
these officers and extremely proud of all
of them.
15
Hurricane Katrina,
a personal perspective
by Shira Hussain
I was recruiting in Wisconsin when
Hurricane Katrina was set to hit the Gulf
Coast. My dad was determined not to
leave and actually held my family back
from evacuating as soon as they wanted
to. I even called home and was crying
because I just didn’t have a good gut
I just didn’t have a good gut feeling
about this hurricane.
feeling about this hurricane. Frequently
people in New Orleans do not evacuate
for hurricanes because they are so
common, and people fear their houses
will be looted if they leave.
My parents, sister, and brother
evacuated to Lake Charles, La., the day
before the storm hit. I watched the news
and was happy to see that the storm
came and went.
Then disaster struck on a whole new
level. The minute the levees were
declared breached, I knew things were
going to get a lot worse. I saw the city
under water and couldn’t stop crying. I
didn’t hear from my family and friends
and cried even more. I was finally able
to reach my mom two days after the
ordeal and cried for more positive
reasons. Eventually, I got in touch with
the rest of my family and also my
hometown friends.
Although I couldn’t explain why all of
this happened, I did have the choice to
find something positive out of all of it.
Although I couldn’t explain why all
of this happened, I did have the choice
to find something positive out of all of
it. The fact that my family and friends
were alive is what kept me going. A few
weeks later, my parents returned to the
16
Shira Hussain was on the road attending college fairs when she heard the news that her New
Orleans neighborhood was under water.
house, which was completely destroyed.
Fortunately, my mom was able to get our
family Bible and photos. They plan to
rebuild in the same area.
I, too, took a hard hit with all of this.
I lost the house I grew up in and the
schools I went to. Most of my hang-out
of things as we think we are. (My
parents, like so many others, are still
waiting for their insurance checks and
their trailer from FEMA). This whole
experience gives us all so many reasons
to be thankful. And it emphasizes that
minor problems, petty grudges, and bad
Helping my fellow “N’awlins” neighbors in any way I could
was in turn helping me deal with everything.
spots were gone, and the worst part was
being so far away from my family during
all of this.
So I did what I could. I got advances
on my checks and sent money home.
I headed up fundraising efforts at
Augsburg for hurricane evacuees. I even
passed out my number as a resource to
Minnesota locals who were hosting,
donating to, and/or aiding evacuees.
Helping my fellow “N’awlins”
neighbors in any way I could was in turn
helping me deal with everything.
From all of this, I’ve truly accepted
that nothing material lasts forever. I’ve
also learned that we are not as in control
intentions are really things we shouldn’t
hold on to, because major things beyond
our control will happen—both good and
bad, easy and challenging.
A family friend of ours did drown in
her house while waiting for her nephew,
who never came to get her. My mom
took it particularly hard because she had
wanted Miss Gerdy to evacuate with
them. I just trust that she died peacefully
in the house as I believe many people did
who were stuck behind.
Shira Hussain is senior admissions
counselor in the Office of Undergraduate
Admissions.
Spring 2006
Teachers who lead,
leaders who teach
EDITED BY BETSEY NORGARD
Vicki Olson describes how teachers as
leaders must be willing to take risks and
to become positive influences in schools.
O
OVER THE PAST SEVERAL MONTHS
I’ve been reading about a topic dear to
my heart—teacher leadership. At
Augsburg, this concept undergirds our
teacher licensure programs at both the
undergraduate and graduate levels.
What teacher leadership means to
Augsburg’s Education Department is that
the teachers we prepare have both the
right and the responsibility to exercise
leadership within their classrooms,
schools, districts, and communities.
Recognizing that teachers lead within
the classroom is not difficult; it is
accepted enough to seem like common
sense. But once you get beyond the
classroom walls, the concept of teacher
leadership is less well established.
Some would say “teacher leadership”
is an oxymoron. Principals lead, not
teachers. They would go on to say that
teachers carry out the will of the school
district by teaching the designated
curriculum, following the standards
determined by the state, and upholding
the expectations of the community.
Teachers, in other words, follow the
Spring 2006
direction of others who make the
decisions, creating classrooms, in turn,
where students learn what they are
required to learn.
This philosophy exists, but it isn’t the
one we believe in or work from.
Certainly our vision incorporates the
idea that teachers have a responsibility to
the school district, the state, and the
community to educate students in the
best ways possible. That’s a given.
But rather than simply doing what
they are told, we believe teachers must—
truly must—see themselves as active
participants in deciding what should be
taught and how to teach it.
In our vision, teachers come to the
table with administrators, parents, other
community members, and sometimes
students to define what it means to be an
educated person and then to map out
how that education will happen within a
given setting.
Teachers count themselves among the
grown-ups and accept the responsibility
and risks from making the decisions
they make.
This conceptualization of “teacher”
that includes an element of leadership
frightens some. Responsibility and risk
bring with them accountability, but along
with that they also can bring a fine sense
of exhilaration, energy, and eminent
satisfaction in a job well done.
Roland Barth, in Learning by Heart,
says, “I think of a teacher leader as one
who has a positive influence on the
school as well as in the classroom … all
teachers have the capacity to lead the
enterprise down a more positive path, to
bring their abundant experience and
wisdom to schools.”
Like Barth, at Augsburg we believe all
teachers can be teacher leaders and share
in leading the collective “enterprise” of
making schools positive places with
learning at the heart. Teachers who
understand their role in this way—risks
and all—are more likely to define
teaching as their vocation rather than
simply their job.
Vicki Olson is associate professor
of education.
17
Teachers who lead,
leaders who teach
M
MARGARET KNUTSON ’91
Fifth-grade teacher at Orono (Minn.) Intermediate School
Education is the second largest major at Augsburg,
with approximately 500 students across undergraduate and graduate programs.
How do Augsburg students carry the qualities of
teacher leadership into their classrooms? Augsburg
Now invited a number of alumni and faculty who
have been recognized as leaders to reflect about their
careers and how they have seen themselves both as
teachers who lead and as leaders who teach.
Milken Family Foundation National Educator Award in 2004
My goal is to inspire students to find the learner in themselves,
to challenge themselves and to find meaning in their education.
To that end I have always yearned to try new things in order to
find ways to more effectively connect students to learning on a
real and personal level. When I discover or create methods I find
successful, I share these with colleagues at my school as well as
lead workshops for schools around the state.
So, being a teacher leader involves keeping your mind and eyes
open for new methods, being a risk taker and pioneer in
applying new methods, and then not being shy about sharing
your successes with others ... and to humbly educate other
teachers.
Above: Maggie Knutson tries to keep her students engaged in ways that
challenge and inspire them to find learning meaningful.
18
Spring 2006
J
JOSEPH ERICKSON
Professor in Augsburg’s Education Department, and chair of the
Minneapolis Board of Education
My personal philosophy of teaching is based on the assumption that
my primary role is to motivate learners to gather information and
develop themselves—I don’t make them learn. I think that’s a kind
of leadership; sparking curiosity and motivating learners. I think that
is central to good teaching.
In my role on the school board, I’m constantly meeting people who
have opinions about what should and should not be done in
Minneapolis Public Schools. It’s hard to underestimate how much
rumor and gossip is out there. My role is to help educate the public
when I meet people who hold information that is wrong or misleading.
More importantly, I try to make sure that I take every opportunity I can
to inspire optimism and confidence in MPS’s future. Sometimes inspiring
confidence is even more important than competent administration.
Joe Erickson brings his school board leadership experience into
his classrooms at Augsburg to help future teachers understand
the issues affecting school districts.
J
JACKI BRICKMAN ’97
Mentor at Elizabeth Hall International
Elementary School, Minneapolis
From my second year of teaching, my
classroom has been a public place—
to current and new teachers, to district
officials, politicians, and parents.
Teachers are at their best in their
classrooms facilitating learning, and when
teachers open their doors to one another
and make their classrooms a public place,
we are able lead and teach at the same
Teachers in Jacki Brickman’s school meet regularly in study
groups to share their practices and strategies in order to help
each other grow.
J
time. Both the teacher observing and the
teacher being observed can grow in their
practices if they engage in reflective
conversation after this shared experience.
JUDY SCHAUBACH ’68
President of Education Minnesota
Being a teacher and a leader are for me inseparable.
In my early years as a teacher I was a strong voice
for ensuring a positive work environment that
included advocating for professional development
opportunities, insisting on compliance with state
and federal laws, and working together with the
administration to insure a safe and respectful learning
environment. The more I took responsibility for these
issues the more I grew as a professional.
Being involved at the local level and gaining a sense
of empowerment was what prompted me to get
Spring 2006
involved at the state and national level. As a union
leader I rely on my teaching experience to help
policy-makers understand what needs to be done …
I believe that teachers should not be passive
bystanders to what is occurring in their classrooms,
schools, or communities, nor should they be silent
about policies and laws that have a direct impact
on their profession and the students they teach.
This philosophy has been the impetus for my
leadership, even when it is sometimes difficult and
may be controversial.
19
Teachers who lead, leaders who teach
A
ADAM THRONSON ’99
Social studies teacher at Coon Rapids (Minn.) High School
2005 Anoka-Hennepin School District Teacher Outstanding
Performance (TOP) award
Teachers are leaders by researching and implementing new
strategies into their classroom. It means you take a risk.
Teachers usually try methods that other teachers have found
success with, but leadership comes when you blaze a new
trail by trying something new.
B
BRUCE PALMQUIST ’84
Professor of physics and science education at Central
Washington University, Ellensburg, Wash.
Washington State Professor of the Year, named by the
Carnegie Foundation for the Advancement of Teaching
and the Council for Advancement and Support of
Education (CASE).
I started teaching while I was a student at Augsburg. I
tutored first-year physics students. This taught me that it
takes more than good grades in a subject to be a good
teacher. I learned that I needed to understand what the
students knew and didn’t know before I could help them. …
In general, a good teacher is one who leads by example. I try
to make my science teaching methods courses relevant by
developing interesting opportunities for my students to
interact with children. My teaching methods students have
been among the first at my university to teach science lessons
in the local schools, to develop after-school science clubs, and
to provide children with practice items for the Washington
state science assessment.
(To become better acquainted with Bruce Palmquist, see Auggie
Thoughts on p. 32)
20
I have been a leader who teaches when I’ve accepted and
encouraged the work of other teachers. This could be new
programs like Link Crew or just cooperation dealing with the
same student. I have been a teacher who leads by staying positive,
supporting administration, and trying new things in my
classroom.
A
ALLEN TRIPP ’69
English teacher at Rush City (Minn.)
High School
2005 Leadership in Educational
Excellence Award,
selected by peers
After 35 years of teaching English, I can look back and see many
times where I have been both a teacher and a leader. The teacher
role is six classes a day September through May. However, the
leader role has grown on me over the years as I became more
experienced in my profession and familiar with the people in the
community. …
Teaching ability and leadership skills are a necessary
combination for any successful teacher. When I look back at
my first year of teaching, I see I had the knowledge to teach
effectively, but at times lacked the confidence to lead. By
talking to experienced teachers and gaining experience
in the classroom, the leadership skills evolved. When you
demonstrate confidence in yourself as a teacher, you will
clearly communicate goals to the students; and they gain
confidence in themselves as learners. It’s a win/win situation.
Spring 2006
A
ALYSSA SNYDER ’98
President, Bethany Lutheran
College, Mankato, Minn.
It is in the classroom where we have the
most direct impact on our students;
however, it cannot end there.
As educators we must challenge one another’s ideas and philosophies
through professional dialogue in order to gain insight into how to
better meet the needs of our learners.
My top priority is having high standards for all my students. This
is why I feel fortunate to be an instructor in the Weekend College
program. I want to influence potential educators to advocate for
all of their students, not just the smart and well behaved. A true
teacher leader is willing to do this by going against the status
quo knowing the student must come first. When I can influence
future teachers, I can impact more students positively.
D
DAN BRUSS ’75
Adjunct instructor in Augsburg’s
Education Department
J
I have been connected to the
teaching enterprise of higher
education nearly 25 years.
As a professor I saw myself not just as a champion of
my area of expertise, but primarily as a role model, an
individual concerned with the wide variety of struggles
students have during their college experience. For me
life in the classroom was seamlessly interwoven to the
life outside of it.
As a college president I still see my chief function as a role
model, although now my teaching crosses constituency
boundaries. As an administrator I look for the professor
who can have the biggest impact on students’ lives. They
generally have more lasting influence than programs or
buildings.
JOHN-MARK STENSVAAG ’69
Charlotte and Frederick Hubbell Professor of Environmental and
Natural Resources Law at the University of Iowa College of Law
University of Iowa 2005 President and Provost Award for Teaching
Excellence
All of my great teachers led by example. Every day, I try imperfectly
to emulate what my greatest teachers showed me; every day, I
expect my students to outshine me in their future endeavors. The
enterprise is driven by love: love of learning, love of the subject
matter, and love of the students. My greatest teachers led by
illustrating such love. For me, “leading” is nothing more than
striving to reflect their love to a new generation of students.
A POSTSCRIPT: After this story was completed,
announcement came of the appointment of
Augsburg history professor Bill Green as interim
superintendent of Minneapolis Public Schools.
As he steps from the classroom into a leadership
role in a difficult situation, Green has been quoted
as saying that he is “first and foremost a teacher.”
Spring 2006
21
Paulson family makes major gift to the Science Center
Courtesy photo
In December, John Paulson, together with
Norma Paulson, pledged a $1 million gift
on behalf of his family to name the front
entrance and atrium of the new Science
Center.
This is the Paulson family’s second
major capital gift to Augsburg. In 2001,
the family provided major funding to
complete the enclosed skyway link from
Lindell Library to the two-story atrium
between Memorial and Sverdrup Halls.
“One does not have to be on campus
long to see what an important need was
met by the Paulson Link,” said Stephen
Preus, director of development. “This new,
special gift by the Paulsons will provide
for an equally important and highly
attractive space.”
While Paulson is not an Augsburg
alumnus, three of his children and a sonin-law graduated from the College—Mary
Jo (Paulson) Peterson ’80, Laurie
(Paulson) Dahl ’76 and David Dahl ’75,
and Lisa Paulson ’80.
The motivation behind the Science
Center gift, however, may date back much
farther than his family’s education.
Paulson served in the Second Infantry
Division during World War II and was part
of the Allied invasion landing on D+1 at
Omaha Beach, Normandy, France, in June
by Betsey Norgard
Cory Ryan
$1 million gift will name the new atrium
John and Norma Paulson pledge $1 million for the Science Center atrium. (L to R) Dick Adamson,
vice president for finance and administration; Jeroy Carlson, senior development officer; and
Norma and John Paulson.
1944. He was a frontline soldier until July
28, 1944, when he was wounded during
the St.-Lo breakthrough. Among the
awards Paulson received were the Combat
Infantry Badge, Bronze Star, and the
Purple Heart.
In June 2004, Paulson and his wife,
Norma, traveled to France to take part in
the 60th anniversary commemoration of
the event that proved to be the turning
point of the war.
The festivities brought together
thousands of people—war
veterans, military officials,
local people and tourists, as
well as Hollywood
celebrities whose acting
roles had recreated the
battles on movie screens.
Standing in his Army
uniform, wearing medals
depicting D-Day service,
Paulson enjoyed the
commemoration.
Following the ceremony,
however, he noticed lines of
French citizens forming to
At the 60th anniversary commemoration of D-Day, Norma and
shake hands and request
John Paulson met and talked with actor Tom Hanks.
22
autographs from the U.S. veterans.
Puzzled, Paulson finally asked someone
why he wanted a soldier’s autograph.
“Don’t you understand,” the
Frenchman told him, “you saved our
country.”
Paulson recounted how vivid an
impression these words made. When he
thought about the statistics—the
staggering numbers of soldiers who were
killed or wounded during the invasion—
he realized that he was, in fact, a
survivor. And with that realization also
came the insight that he had been
blessed with many gifts in his life that
should be shared with others.
“I believe it is important to leave this
world in better condition than it was when
we arrived,” Paulson said, “so contributing
to Augsburg and other worthwhile
organizations is part of this process.”
The Science Center atrium girft is
provided in memory of Lois V. Paulson,
Rose E. Paulson, and Johnny E. Paulson,
by the Paulson family—John R., Sr., and
Norma Paulson, John Reid Paulson, Mary
Jo Peterson ’80, Deborah Stansbury, Laurie
Dahl ’76, and Lisa Paulson ’80.
Spring 2006
Naming the ‘Doc’ Johnson A-Club Office
Office in Doc’s memory. Their gifts, with
additional gifts from Louie Morseth ’51,
Roger Stockmo ’54, Leroy Nyhus ’52, and
Virg Gehring ’57 have made it possible.
In his senior year at Augsburg, Doc
Johnson was elected president of AClub. Now, it is the A-Club vice
president from that year, Ron Main,
helping to perpetuate Johnson’s legacy
as an Auggie.
Archive photo
Donnis “Doc” Johnson ’52, an Auggie who
died at the age of 23, well before his time,
will not be forgotten by his friends. Five of
his classmates and friends have joined
together to name the A-Club office in the
new Si Melby South Wing in his memory.
Raised in the small town of Newman
Grove, Nebraska—the only Lutheran Free
Church congregation in that state—
Johnson followed his sister, LaRhea, and
several relatives to Augsburg College, 400
miles away. He enrolled in 1948, majored
in physical education, and became center
on the football team.
After graduation in 1952 and two years
in the U.S. Army at Fort Leonard Wood,
Mo., Johnson returned home to a teaching
and football coaching position at the Elgin
(Neb.) High School. This was to be his
only year of teaching, as he died of bulbar
polio in November 1954. Members of his
high school football team served as
pallbearers.
Early last year, Doc’s cousin, Mark
Johnson ’54, together with Augsburg
development officer Ron Main ’56,
proposed a plan to name the new A-Club
by Betsey Norgard
“Doc” Johnson (top row, no. 28) played on the 1951 football team, along with teammate, and
now development officer and donor, Ron Main ’56 (middle row, no. 38).
Connections
Augsburg meets
Thrivent challenge
Augsburg received bonus funding of
$5,415 from Thrivent Financial for
Lutherans for successfully meeting the
GivingPlus program challenge.
About 450 Lutheran schools and
social service agencies were awarded
portions of an $800,000 grant from
Thrivent for significantly improving
participation in Thrivent’s GivingPlus
program, which matches contributions
to Lutheran institutions by its members.
In order to qualify, Augsburg needed
to increase GivingPlus by 588 member
donors before December. It exceeded
that with a total of 693, thereby also
earning $78,805 in matching funds from
Thrivent under the program.
The bonus funds will be used for
student scholarships, curriculum
development, student-oriented
activities, and campus improvements.
Spring 2006
Barbara Gage, president of the Curtis L. Carlson Family Foundation, was honored with the
2006 Leading Leaders award for lifelong commitment to family, career, and service to
community. (L to R) Emily Anne Tuttle, Augsburg Board of Regents; Barbara Carlson Gage;
and Tracy Elftmann, Augsburg vice president for institutional advancement.
The Connections event, co-sponsored by Augsburg and Thrivent Financial for
Lutherans, also included speakers Janice Aune ’88, chairman/CEO of Onvoy, Inc.; Augsburg
regent Gloria C. Lewis, president/CEO of Big Brothers Big Sisters of the Greater Twin
Cities; and Shira Hussain, Augsburg senior admissions counselor.
23
Sig Hjelmeland led fundraising efforts for 30 years
Sigvald Hjelmeland ’41 was the second of
four generations of Augsburg graduates
and spent three decades at Augsburg
leading fundraising efforts that made
possible a number of major capital
projects. He died on Dec. 25 at age 90.
Hjelmeland returned to Augsburg in
1952 to serve as the College’s first
director of development. Major
campaigns he headed led to the
completion of the George Sverdrup
Library, Christensen Center, Urness Hall,
and Foss Center.
He is best remembered by colleague
Jeroy Carlson ’48 as “meticulous.” In the
late 1950s, as donor and giving programs
were being created, Hjelmeland drew on
his expertise and passion for detail to
create a manual accounting system and
bookkeeping procedures for donor gifts.
This included the use of a bank book to
help donors track their monthly pledge
payments.
In 1963, as the College moved
through the transition from the Lutheran
Free Church (LFC) into the American
Lutheran Church, Hjelmeland, with his
Norwegian LFC background, served a
valuable role in helping many of
Augsburg’s longtime LFC families stay
part of and feel connected to Augsburg.
“He spoke Norwegian and had a great
sense of humor,” Carlson says, “not just
American humor, but Scandinavian
humor as well.” Hjelmeland’s
relationships helped to foster a culture of
philanthropy that has nurtured many of
Augsburg’s current donors.
In 1986, Hjelmeland, with his wife,
by Betsey Norgard
Three generations of Hjelmeland Auggies: Sigvald Hjelmeland ’41, who is survived by his wife,
Helen; (back row, L to R) James Clarke and daughter Laurene (Hjelmeland) Clarke ’64; son John
’70 and Lynn (Benson) ’69 Hjelmeland; and granddaughter Jennifer (Hjelmeland) Stewart ’00.
Helen, and son and daughter-in law John
’70 and Lynn (Benson) ’69, established a
scholarship in the name of his father,
John Hjelmeland, who graduated from
Augsburg Academy, College, and
Seminary.
In 2003, Sig Hjelmeland received the
Spirit of Augsburg award for his
dedication and long service to the
College.
Hjelmeland is survived by his wife,
Helen; two children, Laurene and John;
seven grandchildren; and five greatgrandchildren. The family has directed
memorial gifts to the Rev. John
Hjelmeland Scholarship Fund.
Faculty-staff giving boosts campaign
From September through December, guided by a faculty-staff
campaign committee, employees of Augsburg raised the bar on
giving and encouraged awareness of a philanthropic culture.
A generous matching fund, matches from Thrivent Financial for
Lutherans for its members, and contacts from committee members
helped to significantly increase both the dollar amount and the
rate of giving within the Augsburg community.
24
Through December 31, an additional total of $133,000 was
given or pledged by employees of the College, beyond the
$635,000 since the campaign’s launch.
Even more important, however, was the increased rate of
participation in the campaign—to more than doubling the overall
rate of 17% in 2004-05. By the end of the year, the giving rate for
full-time faculty and staff exceeded 50%.
Spring 2006
AAlumni
LUMNINews
NEWS
From the director of Alumni Relations…
A
ugsburg College
is in the midst
of many exciting
changes this spring.
Our first group of
MBA students will
graduate in May,
along with
candidates from our
other master’s
programs in leadership, education,
nursing, physician assistant studies, and
social work—plus our undergraduates
from the day, weekend, and Rochester
programs. Congratulations to you all!
The campus face is changing, too. I
hope that you have had an opportunity
to view the artist renderings of the
planned Science, Gateway, and Si Melby
additions. We welcome you back to
campus to tour the grounds this spring
and summer—our grounds crew does an
amazing job beautifying the campus!
In Alumni Board news, three members
will end their terms this spring. We would
like to thank Beth Torstenson ’66, Andy
Morrison ’73, and Paul Mueller ’84 for
their dedication and hard work during
their tenures. We hope to see them at
many events in the future. Thank you!
Alumni Relations, along with
Advancement Services and Information
Technology, are pleased to announce the
newly launched Augsburg Online
Community, which will help you stay
informed and involved with Augsburg
via the Internet. See the information
below for details.
Planning for Homecoming 2006 is
well underway. This year’s theme is
“Watch Us Soar,” and events are
scheduled this September 25-30. Watch
your mailbox for your Homecoming
brochure in August. We have made
changes to the usual Saturday activities,
and we encourage all alumni, family, and
friends to join us.
We look forward to hosting you at an
Augsburg event in the near future. Please
let the Office of Alumni Relations know
if you will be in the metro area this
summer—we would love to show you
the campus!
Heidi Breen
Director, Office of Alumni Relations
Introducing Augsburg’s new online community
A
ugsburg’s online community has
been developed just for you—
alumni, friends, parents, and donors of
the College. The new online community
will help you stay informed and involved
with Augsburg via the Internet. This is a
great way to stay connected!
Visit the site and register today so that
you can take advantage of the great new
features to keep you connected to your
Augsburg friends and classmates.
You’ll find:
Alumni Directory
• Learn where your classmates and
friends are, and what they’ve been
doing since graduation
• Connect with other alumni in your
area of the country
• Update your personal profile so your
classmates can get in touch with you
Spring 2006
Class Notes
Tell us what you’ve been up to! As part
of your personal profile you can now
submit class notes online for possible
publication in Augsburg Now.
programs, and of course, Access to
Excellence: The Campaign for Augsburg
College. Giving online is easy and
secure—and there’s no need to be a
registered user to donate.
Events
Wondering what events are taking place
for Augsburg alumni? The online
community is the place to search and
register for events specifically for alumni
and friends of the College. Check back
often to learn about upcoming Auggie
Hours, parent events, or just to find out
the most up-to-date news around the
Augsburg campus.
It’s EASY
Simply go to www.augsburg.edu/alumni
Online Giving
You asked, and we listened! Making a
contribution to Augsburg has never been
easier. Simply visit Augsburg’s online
community and click on the “Give Now”
link to donate online. Otherwise, click
on “Giving at Augsburg” to learn about
planned giving, our various giving
It’s FAST
Moving? Changing your e-mail address?
New addition to your family? Let us
know instantly by logging in and
updating your information.
QUESTIONS?
If you have any questions, first read
through the information on the
Augsburg online community website. If
you still have questions, send an e-mail
to <healyk@augsburg.edu>.
25
Alumni Events
SUMMER AUGGIE HOURS
Please join us for these upcoming alumni events (see also the college-wide calendar on the
inside back cover for additional Augsburg events); unless otherwise noted, call 612-330-1178
or 1-800-260-6590 or e-mail <alumni@augburg.edu> for more information.
March
May
16
5
Graduation reception for all
undergraduate and graduate
business students, Marshall Room,
Christensen Center, 4-6 p.m.
April
9
Alumni tour to China departs
18
Alumni Board meeting,
Christensen Center, 5:30 p.m.
18
27
Senior reception hosted by the
Alumni Board in honor of the
Class of 2006, East Commons,
Christensen Center, 4:30-6 p.m.
WECAN meeting (Weekend
College Alumni Network), 6-8
p.m., Riverside Room, Christensen
Center
WECAN meeting (Weekend
College Alumni Network), 6-8
p.m., Riverside Room, Christensen
Center
April
Join a variety of alumni who are
actively involved in the Twin Cities
theatre community; location TBA.
May
W.A. Frost & Company, Historic
Cathedral Hill—Dacotah Building,
374 Selby Ave., St. Paul,
651-224-5715
June
Maynard’s Restaurant,
685 Excelsior Blvd, Excelsior, Minn.
(located in the southeast corner of
Excelsior Bay on Lake Minnetonka),
952-470-1800
August
Campiello, 1320 West Lake St.,
Uptown Minneapolis, 612-825-2222
June
20
Alumni Board meeting,
Christensen Center, 5:30 p.m.
25
Rochester Weekend College
graduation banquet, Rochester
Country Club, 5-8 p.m.
Commencement 2006
Augsburg
Associates Spring
Seminar
Softball and
baseball alumni
receptions
The Augsburg Associates invite you to
their 20th Annual Spring Seminar,
Saturday, April 1, 8:30-11:30 a.m. at
Foss Center. This year’s guest speakers
include Augsburg professor of religion
Brad Holt ’63, Tsehai Wodajo, and Ann
(Tjaden) Jensen. Wodajo emigrated from
Ethiopia 15 years ago and received her
MSW from Augsburg in 1997. Jensen
served in the Peace Corps in Ethiopia
after graduating from Augsburg in 1964.
They are founders of REAL (Resources
for the Enrichment of African Lives).
Registration is $15 per person, payable in
advance (this includes refreshments and
materials).
Call your old teammates and join us at
these upcoming receptions! Softball
alumni are invited to gather at 5 p.m.,
Thursday, April 20, prior to the game
against Carleton College; for more
information, contact Carol Enke at
612-330-1250 or <enke@augsburg.edu>.
Baseball alumni are invited to gather at
1 p.m., Saturday, April 29, prior to the
game against Macalester College; contact
Keith Bateman at 612-330-1395 or
<bateman@augsburg.edu>.
26
Auggie Hours are held the second Tuesday of
each month from 5:30-7 p.m. Please join us!
Reunion
celebrations
Attention Auggies from the classes of
1956, 1966, 1981, and Young Alumni
1990-2006: this is your reunion year!
Plan now to join your classmates this
September 25-30 for the annual
Homecoming festivities and your
reunion reception. Watch your mail and
upcoming issues of Augsburg Now for
complete details; please let us know your
current e-mail address at
<alumni@augsburg.edu>. You can also
stay up-to-date by visiting the alumni
website at <www.augsburg.edu/alumni>.
Spring 2006
CLASS
NOTES
Class Notes
1956
Richard Thorud, Bloomington,
Minn., has pursued a hobby of
writing, illustrating, publishing,
and marketing books since his
retirement as a research and
development engineer. His
seventh book, Mette Marie’s
Homestead Journal, is based on
his mother’s childhood memories
of living in a sod hut in North
Dakota; for more information, go
online to <www.amazon.com>.
1967
Rev. Harley J.
Refsal, Decorah,
Iowa, is a
professor of
Scandinavian folk
art and
Norwegian at
Luther College. He has earned
national and international acclaim
for his figure woodcarving—
including a St. Olav Medal in
1996 from the king of Norway.
Besides teaching at Luther, he has
written four books and numerous
magazine articles. He’s also the star
of an instructional video,
Scandinavian Style Figure Carving
with Harley Refsal, which earned a
prestigious 2005 Telly Award.
John N. Schwartz is serving as
interim president and chief
executive officer of St. Patrick
Hospital and Health Sciences
Center in Missoula, Mont. He
previously served as interim
president of Providence Medford
Medical Center in Medford, Ore.,
and has 30 years of experience in
the healthcare field and a long
history in management.
1969
Allen C. Tripp was one of four
Rush City, Minn., teachers selected
by their peers for the Leadership in
Excellence Award, which honors
their teaching quality and
commitment. The awards were
presented in October at a banquet
in St. Cloud. Tripp has been an
English teacher at Rush City High
School since 1970. In addition to
teaching English, he has directed
class plays and all school plays for
14 years and has been a junior
high speech coach for 15 years.
He has also served as an assistant
track coach for 20 years. His wife,
Linda, teaches first grade at
Jacobson Elementary School.
They have two sons, Ryen, 29,
and Justin, 23. See more about
Allen on p. 20.
AUGGIES AT
CARNEGIE HALL
1977
Timothy Strand was elected
mayor of the City of St. Peter
(Minn.) in November in a
landslide victory. Strand, who by
election time had served two
years of a four-year term as a
Ward II council member, was
anxious to start his new role.
“I’m very excited, and the first
thing that comes to my mind is
that I’m proud to have been
elected,” he said in a postelection article in the St. Peter
Herald.
Patricia Clausen Wojtowicz,
Largo, Fla., is manager of
Jan (Pedersen) Schiff ’68 of
Mill Valley, Calif., will be a
guest conductor at Carnegie
Hall on April 24, performing
two works for women’s
chorus and orchestra. The
concert is part of
MidAmerica Productions’
2005-2006 concert series.
Courtesy photo
AUGGIE HONORS
Ora Hokes ’90 of Minneapolis was one of 10 recipients of the 2005 Virginia
McKnight Binger Award in Human Service. The awards are an annual tradition of
The McKnight Foundation, and each recipient exemplifies the life-changing
difference one person can make through service. The following is reprinted from
the award program:
Ora Hokes is transforming the health of her community Sunday by Sunday. A
member of the Greater Friendship Missionary Baptist Church for 25 years, Hokes
saw the alarming health-related risk factors affecting the African American
community, and took action.
In 2003, after years of service with the Sabathani Community Center and its Way
to Grow program, she began volunteering with the American Red Cross and the
American Heart Association. Working with her pastor, she created the Health
Sundays program to provide monthly health information to her congregation.
Partnering with nurses and others from the congregation, and using additional
resources from the American Cancer Society and the Stairstep Foundation’s Health
Initiative, she implemented monthly blood pressure checks, distributed health
information on sexually transmitted diseases, instituted a “Stomp Out Stroke”
awareness program, and started the Promised Land Fellowship walking program
which focuses on weight loss, nutrition, and exercise. “My mother was my
inspiration,” Hokes says. “She had the gift of healing.”
Hokes is a lifelong advocate for continuing education. She returned to school
after her two children were grown, and has since received an Associate of Arts
degree from Minneapolis Community College, a Bachelor of Arts degree from
Augsburg’s Weekend College, a Master of Arts degree from the University of St.
Thomas, and a parent educator license from the University of Minnesota. It seems
no challenge is too big for Ora Hokes.
Spring 2006
27
Class Notes
Courtesy photo
ALUMNI PROFILE
Mike and Gail Koski: Traveling the
missionary road
by Sara Holman ’06
Working in the mailroom, falling in love with a fellow coworker, graduating
in four years, and preparing for a bright future were just a few of the things
that Mike and Gail (Niederloh) Koski accomplished while attending
Augsburg. However, finding their joint calling to become missionaries
happened just months after their marriage. Married in October 1972, the
following July carried the Koskis across the ocean to Africa.
Mike, a 1971 graduate, came to Augsburg and studied history and secondary
education. Gail graduated one year later with a B.A. in French secondary
education. Both came from congregations that were involved in missionary
work, yet each confesses that overseas missionary work had not been a part
of their plan. When the inspiration came, Mike recalls, “It was an answer to
prayer.”
“We just understood that this was the way God would want us to use our
gifts and abilities,” Gail said.
Mike ’71 and Gail ’72 (Niederloh) Koski have traveled the
world as missionaries since meeting and graduating from
Augsburg more than 30 years ago.
After 32 years of missionary work in Kenya and Zaire (now the Democratic
Republic of Congo), the Koskis are currently awaiting their next assignment. The couple works with the Minneapolis-based mission
organization World Mission Prayer League (WMPL). When choosing a mission group, “WMPL resonated well. Its principles, policies, and
practices fit the best,” Mike said.
Every four years, the couple comes back to the United States on furlough. During this one-year break, the missionaries continue their work
and await news about their future destination. The Koskis were called back in September 2005.
The couple’s mission experience started in Zaire where they worked in a rural setting, often connecting with nomadic tribes. It was the
couple’s responsibility to learn the language and culture and then present the gospel in a way that would be understood. Their time in Zaire
was limited to only four months, and then their assignment changed.
Kenya has been a very permanent place for the Koskis’ mission work. They spent many years in the agricultural parts of northern and
western Kenya but have been stationed in the city of Nairobi for the past 10 years. Mike became assistant director of the Urban Ministries
Support Group (UMSG) in 1995 and then moved up to the director position in 1999. Gail’s work has consisted of many facets: UMSG
resource center librarian, ESL teacher, Sunday school supervisor, and mission hostess. She was also in charge of home-schooling their three
children. Now fully grown, their children have all graduated college and live and work at various places within North America.
The Koskis’ main goal in Nairobi was to help develop leadership within the Lutheran church. With strong leadership skills instilled, the
church was able to discuss and respond to societal ailments such as poverty and HIV. To reach more people within the city, one church
decided to split the congregation into five groups and build five new churches. Everything was planned and prepared ahead of time: pastors
were found, worship teams were formed, and everything transitioned very smoothly. The five new congregations each held a special
characteristic that made it fit perfectly into its new part of the city. For example, in the area where many university students lived, the
church emphasized youth activities and provided a contemporary worship service.
The couple’s greatest excitement is to see their fellow church members’ faith development. “We’ve been doing this for so long that we get to
see young people grow into adults. We are able to see how their faith keeps growing and then how it impacts their families, vocations, and
communities.”
Kenya holds a special place in both the Koskis’ hearts. They enjoyed the vibrant colors and temperate climate, but it was the people-oriented
culture and relaxed pace of living that really appealed to the couple. Being concerned about people and taking time to establish relationships
is a big part of missionary work, and the Koski family praises God for the rich experiences that were shared in Kenya.
Sara Holman is a senior English/communication studies major.
28
Spring 2006
accreditations at Forensic
Quality Services, Inc., in Largo.
Courtesy photo
STENSVAAG-DARDA WEDDING (CORRECTION)
1979
1980
Nancy (Weatherston) Black,
Cornelius, Ore., is a serial
cataloger for Millar Library at
Portland State University.
Rev. David L. Norgard, West
Hollywood, Calif., has
established a consulting practice
for churches and other nonprofits in the area of
organizational development. He
can be contacted at
<davidnorgard@yahoo.com>.
1982
Kevin Gordon, International
Falls, Minn., was quoted in an
article in the St. Paul Pioneer
Press newspaper about his son,
Ben Gordon, who is a
sophomore forward on the
University of Minnesota Gopher
hockey team. Ben acquired his
hockey skills growing up playing
on outdoor rinks and from his
father, a former International
Falls High School coach and an
Augsburg All-American.
Spring 2006
The above photo from the July 2004 wedding of Rebecca Stensvaag ’01 and Paul Darda ’01, which
features more than 40 Augsburg alumni, contained unintentional inaccuracies in the winter issue of
the Augsburg Now. The correct information is as follows: ROW 1 (L to R): Cindy Huber Blummer ’01,
Emma Stensvaag ’08, Ruth Casperson ’67, Hannah Mehus Stensvaag ’38, Rebecca Stensvaag Darda ’01,
Paul Darda ’01, Nancy Strommen Stensvaag ’71, John-Mark Stensvaag ’69, Stephanie Johnson Sulzbach
’71, John Sulzbach ’69, Jean Boxrud Steen. ROW 2: Roland Blummer ’00, Mary Kay Johnson Stensvaag
’72, Ken Casperson ’70, Peggy Nelson Hintzman, Gladys Boxrud Strommen ’46, Hans Strommen ’04,
Andrea Johnson Strommen ’75, Bob Strommen ’74, Roy Steen. ROW 3: Normajean Johnson Strommen
’69, Saul Stensvaag ’72, Ann Peterson ’01, Tony Quance ’03, Tjersti Strommen ’07, Adam Thronson ’99,
Marsha Strommen Olson ’68, Dawn Hofstad Strommen ’70. ROW 4: Peter Strommen ’69, Mary Nelson
Eckberg ’70, Brad Fischer ’03, Heidi Peterson ’03, Mark Peterson ’01, Mary Ellen Strommen Lieber ’67,
Tim Strommen ’70. ROW 5: John Eckberg ‘68, Ben Paul ’03, Ainy Carlson, Jeroy Carlson ’46, Phil
Edstrom ’69, Luther Strommen ’40, Steve Strommen ’65.
1984
Bruce Palmquist, Ellensburg,
Wash., was honored as the 2005
Washington State Professor of the
Year by the Carnegie Foundation
for the Advancement of Teaching
and the Council for
Advancement and Support of
Education (CASE). Palmquist is a
physics and science education
professor at Central Washington
University, and is highly regarded
for his commitment to improving
public understanding of basic
scientific principles and working
to develop skills in the next
generation of science teachers
needed to successfully bring
about a scientifically literate
society. In his dual role as a
physicist and a teacher educator,
Palmquist has taken on many
AUGGIES ON THE ROAD
Courtesy photo
Paul Daniels, archivist for
ELCA Region 3 and
archivist/curator at Luther
Seminary, traveled to Chennai
(Madras), India, to assist the
Lutheran Heritage Centre at
Gurukul Theological College on
several projects. Daniels had
served there 12 years ago when
the archives center was just
beginning its work of collecting
and making available records of
the 12 Indian Lutheran church
bodies. Over the years he has
maintained contact with the
staff, working on issues of
collection development,
preservation, and program
expansion. Daniels and his wife,
Sally (Hough) ’79, director of
parent and family relations at
Augsburg, live in Golden Valley,
Minn., and have two daughters,
Kristin ’09 and Maren.
Jennifer Tome ’99 (left) of Minneapolis visited Mary Olson ’74
(right) in October at Airlie Winery, Olson’s winery in Monmouth,
Ore. Tome is a wine representative for Grape Beginnings.
29
Class Notes
initiatives, including developing a
new CWU program at Green
River Community College in
Auburn, called Project TEACH
(Teacher Education Alliance for
Colleges and High Schools). In
2004, Palmquist was also named
the CWU Distinguished Public
Service Professor.
1988
Brad Anderson, Plymouth,
Minn., teaches biology and
human genetics at Wayzata High
School. He also serves as head
football coach, and this past
season led the Trojans to capture
the 2005 state championship. He
and his wife, Maari Anderson
’87, have two daughters, Barrett
and Isabelle.
1990
Kay E. Baker, Savage, Minn., is
an account director hired to set
up the new Minneapolis office of
the Jerome Group, a direct
marketing support firm based in
St. Louis, Mo. She was recently
featured as a “Mover” in the
business section of the St. Paul
Pioneer Press newspaper.
1992
West Central Initiative in Fergus
Falls, Minn., as a Connectinc
Replication Project executive.
She has several years of
experience in the service
industry, including serving as a
board member for Restart Inc.
1996
Julie (Lindusky) Corcoran,
Forest Lake, Minn., was elected
in November to a four-year term
on the ISD 831 School Board.
She and her husband, Mike,
have three children.
Paul Wahmanholm, St. Paul,
is an administrative intern for
Dayton’s Bluff Elementary
School in the St. Paul Public
Schools district.
Debra Carpenter has joined
Courtsey photo
HINTON-HANSEN WEDDING
1997
Lars P. Dyrud, Amesbury,
Mass., was one of approximately
70 selected worldwide by the
Young Scientists Award Panel to
attend the Union RadioScientifique Internationale
(URSI) General Assembly at the
Vigyan Bhavan in New Delhi,
India, last October. Participants
were also given the opportunity
to meet with the president of
India at the Rashtrapati, the
official presidential residence.
1998
Melanie Hinton ’04 married Mark Hansen in October; the
couple resides in Kasson, Minn. Melanie is a registered nurse
and assistant nursing supervisor at the Mayo Medical Center.
Ann Rohrig, Lima, Ohio,
married Stephen Jenkins in
June, becoming a stepmother to
two children. She is a social
worker for a therapeutic foster
care agency in Lima.
AUGGIES IN THE MILITARY
Lewis Nelson ’00, pictured here with his wife, Holly, is currently
deployed to Iraq in support of Operation Iraqi Freedom. He is in
the U.S. Army serving with the 506th Infantry Regiment of the
101st Airborne Division (AASLT), and is in charge of the signals
intelligence analysis section for the brigade. Lewis’ wife and two
children, Benjamin, 2, and Arianna, 9 months, reside in Clarksville,
Tenn. The family maintains a website at <www.nelson
downs.com> and welcomes any e-mail messages for Lewis at
<lewis@nelsondowns.com>.
30
2000
Mauris De Silva, Miami, received
a Ph.D. in materials science and
engineering from the Department
of Chemical Engineering and
Materials Science at the University
of Minnesota in May. He now
works in the Department of
Ophthalmology at the University
of Miami’s Miller Medical School
of Medicine.
2001
Greg Barrett, St. Paul, graduated
from the University of St. Thomas
with a master’s degree in gifted
and talented education.
Becki Frestedt, Seattle, received a
Master of Public Administration
from the Evans School of Public
Affairs at the University of
Washington in June. She works for
a community development
organization, where she
coordinates outreach for a land
use study in the city.
Beth Nordin, Minnetonka, Minn.,
was named vice president of
information technology by CHS
Inc., an energy and grain-based
foods company. She previously
served as vice president of
operations for Capella Education.
Prior to Capella, she held several
positions with Pearson Education,
including senior vice president of
information technology and chief
information officer.
2003
Shawn Smith was acquired by
the Quad City Mallards from the
Port Huron Flags. Smith is a
rookie-defenseman who has
appeared in 14 United Hockey
League games this season split
between the Fort Wayne Komets
and the Port Huron Flags.
Births/Adoptions
Lisa (Svac) ’85
and Lee Hawks
’85 in New
Brighton, Minn.,
adopted a son,
Andrew John, in
December.
Spring 2006
Carley (Miller)
’94 and William
Stuber in
Shakopee,
Minn.—a
daughter,
Kirsten Rae, in
May. Carley is executive director
of the St. Francis Regional
Medical Center Foundation in
Shakopee.
Jay Lepper ’95 and his wife,
Bronwyn, in Savage, Minn.—a
daughter, Rowan Jane, in May.
Jennifer (Polis) ’97 and Dan
Debe in Minneapolis—a son,
George William, in September.
He joins older sisters Allison, 5,
and Emily, 3. Jennifer can be
reached at <jendebe@
yahoo.com>.
Summer Joy (Sorenson) ’99
and Jeffrey Brackhan in
Mondovi, Wis.—twin boys, Cole
and Dakota, in February 2005.
Heidi
(Erickson) ’01
and Matt Segedy
in Minneapolis—
a daughter,
Eleanor
Catherine, in
November. Matt is a pediatrician
at South Lake Pediatrics, and
Heidi is currently home with
Nora.
in November.
Lisa (Ashbaugh) ’04 and
Darrel Stange in Bertha, Minn.—
a son, Nathan, in September.
Lisa and Darrel married in
October.
In Memoriam
Bertha D. Lillehei ’34,
Minneapolis, died in January; she
was 92. Following the example of
her father, Lars Lillehei, who
taught Greek at Augsburg, Bertha
taught English at Augsburg in the
1930s and ’40s.
Sigvald Hjelmeland ’41,
Edina, Minn., died in December;
he was 90 (see p. 24 for further
details).
Rev. Earl E. Dreyer ’56, Detroit
Lakes, Minn., died in December
of heart-related problems; he
was 75. Ordained in 1959, he
served parishes in Alexandria,
Rochester, Canby, and Detroit
Lakes.
Holly Ebnet ’03 married Jeremy Knutson in August 2004; the
couple resides in Hugo, Minn. Holly is pursuing an MBA at
Augsburg, and Jeremy is a pipefitter for Yale Mechanical in
Bloomington. The couple can be reached at
<hknutson04@yahoo.com>.
NEVE-KNUTSON WEDDING
Paul A. Benson ’85, Willmar,
Minn., died unexpectedly in
December; he was 42. He was a
financial controller for West
Central, Inc., and previously
worked for R.J. Ahmann
Company and Twin City Group.
Rev. Louisa (Goplen) Fure
’95, Albert Lea, Minn., died in
December after an automobile
accident; she was 53. Ordained
in 1999, she served as an
associate pastor at Trinity
Lutheran Church in Owatonna.
She was also active in
community theatre, with roles in
Sommerset Theatre of Austin,
Little Theatre of Owatonna, and
Footlights Dinner Theatre in
Rochester.
Jason Jenness ’01 died in July
2001 of Non-Hodgkin’s
lymphoma; he was 31.
Spring 2006
EBNET-KNUTSON WEDDING
Courtsey photo
Marissa
(Skowronek)
’02 and Michael
Partridge in St.
Michael, Minn.—
a son, Logan
Michael,
Courtsey photo
C.J. Beaurline ’94 and his wife,
Christin, in Ham Lake, Minn.—a
son, Basil, in December. He
joins older siblings Savanna, 7,
Simeon, 4, and Sophia, 2. C.J. is
a sales engineer at Vector Design
Technology, and has also served
as an NCAA hockey referee in
the WCHA for eight years. He
can be reached at <cbeaurline@
vectordesigntech.com>.
Niels Neve ’97 married Darlene Knutson in September; the couple
resides in Pine Island, Minn. Niels is an account representative at
UnitedHealth Group, and Darlene works for the Mayo Clinic in
cytogenetics.
31
AUGGIE
THOUGHTS
Auggie Thoughts
Editor’s note: Bruce Palmquist ’84 was honored as the 2005 Washington State
Professor of the Year by the Carnegie Foundation for Advancement in Teaching
and the Council for Advancement and Support of Education (CASE).
Eschewing the normal media interviews that accompany such honors,
Palmquist decided to introduce himself to readers through the eyes of his best
canine friend, Jack.
Bruce DOES know Jack, or
Jack, Bruce’s Jack Russell Terrier,
interviews Bruce about teaching
Bruce: I like answering students’
questions and helping them make sense of
concepts they are having problems with.
Some professors go into the classroom
with an elaborate presentation all planned
out. But, that’s not me. I know where the
class should end up by the end of the
week. And, I have planned, in general,
how we will get there. But, the students
help create the path with their specific
needs and questions.
J: You often teach late night astronomy
labs or organize public observing
sessions that go late. How can you
stay up so late and still get up at
5 a.m. to take me outside?
B: Well, it isn’t easy. The Central
Washington University Astronomy Club
helps out a lot. In fact, they plan most of
the late observing sessions you
mentioned. But, I think it is important
that introductory astronomy students get
familiar with the nighttime sky. The best
way to learn about the night sky is to
observe it with some expert help. By the
way, taking you out at 5 a.m. is better
than cleaning up after you in the house.
J: Speaking of expert help, you write a
weekly astronomy column …
B: I hope Augsburg Now doesn’t misspell
that as “weakly column.”
32
J: It would be a Freudian
slip if they do. Anyway,
why do you volunteer
your time to write a
newspaper column in the
Ellensburg Daily Record?
B: Science is such an
important topic. And, it is
woefully under covered in
the popular press.
Astronomy is a very
attainable topic. The stars
and planets are always up
there for people to see.
And, I have selfish reasons
for writing the column, as Bruce Palmquist ’84 and his “interviewer,” Jack
well. If my column helps
the general public have a
requires students to write about science
more positive outlook toward science,
and to design scientific experiments.
they are more likely to support science
Simply memorizing facts will not result
teaching in the schools and universities.
in a good WASL score. And, the WASL’s
emphasis on designing experiments
J: Talk a little bit more about science
means that teachers will need to include
in the schools, especially the state’s
more experiments and the analysis of
standardized test called the
experiments in their classroom. This is a
Washington Assessment of Student
good thing.
Learning, or WASL.
J: What is your favorite constellation?
B: Even dogs know that the WASL is a
sensitive subject. In general, children are
B: Canis Major, the great dog. During the
over-tested. I think no child gets left
winter, it is low in the southern sky.
behind, because they leave such a long
paper trail of standardized test sheets.
J: Good answer.
But, the science WASL is much better
than the typical multiple choice
For more about Bruce Palmquist’s thoughts
standardized test. The science WASL
on teaching and leadership, see p. 20.
Spring 2006
Courtsey photo
Jack: What is your favorite aspect of
teaching?
CCalendar
ALENDAR
Music
April 29
March 27
For music information, call 612-330-1265
Augsburg Concert Band
7 p.m.—Hoversten Chapel
Sverdrup Visiting
Scientist Lecture:
“Civilization as a
Geosystem: A Scientific
Perspective on Global
Change”
Dr. Thomas H. Jordan, university
professor, Department of Earth Sciences,
University of Southern California
8 p.m.—Hoversten Chapel
612-330-1551 or gregoire@augsburg.edu
March 28
Augsburg Jazz Ensemble
7 p.m.—Hoversten Chapel
March 29
Augsburg Choir
5:30 & 7 p.m.— Mt. Olivet Lutheran
Church; Minneapolis
April 1
Augsburg Choir
7 p.m.—St. John Lutheran Church
Owatonna, Minn.
April 30
Musical celebration honoring the
service of President William V. and
Anne Frame
2 p.m.—Central Lutheran Church
Minneapolis
May 8–21
Augsburg Choir
Tour to Hungary, Czech Republic, &
Germany
April 2
Theatre
Augsburg Choir
8:45, 10, & 11:15 a.m.—Calvary
Lutheran Church; Golden Valley, Minn.
For ticket information, call 612-330-1257
Riverside Singers
9:30 & 11 a.m.—Mt. Calvary Lutheran
Church; Excelsior, Minn.
Metamorphoses
By Mary Zimmerman
Directed by Darcey Engen
April 7, 8, 20, 21, & 22 at 7 p.m.;
April 9 & 23 at 2 p.m.
Tjornhom-Nelson Theater
Augsburg Choir
4 p.m.—Cambridge Lutheran Church
Cambridge, Minn.
Brass in the Chapel
Joint concert of the Augsburg & St.
Thomas brass ensembles
7:30 p.m.—Hoversten Chapel
April 9
Masterworks Chorale
4 p.m.—Lake Nokomis Lutheran Church
Minneapolis
April 22
Augsburg Symphony Orchestra
4 p.m.—Sateren Auditorium
April 23
Riverside Singers
8:30 & 11 a.m.—Mayflower
Congregational Church; Minneapolis
April 26
Chamber Music Recital & High Tea
4 p.m.—Sateren Auditorium & Arnold
Atrium
April 7–23
Exhibits
For gallery information, call 612-330-1524
April 7–May 7
All-Student Juried Art Exhibition
Opening reception: April 7, 4:30–6:30 p.m.
Gage Family Art Gallery
April 7–May 14
Senior Art Exhibition
Opening reception: April 7, 5–7 p.m.
Christensen Center Art Gallery
Seminars, Lectures,
and Films
January 25–May 20
Augsburg Native American Film Series
www.augsburg.edu/home/ais/filmseries/
April 12
Speech and booksigning by Norwegian
Crown Princess Martha Louise
4 p.m.–6 p.m.—Hoversten Chapel
612-330-1176 or jorgensd@augsburg.edu
Other Events
April 18
Pan-Afrikan Year-End Celebration
6–9 p.m.—Christensen Center
612-330-1022 or bolden@augsburg.edu
April 27
Senior Athletes Award Banquet
6–9 p.m.—Christensen Center
612-330-1243 or grauerp@augsburg.edu
May 5–6
Commencement 2006
Featured speaker: Dr. Peter Agre ’70
Recipient of the 2003 Nobel Prize in
Chemistry
www.augsburg.edu/commencement/
May 22
Third Annual
Healthcare Conference:
“Building Minnesota’s
Healthcare Workforce
Through Diversity”
8 a.m.–5 p.m.—Melby Hall
www.augsburg.edu/healthcare
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A
P U B L I C AT I O N
Winter 2005-06
F O R
A U G S B U R G
C O L L E G E
A L U M N I
&
F R I E N D S
Vol. 68, No. 2
TA B L E O F C O N T E N T S Winter 2005-06
FEATURES
10
Putting a fresh ‘face’ on Augsburg
by Lynn Mena
12
Jeroy Carlson ’48—’Mr. Augsburg’
by Sara Holman ’06
... Show more
A
P U B L I C AT I O N
Winter 2005-06
F O R
A U G S B U R G
C O L L E G E
A L U M N I
&
F R I E N D S
Vol. 68, No. 2
TA B L E O F C O N T E N T S Winter 2005-06
FEATURES
10
Putting a fresh ‘face’ on Augsburg
by Lynn Mena
12
Jeroy Carlson ’48—’Mr. Augsburg’
by Sara Holman ’06
14
Physician Assistants—increasing healthcare access
by Cynthia Hill
18
A chance to skate
by Don Stoner
20
Faith in the City
by Betsey Norgard
DEPARTMENTS
2
Around the Quad
6
Sports
23
Vision,
news of Access to Excellence:
The Campaign for Augsburg College
26
Alumni News
28
Homecoming 2005
32
Class Notes
40
Auggie Thoughts
inside
back
cover
Calendar
A college of the Evangelical Lutheran Church in America, Augsburg College is an equal education/employment institution.
Editor
Betsey Norgard
Assistant Editor
Lynn Mena
Graphic Designer
Kathy Rumpza
Photographer
Stephen Geffre
Media Relations Manager
Judy Petree
Sports Information
Coordinator
Don Stoner
www.augsburg.edu
Augsburg Now is published
quarterly by Augsburg College,
2211 Riverside Ave., Minneapolis,
Minnesota 55454. Opinions
expressed in Augsburg Now do
not necessarily reflect official
College policy. ISSN 1058–1545
Send address corrections to:
Advancement Services
Augsburg College, CB 142
2211 Riverside Ave.
Minneapolis, MN 55454
healyk@augsburg.edu
E-mail: now@augsburg.edu
Telephone: 612-330-1181
Fax: 612-330-1780
50 percent recycled paper
(10 percent post—consumer waste)
On the cover:
On this page:
Samuel Gross ’03 shows off a
sampling of merchandise that
carries the Auggie Eagle athletic
logo he created for the College, a
project that began in a graphic
design class.
Photo by Stephen Geffre.
The maroon banners on the Link
between Sverdrup and Memorial
Halls, and Lindell Library pale in
comparison to the blazing fall
colors of the maple trees
alongside the library.
Photo by Stephen Geffre.
AROUND
QUAD
Around THE
the Quad
New regents are elected to the board
S
even new members were elected to
four-year terms on the Augsburg
College Board of Regents at the annual
meeting of the Augsburg Corporation in
October.
In addition, Gloria C. Lewis was reelected to a second six-year term. She is
the executive director and CEO of Big
Brothers Big Sisters of the Twin Cities and
serves on the Marketing and Executive
Committees of the board.
Esperanza
Guerrero-Anderson
A native of
Nicaragua, Esperanza
Guerrero-Anderson is
founder, president,
and CEO of
Milestone Growth
Fund, Inc., a nonprofit venture capital
fund providing capital to minority
entrepreneurs. She also serves on the
boards of the Bush Foundation, Walker
Art Center, Center for Ethical Business
Cultures, and Chicanos-Latinos Unidos
en Servicio (CLUES).
Norman R. Hagfors
Recently retired from
Norsen, Inc., the
management and
engineering
consulting firm he
founded, Norman
Hagfors is returning
to the Board of
Regents, where he
served from 1989-2001. He is active in
the community and his church.
Jodi Harpstead
Jodi Harpstead is vice
president and chief
advancement officer
at Lutheran Social
Service of Minnesota,
where she leads
marketing,
fundraising, public
2
relations, and public policy. She has
served on several boards, including
Thrivent Financial for Lutherans and the
Girl Scout Council of St. Croix Valley, as
well as in numerous volunteer leadership
positions.
Dean Kennedy ’75
Fridley native Dean
Kennedy graduated
from Augsburg in
1975, where he was a
four-year wrestler
with conference and
All-American honors.
In 1996, he was
inducted into the
Augsburg Athletic Hall of Fame. He is
president of Texakoma Oil & Gas
Corporation and lives in Plano, Texas.
Dean C. Kopperud
Returning to the
Augsburg Board of
Regents where he
served from 19982004, Dean C.
Kopperud brings 20
years of experience in
the financial services
industry. Most
recently he was national sales director
for Oppenheimerfunds, Inc., in
New York.
Marie O. McNeff
In 2000 Marie
McNeff retired from
Augsburg, where she
served as professor of
education and dean
for over 30 years. As
academic master
planner during her
last year before
retirement, she led efforts to bring
together faculty and staff in a
campuswide learning community and
created the blueprint to implement
academic provisions of Augsburg 2004,
the College’s first vision document.
Paul S. Mueller,
M.D. ’84
Dr. Mueller is an
internal medicine
consultant at the
Mayo Clinic in
Rochester. He has
served as Augsburg
Alumni Board
president and was an
instrumental force in launching
Augsburg’s Rochester program.
The Augsburg Corporation is comprised
of representatives elected by the
assemblies of the Minneapolis, Saint
Paul, Southeastern Minnesota, and
Northwest Wisconsin Synods of the
Evangelical Lutheran Church in America.
The bishops from these four synods
serve as rotating ex officio members on
the board. Bishops Peter Rogness of the
Saint Paul Area Synod and Harold
Usgaard of the Southeastern Minnesota
Synod will begin their service in January.
Advent Vespers
video wins Emmy
Last year’s video recording of Advent
Vespers won an Upper Midwest
regional Emmy for director Jeffrey
Weihe at Twin Cities Public
Television for best direction of a live
recording.
The 2004 recording will be
shown again this year in the Twin
Cities: TPT-2 on Dec. 25, 10:30 a.m.
and TPT-17 on Dec. 24 at 6 p.m. and
Dec. 25 at 12 a.m., 6 a.m., and noon.
Contact public television stations
elsewhere for broadcast times.
Winter 2005-06
Welcome to the Class of 2009
American Indian
honors given
While attending new student orientation with his daughter, Christina, Rory Waller decided it
was time for him to pursue his own dream to teach.
W
hen President Frame welcomed
incoming first-year students and
their parents at orientation last summer,
he didn’t realize he was recruiting one
more student.
Rory Waller, father of first-year
student Christina, wrote, “During
Christina’s new student orientation in
August, President Frame addressed the
new students and spoke about vocation.
His words rekindled an old desire from
my youth, in that I have always wanted
to teach. Later that day during the Expo,
I happened across the information table
for the WEC program, and discovered
that Augsburg offered a degree in
education through the weekend program.
Sometimes the signposts in life are subtle,
and other times they just hit you right
between the eyes. … [My family] backs
me wholeheartedly in obtaining the goal I
have set, and for this I am grateful.
“Because of the weekend program at
Augsburg I feel I have the opportunity to
find my true vocation in life.”
Christina is one of 320 new first-year
day students. Of them, 41% are Lutheran.
They represent 15 states, with 83% from
Minnesota. Eleven percent of them are
students of color. During their first week,
on City Service Project day, first-year
students volunteered 1,000 hours of
service at 18 community sites.
Recent grants received
• $301,000 over three years from National
Science Foundation (NSF) to physics
professor Mark Engebretson for
collaboration with the University of New
Hampshire and University of Oslo to study
northern lights in the Svalbard archipelago
of northern Norway.
• $500,000 from Lilly Endowment to sustain
the work of “Exploring Our Gifts” through
2010.
• A National Science Foundation grant to
computer science professor Karen
Sutherland for undergraduate research on
questions involving the design of robot
rescue teams, in collaboration with the
University of Minnesota. Part of the NSF-
Winter 2005-06
supported Industry/University Cooperative
Research Center on Safety, Security, and
Rescue at the University of Minnesota and
University of South Florida.
• Five-year grant from U.S. Department of
Education for TRIO/Student Support
Services to continue providing academic
and personal support to help low-income,
first-generation college students and
students with disabilities.
• $10,000 from National Collegiate Athletic
Association (NCAA) for one year to provide
health education programming primarily to
student-athletes in areas of sexual assault,
eating disorders, and nutrition.
At their 20th annual conference in
October, the Minnesota Indian
Education Association (MIEA) named
American Indian studies professor
Sophia Jacobson (left) as the
Outstanding Postsecondary Teacher, and
sophomore Chris Adams (center) as the
Outstanding Postsecondary Student.
Cindy Peterson (right), director of
American Indian Student Services,
serves as secretary of the MIEA board.
Augsburg again top-ranked
In U.S.News & World Report’s 2006
listings of America’s Best Colleges,
Augsburg was ranked 26th in the
category “Master’s Universities-Top
Midwestern.”
Augsburg was included in the
“Academic Programs to Watch For”
listings of the 40 or so top programs in
the country for both First-Year Programs
and Service-Learning, and was the only
Minnesota private college listed. For
information go to <www.usnews.com>.
Augsburg is also included in Colleges
of Distinction, an online guide listing
colleges that excel in providing the best
places to learn, to grow, and to succeed.
For information go to <www.collegesof
distinction.com>.
3
Around the Quad
President emeritus Oscar Anderson dies at 89
Augsburg News Service
scar Anderson, Augsburg’s president
from 1963-80, died Aug. 25 in
Minneapolis following injuries suffered
from a fall. He was 89 years old.
While president, Anderson was
credited with defining Augsburg’s role as
an urban college, while not losing its
roots as both a liberal arts institution and
a College of the church.
“My goal for Augsburg College was to
make it an urban college, not only one
recognized within the urban setting, but
one utilizing the resources of a
metropolitan setting,” he said in 1993
when the College dedicated Oscar
Anderson residence hall in his name. “I
think we got into the bloodstream of
the city.”
President emeritus Charles Anderson,
who succeeded Oscar, said Oscar was
instrumental, in terms of attitude, in
bringing the College together with the city.
“We always were here geographically,”
Charles Anderson said, “but our
institution moved considerably closer
with the city in Oscar’s tenure. It was true
then, and it remains so today.”
Born in 1916 in Minneapolis, Oscar
Anderson was educated at Minnehaha
Academy and Augsburg before eventually
receiving his bachelor’s degree from
St. Olaf College in 1938. He graduated
from Luther Theological Seminary in
1942; his first pastorate was at Lake
Harriet Lutheran Church in Minneapolis,
from 1942 to 1948. For the next six
years he was the executive director of the
International Young People’s Luther
League of the Evangelical Lutheran
Church. He went on to complete
graduate study at Union Theological
Seminary in New York, an experience
that heightened his awareness of
contemporary trends in theological
scholarship.
From the mid-1950s until his
appointment as president at Augsburg,
he served as senior pastor at Trinity
Lutheran Church in Moorhead, Minn.,
where he established close ties with the
4
Rob Levine
O
President emeritus Oscar Anderson returned to campus at Homecoming 1990 to speak about
Augsburg heritage.
On one of his last visits to campus Oscar Anderson posed with his two successors, Charles
Anderson (left) and William Frame (right).
academic community—both at
Concordia College and Moorhead State
University.
After coming to Augsburg, Anderson
presided over a tremendous period of
growth and evolution at the College. Six
new buildings—Urness and Mortensen
residence halls, Christensen Center,
Music Hall, Murphy Place, and the Ice
Arena—were built during his presidency.
At his retirement, Board of Regents chair
Clayton LeFevere noted that Anderson
had signed more diplomas than all of his
predecessors—approximately 4,600.
Winter 2005-06
Archive photo
A nationally known preacher,
Anderson received many honors,
including the Knight’s Cross First Class
of the Order of St. Olav from the
Government of Norway; the Paul Harris
Fellow from Rotary International; the
Distinguished Alumni Citation from both
Augsburg and St. Olaf College; and the
Distinguished Service Award from the
City of Minneapolis.
“Oscar Anderson was president of the
College during two crucial decades and
supervised our transition from a college
in the city that wished it were in the
country to a college fully engaged with
the city that had grown up around it,”
noted President William Frame.
“As perhaps the best pulpit preacher
of his time, Oscar employed a razor
sharp and telling wit to guide the College
and its alumni through this crucial
transition. He had returned to the
College frequently since his retirement
and invariably brought that wit and
powerful rhetoric with him.”
Anderson’s wife, Leola, died in
December 2004. In 1993, at the
dedication of Anderson Hall, Anderson
had paid special tribute to Leola and the
Winter 2005-06
At the memorial service in Hoversten Chapel on Sept. 1, a photo display
captured the life and service of Oscar Anderson.
Archive photo
Oscar and Lee Anderson greeted the Homecoming crowd at
Parade Stadium in the 1960s.
President Anderson led an estimated crowd of 800 faculty, staff, and students from campus to
the Minneapolis Courthouse in 1965 in support of the Montgomery (Ala.) march.
17 years she presided as Augsburg’s first
lady. “I call the two of us ‘Osceola,’ he
said. “In my secret heart this will be
‘Osceola Hall.’” They are survived by
their children, Donna Anderson Hoekstra
’68; Randall; Sheldon ’73; and Gracia
Anderson Lindberg ’80.
A memorial service was held in
Hoversten Chapel on Sept. 1. The family
has requested memorial gifts to the
Access to Excellence campaign or the
Leola G. Anderson Scholarship. ■
5
Sports
O
by Don Stoner
White House photo by Paul Morse
Auggie wrestlers visit the White House
n Oct. 12 the Auggies,
winners of a record nine
NCAA Division III national
titles in the last 15 years,
became the first Division III
wrestling title team—and just
the second college wrestling
national title squad ever—to
meet with the president at the
White House. The University
of Minnesota’s 2001 Division I
national title team was the first
to achieve this honor.
The White House meeting
was arranged between
Augsburg coaches and U.S.
Rep. Dennis Hastert (RIllinois), the speaker of the
House of Representatives and a
former wrestler and wrestling
coach. Other key people
assisting in arranging the
Fourteen Augsburg wrestlers and coaches, along with College officials and friends, accepted an invitation to
meeting included Manchester
the White House in honor of Augsburg’s longtime domination of small-college wrestling with nine national
(Ind.) coach Tom Jarman and
titles in 15 years. (L to R) President Frame, Joe Moon ’05, Dean Kennedy ’75, Justin Sorensen ’06, Alan Rice,
Mike and Bev Chapman,
assistant coach Sam Barber, President Bush, Jared Evans ’07, Marcus LeVesseur ’07, Ryan Valek ’06, Brad Tupa
founders of the International
’06, Jamell Tidwell ’05, head coach Jeff Swenson ’79, and Mark Matzek ’05.
Wrestling Institute and
Museum, said Augsburg head
importance of that achievement and
coach Jeff Swenson ’79.
because they were student-athletes at
thanked me for mentioning it to him.”
Instead of meeting in the Rose
Augsburg College, they had this
“I was motivated when [Bush] talked
Garden, the normal site for team
opportunity. They’ll never forget that as
about the word ‘leadership’ and the
receptions with the president, the
long as they live.”
qualities he said are necessary to have in
meeting was held inside the Oval Office,
Team members said the trip was also
order to be an effective leader,” junior
a rare occurrence. The Auggies met with
a special honor for the hundreds of
Jared Evans said. “This motivated me,
the president for about a half hour,
individuals in the past who have helped
because as I looked around at my
much longer than he normally spends
establish Augsburg as a national power in
teammates, coaches, President Frame,
with teams in these kinds of meetings,
small-college wrestling.
Dean Kennedy, and thought about
White House staff told Swenson.
President Bush gave the Augsburg
Augsburg wrestling and the Augsburg
A total of 14 Augsburg individuals
group a tour of the Oval Office and
community, I realized I am surrounded
made the trip, including head coach
discussed a variety of subjects with the
by a great number of leaders.”
Swenson, assistant coaches Sam Barber
team, Swenson said, including history
“This experience obviously means a
and Scott Whirley, and eight of the 10
and patriotic subjects and sports topics.
lot to the whole team, but particularly
All-Americans from the 2004-05 national
The team presented Bush with an
Jeff [Swenson] and the rest of the
championship team. President William
Augsburg wrestling singlet with “Bush”
coaching staff that have been together for
Frame also met with President Bush,
printed on the back.
so long and working for so long to
along with team leaders Dean
“He admitted that he was not a
achieve what they have,” senior Ryan
Kennedy ’75 and Alan Rice.
wrestler, that his athletic passion is
Valek said. “It meant a lot to me to have
“To spend time with an active
cycling,” Frame said. “[I] told him that
that team together one last time. It was
president is really an incredible feeling,”
the wrestling team was consistently
really an incredible experience to be part
Swenson said. “For the rest of their lives,
[among] the highest-performing
of a group like that.”
our wrestlers are going to remember that
academically. … He acknowledged the
6
Winter 2005-06
Around the Quad
Sally Daniels ’79 heads new parent and
family relations office
by Sara Holman ’06
A
ugsburg has created a new office
specifically aimed to provide service
to the people behind the student—the
parents. Most comparable Lutheran
colleges, such as Luther or Concordia,
have an alumni and parent relations office;
however, Augsburg has gone beyond the
common model. Augsburg’s Office of
Parent and Family Relations is completely
devoted to the family.
Sally Daniels ’79, the new director of
parent and family relations, said, “This
position is not a fundraising component,
so I can focus on service to the parents.
That’s completely in keeping with
Augsburg’s mission.”
Daniels was asked to inaugurate this
position not only because she has 26 years
of experience in Augsburg’s undergraduate
admissions office, but because she is also
an Augsburg alumna and parent.
Daniels’ Augsburg experience began in
1975 when she was a first-year student
living on the fourth floor in Urness. She
graduated in 1979 and eventually married
her college sweetheart, Paul Daniels, also a
1979 Augsburg graduate. “Because I am an
alum, it comes naturally to say what a cool
place this is. I’ve told my Augsburg story
many, many times,” Sally Daniels said.
Both parents were very excited when their
daughter, Kristin, also chose to come to
Augsburg.
Daniels will draw on this experience,
as well as how she is handling being a
Sally Daniels ’79 (right) takes her experience
as an Augsburg student, former director of
admissions, and, now as parent of first-year
student Kristin (left) to a new role as director
of parent and family relations.
first-year college student’s mom, in her
new position.
This will help her build relationships
with three different types of parents—the
prospective parent, the current parent, and
the parents of alumni. All of these parents
have different questions, concerns, and
needs as their children work through
Augsburg. Daniels said, “I make sure
parents and family members have someone
to connect with about life at Augsburg,
and specifically the life of their kids.”
Parents who send their kids off to
college for the first time have many
questions, like how to deal with “letting
go,” or how to handle the new adult who
comes home in the summer. Daniels will
have personal experience to share.
By better caring for Augsburg parents,
the College can improve the student’s
experience. “Kids born after 1985, the
millennium generation, have a close
relationship with their parents,”
Daniels says.
She and her daughter, Kristin, have
this type of relationship. “We’ve always
been very close. We try to connect
somehow each day,” Daniels said.
Since Kristin studies at the place
where her mother works, it’s easy for
them to stay in contact. But, Sally says,
“This is her college experience; the fact
that she likes me is an extra bonus.”
Right now, Daniels is hand-writing
letters to all of the first-year parents. Since
she worked in the admissions office last
year, Daniels says, “I know the students;
I’ve read their essays. I admitted them all.
I’m hand-writing these notes because I
think it’s important.”
Daniels works with a parent council;
and so far 119 parents have contacted her.
Parents who do not live near the Twin
Cities are sent minutes from the council
meetings. It doesn’t matter where parents
live; they can stay connected to Augsburg.
Even though Parent and Family
Relations has split from the Alumni
Relations office, the two directors work
closely together. Heidi Breen, the alumni
relations director formerly headed both
Alumni and Parent Relations, but now is
solely in charge of alumni and has an
assistant director, Donna Torgeson.
“Donna, Heidi, and I have a very open
door,” Daniels said. “We all want this
new position to be successful.”
Sara Holman is a senior English/
communication studies major and an
intern in the Public Relations and
Communication office.
Alumni Relations
Heidi Breen, new director of alumni
relations, poses at Homecoming with
Auggie Eagle.
Winter 2005-06
Heidi Breen, who has worked at Augsburg
for 19 years in the admissions and alumni
relations offices, became director of alumni
relations in August. Donna Torgeson, who
was administrative assistant in the office,
is now assistant director. Amy Sutton,
formerly alumni director, is now director of
corporate and foundation relations in the
Development Office.
7
HOMECOMING 2005
Donald A. Anderson ’60
Janice L. Aune ’88
Donald Mattison ’66
Three honored as Distinguished Alumni
by Lynn Mena
Three alumni join 166 others as Distinguished Alumni of Augsburg
College. Recipients are recognized for significant achievement in
vocation, for outstanding contribution to church and community, and
for a life that exemplifies the ideals and mission of Augsburg College.
Donald A. Anderson ’60 is a retired two-term Minnesota
senator and business owner. He served in the Minnesota State
Senate from 1982 to 1990; between 1991 and his retirement in
1995 he also served as assistant to the commissioner of
transportation, as deputy chief of staff to Governor Arne
Carlson, and in the Department of Transportation-Aeronautics
Department. For nearly 20 years, Anderson owned a Red Owl
grocery store in Wadena, Minn., before selling to one of his
sons in 1984. He graduated from Augsburg with a B.A. in
business and history.
Janice L. Aune ’88 is chairman and CEO of Onvoy, Inc., a
Minneapolis-based telecommunications services provider. Since
her appointment in 2000, she has led Onvoy to a position of
financial growth and has exceeded all financial performance
expectations for the privately-held company. Prior to joining
Onvoy, Aune served in various executive leadership positions at
US West (now Qwest) and ended her 30-year career there as
8
president of the !NTERPRISE division and a senior officer. She
graduated from Augsburg with a B.A. in business management
and finance.
Donald Mattison ’66, M.D., is senior adviser to the directors
of the National Institute of Child Health and Human
Development and the Center for Research for Mothers and
Children. He also serves as an adjunct professor at both the
Graduate School of Public Health at the University of Pittsburgh
and the Mailman School of Public Health at Columbia
University. He has served as medical director of the March of
Dimes Defects Foundation, and prior to that as dean of the
Graduate School of Public Health at the University of
Pittsburgh, where he was also professor of environmental and
occupational health, as well as of obstetrics, gynecology, and
reproductive services in the university’s School of Medicine. He
graduated from Augsburg in 1966 with a B.A. in chemistry and
mathematics.
Winter 2005-06
First Decade and Spirit of Augsburg award recipients named
by Lynn Mena
Augsburg is pleased to announce the 2005 recipients of the First Decade and Spirit of Augsburg awards.
The First Decade Award is presented to Augsburg graduates of the past 10 years who have made
significant progress in their professional achievements and contributions to the community, and, in so
doing, exemplify the mission of the College: to prepare future leaders in service to the world. Graduates
from the day, weekend, and graduate programs are eligible.
The Spirit of Augsburg Award honors alumni or friends of the College who have given exceptional service
that contributes substantially to the well being of Augsburg by furthering its purposes and programs.
First Decade Award
Spirit of Augsburg Award
Aaron Cross ’97 formed his own
business, Motivation on Wheels, in
which he travels the United States
delivering motivational speeches
that stress the importance of seeing
beyond daily obstacles in order to
accomplish goals. Despite his
physical challenges (Cross become a
paraplegic as a result of a bicycle
race crash in high school), he has
kept his eye on a variety of targets—
both literally and figuratively. He
holds 15 national titles in archery, five world titles, and a
bronze team medal from the 2004 Greece Para-Olympic games.
In addition to archery, Cross is also a skydiver. He graduated
from Augsburg in 1997 with a B.A. in communication.
Richard J. Thoni is director of
Augsburg’s Rochester Program. His
exceptional and dedicated service to
the College began in 1972 as a parttime instructor in the Department of
Psychology and as a counselor in the
Center for Student Development.
Starting in 1975, he served as
associate dean of students, and over
the proceeding years he also served
as acting vice president of student
affairs; director of an extensive, yearlong community outreach project; director of Weekend College;
vice president for enrollment management; and vice president for
research and development. Thoni is most widely recognized for
his leadership and achievement in the establishment of both the
Weekend College and Rochester programs. He received his B.A.
in English from St. Olaf College, and his Ph.D. in educational
psychology from the University of Minnesota.
Andry Andriambololona-Jurcich
’98 graduated from Augsburg with a
B.A. in political science,
international relations, and religion.
She received her M.A. in intercultural communications from
Luther Seminary in 2001. Jurcich is
vice-president of Marketing and
Company Relations for Invisik
Corporation, a Twin Cities-based
computer consulting company she
co-manages with her husband, Matt
Jurcich. Concurrently, she works as a professional non-profit
development consultant with various Twin Cities non-profits,
and is currently the acting executive director of Jordan New
Life Community Development Corporation—a non-profit
organization improving the lives of families in North
Minneapolis. Jurcich also continues to stay involved with
Augsburg as a member of the Pan-Afrikan Center’s Alumni
Council, as a mentor with the Scholastic Connections Program,
and as the alumni representative on the committee to select the
new Augsburg president.
Winter 2005-06
The Augsburg Centennial Singers were formed in 1993 to
honor the 100th anniversary of the Augsburg Gospel Quartets.
Since its formation, the Augsburg Centennial Singers have
furthered the quartet’s mission to spread the Lutheran faith and
the name and mission of Augsburg. Under the current direction
of Al Reesnes ’58 (who took over after the original director, Dr.
Merton Strommen ’42, retired) and assistant director Paul
Christensen ’59, the group—which consists mainly of Augsburg
alumni—are true ambassadors of Augsburg, performing across
the United States and around the world.
9
PUTTING
a
FRESH
‘FACE’
on A U G S B U R G
B Y
10
L Y N N
M E N A
P H O T O S
B Y
S T E P H E N
G E F F R E
Winter 2005-06
W hat began
as a class project
three years ago came full circle at this
year’s Homecoming, where visitors were
introduced to Augsburg’s newest
“member.”
The newly unveiled Auggie Eagle logo
could be spotted all over campus—on
team helmets and cheerleader uniforms;
on sweatshirts, T-shirts, and baseball caps;
on the balloons and decorations that
dressed up various events; on students’
faces as temporary tattoos; and even on
the gymnasium floor as an illuminated
hologram.
“The College is pleased to present its
new athletics logo, and even more pleased
to announce that its creator is one of our
own—Class of 2003 alumnus Samuel J.
Gross,” says Ann Garvey, dean of
students. “The logo further establishes
Augsburg’s identity and serves as a
graphic component to the Auggie Eagle
mascot that was introduced at
Homecoming in 2002.”
The logo first took shape a few years
ago when the Office of Public Relations
and Communication partnered with John
McCaffrey, assistant professor of art.
McCaffrey’s graphic design students were
challenged to design an athletics logo for
their final project.
While the entire class created a wide
range of exceptional designs, Gross’ logo
was a strong favorite, and this year the
College officially signed contracts to
acquire it from Gross as its new athletics
and merchandising logo.
“Sam demonstrated that he was
creative, dedicated, and driven by a
purpose from his very first assignments in
my Graphic Design class,” says McCaffrey,
reflecting upon Gross. “Sam delivered
excellent work that was always in excess
of any project requirements. It
immediately became apparent that he
would succeed in the design field. He
Winter 2005-06
dedicated himself to learning all that he
could ensuring his future career direction.”
Staff members in the public relations
department were also impressed with
Gross’ work, and quickly recruited him to
work as a student graphic designer during
his senior year. There he created designs
for letterhead, flyers, greeting cards,
brochures, and magazines.
After he received his B.A. in studio art,
he stayed on in the public relations
department for the summer, and shortly
thereafter landed his first full-time job as
the graphic design and production
coordinator at Sons of Norway in
Minneapolis.
Today, Gross serves as a graphic
designer and production coordinator for
TQ3Navigant Performance Group in
Minneapolis, a division of Denver-based
Navigant International, where he produces
original marketing graphics, designing
creative pre-trip travel packages for large
corporate industries such as Best Buy, ING,
T-Mobile, and Qwest.
In addition, Gross is building a
successful freelance business, 144design,
creating works in traditional studio pieces
as well as digital media, including digital
retouching of photographs, custom logo
design, illustration, and various print
related materials.
“The birth of 144design was inspired
by a mentor and lifelong friend, my
father,” writes Gross on his Web site,
<www.invisik.com/144design/artist2.html>.
“Born in rural Minnesota in 1980, the
influence of art began in the earliest stages
of my life,” continues Gross. “Impacted by
those around me, I began my own pursuit
of knowledge in the continually changing
art and design world.
“Two and a half decades into my life I
am still chasing this aspiration of
achieving artistic prominence in this
transforming world.”
This year, Gross designed logo and
stationery pieces for expansion NAHL
hockey team the North Iowa Outlaws, and
is currently working on other expansion
team logos. In July he designed the book
cover for Daniel Boone and the Defeat at
Blue Licks, written by Neal O. Hammon.
Gross is also an accomplished painter,
whose work was recently purchased by the
Springfield Public Library in Minnesota for
their permanent collection. His oils and
photography have twice placed third in
the annual Five County Juried Art Show in
Minnesota.
Gross, a former Auggie football and
baseball player, has particularly enjoyed
athletic logo design, and is pleased that his
alma mater has chosen to use his work.
“It’s really exciting and interesting to
see my design carried out in so many
different ways—on the uniforms, on the
line of sweatshirts,” says Gross. “Plus, it’s
great to give back as an alum.” ■
11
Jeroy Carlson ’48
‘MR. AUGSBURG’
by Sara Holman ’06
Jeroy Carlson ’48 has spent over 60
years on the Augsburg campus as a
student, volunteer, alumni director, and
development officer. Here, he sits in Old
Main 17, which was Augsburg’s chapel
and is now the art studio.
AUGSBURG COLLEGE pastor Dave
Wold paused, “Mr. Augsburg … well, I
don’t know where the name got started.
Everyone just refers to him as that.
Anyone who mentions Jeroy always says
‘Jeroy from Augsburg.’”
Why is Jeroy Carlson Mr. Augsburg?
Really, the question doesn’t need to be
asked. He just is. Carlson embodies
everything that is Augsburg—from
knowing its history to sharing its faith.
“Jeroy’s commitment and love for
Augsburg is pretty clear,” Wold said. “No
one can be identified with Augsburg as
much as Jeroy can. He has a network of
friends I’ve never seen before.”
Carlson has spent the last 42 years
serving Augsburg, first as Augsburg’s
alumni director and then as senior
development officer.
He has connected with hundreds of
people through Augsburg and has been
able to raise millions of dollars to help
build the chapel, library, fitness center,
football field, and theater (to name just a
few). Carlson’s efforts can be seen all
over campus, though he is quick to
12
protest, “I just ask for support. It’s really
about what the donors have done for this
college.”
Being 82 years old, Carlson has spent
the better part of his life on campus, not
to mention the years he spent as a
student. What would inspire someone to
become so dedicated to a place?
“I’m not here because of myself. I’m
here because of the people who have
given their lives to this place. I don’t
want them to be forgotten. I’ve developed
a purpose for living from their caring
about me. Charles Anderson, Gerda
Mortensen, Bernhard Christensen, Phil
Quanbeck Sr., Joel Torstenson, Paul
Sonnack, Dave Wold—these people have
been my friends,” Carlson said.
Carlson took his first step onto
Augsburg soil in 1940. His high school
basketball team had come to challenge
Augsburg’s junior varsity team.
Fortunately, Augsburg’s embarrassing loss
didn’t keep him from applying to the
College two years later. After spending
one year on campus, Carlson enlisted in
the Navy. On Monday, Dec. 10, 1945,
Carlson was released, and the following
Thursday he registered for classes. That
Saturday he played for Augsburg’s
basketball team. Carlson laughs as he
recalls this memory. “I hadn’t even taken
a class, but the coach needed me.”
Sports have always been a passion for
Carlson. He played baseball, basketball,
and football while he attended Augsburg
and was part of four MIAC championship
teams. After graduating, Carlson spent 15
years teaching and coaching. During this
time, he became part of the Augsburg
Alumni Board and wrote an article titled
“Why is Being a Christian Important?”
for a Christian magazine that most
alumni received. When the alumni
director position became open, Carlson
didn’t even have to apply. “Two people
just asked me if I wanted to do it. It was
the best move I’ve ever made.” In honor
of his service, the alumni office was
dedicated in 1991 as the Jeroy C.
Carlson Alumni Center.
While working at Augsburg, Carlson
was able to stay active in the Athletic
Alumni Association (the A-Club) and
Winter 2005-06
also helped establish the Athletic Hall of
Fame. He can still remember when the
A-Club started. It was 1937, and the
athletes wanted an honor banquet. Four
people took it upon themselves to raise
the money—a difficult task during the
Depression years. They put on skits like
“Uncle Tom’s Cabin” and charged 10
cents a person.
Times were very different during
Carlson’s student years. His tuition was
$50 a semester, so he worked in the
dining room, which was on the lower
level of Memorial Hall. He worked with
18 other people, 16 of whom were in the
choir. A lot of singing was done in the
kitchen, and this was a treat for Carlson,
since he wasn’t able to participate in
both music and sports. By working five
hours, Carlson was able to pay for his
Winter 2005-06
Archive photo
Archive photo
In the 1948 Augsburgian, Jeroy Carlson ’48 was called a “standout
player” on the 1947 basketball team, and he was selected for an all-state
second team.
Carlson (left), along with teammates Kenneth Walsh
(center) and Al Mateyko (right), celebrate the Auggies’
1947 baseball conference championship.
room for one week—55 cents an hour
went a long way back then. One not so
pleasant memory Carlson recalls from
the dining hall was dropping a tray on
[dean of women] Gerda Mortensen. “I
was lucky I didn’t get expelled,” he said.
“Gerda knew it was an accident. Mortensen
was a woman you never forget.”
Carlson also went to school with Jim
Lindell, for whose family Lindell Library
was named in 1997. Lindell and Carlson
both completed their first year at
Augsburg together, and then each joined
the Navy. However, upon returning to
the Twin Cities, Lindell found he needed
to transfer colleges because Augsburg
didn’t offer a business degree. He
enrolled across the river at the university
but never forgot the best friends he
made at Augsburg.
Carlson has been fortunate in his
long tenure at Augsburg to get to know
the people behind the great names on
campus. While it’s easy for students to
grumble about tuition costs and for
alumni to feel continually asked for
donations, it’s the dedication of the
people for whom Augsburg means so
much—the people who work here and
the people who learn here—that makes
the difference. Carlson understands all
of this. It’s why he has stayed so long.
“After all these years, the attitude here is
still the same. What I believe is here,
and what’s happening at Augsburg is
important.” ■
Sara Holman is a senior English/
communication studies major and an
intern in the Public Relations and
Communication office.
13
PHYSICIAN
ASSISTANTS
i n c r e a s i n g
h e a l t h c a r e
a c c e s s
by Cynthia Hill
photos by Stephen Geffre
When Rob Carlson turned 40, he turned
a career corner as well. He left the
propane gas business to enroll in
Augsburg’s very first class in the
Physician Assistant (PA) program.
Today, Carlson maintains a busy
schedule treating recent immigrants and
refugees at the Regions Center for
International Health in St. Paul. He also
sees patients at the Regions HIV Clinic
and St. Paul Ramsey Public Health
tuberculosis clinic.
Jackie Osterhaus was also in
Augsburg’s first class of PA students. She
had worked as a laboratory technician
and a clinical assistant, but wanted more
out of a healthcare career. Yet with two
small children, becoming a PA made
Winter 2005-06
more sense than medical school.
Osterhaus now handles a full
caseload of patients in Belgrade, a tiny
Minnesota town some 100 miles west of
the Twin Cities. The Belgrade clinic is a
satellite of the Paynesville Area Health
Care System, which employs five PAs, a
nurse practitioner, and seven physicians.
Carlson and Osterhaus are among
more than 170 graduates of Augsburg’s
PA program since it was launched as
Minnesota’s only PA preparation
program in 1995.
From rural towns to urban centers,
these well-trained healthcare practitioners are living out the program’s
mission of increasing healthcare access to
underserved communities in Minnesota.
What is a
physician
assistant?
Physician assistants are not doctors, but
they can do many things a doctor does,
including seeing their own patients,
making diagnoses, doing minor surgery,
writing prescriptions, and ordering tests.
“But here’s the caveat: we can’t do it
on our own,” said Dawn Ludwig,
director of Augsburg’s program who is a
PA herself. “PAs are team providers who
work under the supervision of a licensed
physician. We can’t open our own
practice.”
That doesn’t mean the supervising
physician is always in the next room.
For example, Jackie Osterhaus staffs
the Belgrade clinic four days a week,
along with a nurse and laboratory
technician, but without a physician on
site. A physician from the Paynesville
clinic 10 miles away provides regular
telephone supervision and chart review
to Osterhaus’s cases.
“It’s definitely a team effort with
ongoing communication and interaction
with the supervising physician, but as a
PA, I am ultimately responsible for my
patients,” said Ludwig, who was named
Minnesota Physician Assistant of the
Year in 2002 by the Minnesota Academy
of Physician Assistants.
Because of the similar roles, it’s not
uncommon for patients to be confused,
said May Mua, an Augsburg graduate
who also practices at the Regions Center
for International Health.
“My patients—primarily Hmong,
Somalis, and recent immigrants from
other countries who may never have had
access to health care before—often call
me ‘Dr. Mua,’” she said. “I’m always
correcting them but it’s hard to get
across the idea of the difference because
they see me regularly for their care.”
15
A response
to the
healthcare
shortage
The physician assistant career is a
relatively recent addition to the
healthcare team, growing out of the
Vietnam era when highly skilled
medics returned from military service,
Ludwig said.
“At the time, we were seeing a
shortage of physicians around the
country and needed a new source of
caregivers,” she said. To help fill the need,
Duke University created the first formal
physician assistant program in 1965.
In the early ’90s, Augsburg was
approached by the Minnesota Academy
of Physician Assistants and asked to
consider starting a physician assistant
training program for the state.
“People were going to other states for
training and not returning to practice in
Minnesota,” she said. “Augsburg’s
mission of community and world service
was right in line with the concept of
physician assistants providing health
care to underserved areas.”
Initially offered as a two-year, postbachelor’s certificate, Augsburg’s program
drew immediate interest, especially
among people seeking a career change.
“That first informational meeting at
Augsburg was standing room only. There
must have been 600 people there,”
recalls Rob Carlson.
Over 10 years, admission to the
program, now offered as a three-year
master’s degree, has remained highly
competitive, reflecting Augsburg’s
reputation and strong track record. This
year’s class of 28 was culled from more
than 140 applications.
One thing that has changed is
average age of applicants—from 34 at
the outset to 27 currently, Ludwig said.
“At first, the appeal was mainly to
16
folks already in some aspect of health
care—nurses, laboratory assistants,
emergency medical technicians, etc. But
it is definitely becoming a first-career
option for those looking for a career in
medicine.”
Cases in point: second-year PA
students Kari Badali and Jodi Winters,
both 2004 Augsburg bachelor’s degree
graduates.
“Before coming to Augsburg as an
undergraduate, I read a magazine that
listed a physician assistant as one of the
top ten careers for women. I was
interested in the medical field but not
sure which direction to go. I researched
schools offering a PA program and
Augsburg was the only one in
Minnesota,” said Badali ’04, a biology
major.
Winters, a biology and chemistry
double major, added, “The reputation of
the Augsburg program is what finally
helped me make my decision.”
High
expectations,
high
performance
Augsburg’s program is known for its
academic rigor, in-depth clinical training,
and track record of well-prepared
graduates. Consider these indicators:
• 100% pass rate on national
certification examinations since the
program’s inception.
• Scores on the national certification
examinations have never been below
the 90th percentile (the Classes of
2001 and 2004 both ranked in the
99th percentile).
• In recent years, every PA graduate has
been employed within six months of
graduation, 85% of them in Minnesota.
Winter 2005-06
These successes grow out of high
expectations and a demanding
educational program that moves from a
foundation of classroom study into
direct clinical experience.
In the first phase, students are on
campus in courses in human gross
anatomy, pathophysiology, clinical
medicine, pharmacotherapy, history and
physical exam skills, research, and ethics
and legal medicine. An orientation to the
program’s mission of reaching the
underserved is woven throughout this
phase in courses on special populations
and in annual service-learning projects.
The clinical phase is next, structured
much like a physician’s internship.
Taught by physicians and supplemented
by physician assistants and other
healthcare providers, students progress
through seven required rotations and
one elective, each six weeks long, in
healthcare facilities across the state.
At least one rotation is required to be
outside of the metropolitan area, in
keeping with the program’s mission of
addressing healthcare gaps across
the state.
Twin Cities native Debbie Maas did
rotations in Deer River, Minn., a small
community west of Grand Rapids. After
graduation last year, she accepted a job
at the Deer River clinic. About 25% of
Augsburg graduates practice in rural
communities and greater Minnesota.
“I found I really liked the variety in
a smaller clinic. There was great
camaraderie with the physicians, and I
learned so much,” she said. “This is
truly family practice medicine. We see
everything from OB-GYN to geriatrics.”
The final component is a 12-week
preceptorship—an intensive clinical
experience required by only a few other
PA programs. “This is the last piece of
their education that ties everything
together and solidifies all they’ve
learned,” said Ludwig. “It gets them
ready to go out and practice.”
The personal
touch
Core to the Augsburg PA training is an
emphasis on treating patients as
individuals, not diseases.
“We look for students who are able to
handle a tough and rigorous program but
who are also able to connect with patients
on a personal level,” Ludwig said.
“Physician assistants should be good at
JACKIE OSTERHAUS (p. 14) graduated in Augsburg’s first class of physician assistants
and enjoys the variety of patient care she gives in her work at the Paynesville Area
Health Care System clinic in Belgrade, Minn.
ROB CARLSON (left) and MAY MUA (p.16) are two of the three Augsburg graduates
who are physician assistants at Regions Hospital’s Center for International Health.
Second-year PA student CHENTEL DANGERUD (above) discusses health issues with a
resident at the Danebo Home in Minneapolis during a health and wellness fair
specifically for seniors.
Winter 2005-06
listening and building trust with their
patients.”
Patricia Walker, M.D., director of the
Regions Hospital Center for International
Health, considers the clinic’s three
physician assistants, all Augsburg
graduates, “an absolutely vital part of our
provider team.”
“They are so talented that they are
working at the level of other providers in
our group on a daily basis, and rarely ask
questions of the physicians. That being
said, they also know when to consult us
on difficult cases,” Walker said. “They
provide outstanding clinical care and are
very kind and compassionate.”
In the future, demand for physician
assistants is likely to continue to grow,
according to Rodney McFadden, M.D., a
physician with Internal Medicine and
Geriatric Associates in Minneapolis and a
preceptor of Augsburg PA students on
rotation at the University of Minnesota
Medical Center, Fairview.
“Medical schools are producing about
the same number of doctors each year, so
as the population gets older, we will need
more healthcare providers,” said
McFadden. “Physician assistants play an
important role and I see them becoming
even more common to meet growing
healthcare needs in our society.” ■
Cynthia Hill is a freelance writer in
St. Paul who frequently writes about
Augsburg College.
17
A C H A N C E T O S K AT E
BY DON STONER
The scene is like any other in hockeycrazed Minnesota on a weekday evening.
A cacophony of noise inside a cold indoor
ice arena. Young kids, some maybe just a
few months from putting skates on for the
first time in their lives, are learning the
fundamentals of hockey. Coaches strain to
be heard above the din.
On one half of the rink, an older
group has the ice. On the other, Janet
Marvin and a couple of assistant coaches
are working with girls ages 10 and under.
Marvin yells encouragement to her
young charges. “I want two hands on your
stick all the time.” “When you find it,
look up for your teammate and pass it to
her stick.” “Good job, excellent! Nice
job!”
You look at the faces inside the masks,
and that’s where you notice the difference.
Most of the girls aren’t typical Minnesota
hockey players. Most are Hmong, some
are African-American, some are white.
But if it weren’t for Marvin, it’s likely
that none of them would be on the ice
this night—or any night, for that matter.
For the past seven years, Marvin, a
1986 Augsburg graduate, has been
volunteering with young girls on the
north and northeast neighborhoods of
Minneapolis with the Edison youth
hockey program. Along with her sister
and a devoted group of volunteer women
coaches, they have provided opportunities
for young girls who wouldn’t otherwise
have discovered the sport.
For Marvin, it’s an extension of a family
tradition to provide hockey opportunities
to others. Her father, Cal, was a legend in
hockey in the Upper Midwest. A U.S.
Hockey Hall of Famer, he helped to start
the men’s hockey program at the University
of North Dakota, coached the U.S. national
team in 1958, and founded and coached
one of the most successful amateur hockey
teams in American history, the Warroad
Lakers. He helped to establish Warroad, a
small town near the Canadian border in
northwestern Minnesota, as a place
synonymous with hockey.
18
“My dad did it for young men. He let young men play
for over 50 years, and he had over 900 young guys that
got to skate for him,” Marvin said. “What he did for the
guys is what my sister and I are trying to do for young
girls who want to play hockey. It doesn’t matter where
they’re from, or what color they are, or what background
they come from. If they want to play, we’ll get them
equipment, we’ll find them a place to play, we’ll
make sure they have transportation and make
sure their fees are paid.”
One of 12 children in the Marvin family,
Janet Marvin grew up around hockey. “We
grew up at the rink,” she said. “We folded
programs, we cleaned the rink, we worked in
the concession stands, we sold tickets. We
did whatever we could do, because we wanted
to be up there at the rink with Dad and the rest
of the community. That’s what you did in
Warroad. You were at the hockey rink.”
She and her sister played hockey in
their early years, but as they grew older,
there were fewer opportunities for young
women to play hockey in northern
Minnesota. So she played basketball
instead, eventually playing two seasons of
junior college basketball and a season at
the University of St. Thomas, before
transferring to Augsburg for her senior
season, 1985-86. She earned a degree
in education from Augsburg and
eventually worked for the
Minneapolis public schools for
15 years.
But hockey remained a major part
of her life. She played competitively
on adult teams for more than a
decade, and also worked as a
volunteer assistant coach on
teams with her friend, Sue
Ring-Jarvi. Marvin also
served as an adult mentor
for young kids in northeast
Minneapolis, including
youngsters who wanted to
play hockey for Edison’s
youth program. She
eventually got involved with
coaching at Edison, and
helped to start the Edison
girls’ youth program. Along
the way, Marvin and her sister began
bring out the best of their potential. …
But her work with the hockey
incorporating more young Hmong girls
You can see how these coaches put their
program doesn’t end there. The coaches
from the neighborhood into the program.
whole lives into coaching these kids. It
organize year-round experiences for the
“Because there weren’t enough kids
makes all the work worth it.”
girls, in order to keep them active and
coming out, I started recruiting Hmong
Since many family incomes may not
together as a group. They’ve had camping
girls. My sister and I are involved in the
be able to support the expenses for their
trips, barbeques, and trips to team
Hmong community in mentoring kids and
children to play, Marvin often dips into
coaches’ cabins in northern Minnesota to
getting kids involved,” she said. “It’s been
her own pocket to pay for equipment,
go skiing.
a focus point for us to bring them into the
uniforms, and supplies.
“My parents gave us all the
program and give them an opportunity to
A shed in Marvin’s yard is full of
opportunities. If you wanted to play, play.
skate. But when we coach at Edison, we
hockey equipment that she has either
They wanted you to be involved,” Marvin
coach anyone who wants to play
said. “There’s so many kids who
and who lives on the north side
don’t have that opportunity, and I
or northeast.”
think that’s what my sister and I
The program started from
are trying to provide. We give
one small team seven years ago
them an opportunity.”
to nearly 50 girls on teams for
Last summer, Marvin and
ages 10-under, 12-under, and
fellow Augsburg alumnus John
14-under. This year, Edison has
Evans ’82 received grant money
two teams, with Janet Marvin
from City Kids Inc., a north
coaching the 10-under team and
Minneapolis program, to provide
Robin Marvin coaching the 12hockey instruction for north-side
under team, along with a faithful
children. About 30 kids took part
group of volunteer assistants.
in the summer-long program,
“It’s an all-female staff, and
portions of which were held at
not one coach has anybody
the Augsburg Ice Arena. Several
involved with the program,
Augsburg student-athletes
which is very unique,” Marvin
assisted Marvin in coaching
said. “When you go to other
during the summer program.
associations, it’s always a dad or
“The kids love the attention,
a brother or an uncle who is
and when the college kids came
coaching the kids because there’s Janet Marvin ’86 plays less hockey these days so she can concentrate on the ice, I think it was a match
on coaching. She makes it possible for girls like these at the Edison
a connection. … We just have
right away,” Marvin said. “The
Youth Hockey Civic Arena in Northeast Minneapolis to learn hockey.
females who want to come in
kids know that when they come
and coach. We’ve skated with
to the rink, there’s going to be
them in the women’s hockey associations,
purchased or had donated to her by
someone there that’s going to say ‘Hi’ to
and they want to come in and give back.
friends. It’s available for her players to
them, ‘How are you doing,’ ‘You’re doing
They see this program and they see that
pick from. She often provides
a good job,’ and giving them positive
these kids need it, these kids want it, and
transportation for team members to and
feedback. That’s what these kids need.”
these kids absorb it.”
from practices and games in her van.
Coaching has become a major part of
The devotion that Marvin and the
“Last year, my mom bought the whole
Marvin’s life, so much so that she now
other coaches have makes them positive
12-under team a brand new stick for
plays less hockey herself in order to
role models for the children they are
Christmas. That was the first time our
concentrate on coaching.
coaching, said Marta Kurak ’98, a parent
kids that we register had a brand new
“The kids like it. They want to go to
of two girls who have played hockey on
stick,” she said.
the rink. They want to play,” she said.
Marvin’s Edison teams. Kurak now serves
Marvin figures that she puts in 25 or
“You see them skating around the rink
as a manager for the 12-under team.
more hours per week into the Edison
and they have smiles on their faces. They
“[The coaches] bring an energy to the
hockey program, on a strictly volunteer
might fall down or get a little hurt, but
program. They are always positive and
basis. She now also works for Ring-Jarvi’s
they get up and they’re like, ‘OK, let’s go
never say anything negative. They always
sportswear business, in addition to
again.’ They just want to be at the rink. …
look for the positives in the girls,” Kurak
working for a local flower shop.
My heart’s really into coaching and
said. “[Marvin] works with every kid to
working with the kids.” ■
Winter 2005-06
19
Faith
City
in the
Faith
BY BETSEY NORGARD
PHOTOS BY STEPHEN GEFFRE
Envisioning a renewed public calling for the well-being of the city and its people
In a twist on the realtor’s three magic
words, the Faith in the City initiative
might be described as “location, location,
vocation.”
This distinctive collaboration brings
together seven urban-focused Lutheran
institutions in Minneapolis and St. Paul.
All of them are committed to improving
the quality of life in their community and
they all center their work around Lutheran
ideas of vocation. They share a belief that
more can be accomplished when people
and organizations work together and when
they share their particular expertise toward
common goals.
It’s a diverse group—Augsburg
College, Augsburg Fortress Publishers,
Central Lutheran Church, Fairview
Health Services, Luther Seminary,
Lutheran Social Service of Minnesota,
and Thrivent Financial for Lutherans—
20
whose members contribute their
expertise across the areas of health,
education, social services, finance,
publishing, and service in faith. The two
synods of the Evangelical Lutheran
Church in America (ELCA) in
Minneapolis and St. Paul are partners in
the collaboration.
After several years of informal
discussions among the CEOs, a formal
collective was launched in 2002 that
draws its calling from a passage in the
book of Jeremiah, “Seek the welfare of
the city … for in its welfare you will find
your welfare.” The collaborative seeks to
renew that same concern to care for each
other in the community that motivated
the founding of their institutions a
century or more ago. And, today, they are
again finding some of the greatest
community needs among recent
immigrants.
“[Faith in the City] has set before
Lutheran institutions across the land a
model which illustrates service
leadership,” says President William
Frame. “The CEOs became interested in
Luther’s idea of vocation as a vehicle to
draw their constituents out into the
world in service and in collaboration.”
They were encouraged by the extent of
common purpose and overlap in their
missions.
Tom Morgan, Augsburg’s vice
president for planning and market
development, speaks of Augsburg’s
perspective: “It’s a way for us to more
deeply express and live out our
commitment to the city, to service, and
to strengthen and demonstrate our
connection to the church.”
Ci
Winter 2005-06
Community initiatives
Faith in the City serves as a catalyst for collaboration among people,
neighborhoods, congregations, and others, primarily in the areas of
health, education, and neighborhood. Each initiative has two or
three member organization sponsors and appropriate strategic
partners.
Initiatives specific to Augsburg are:
Augsburg Academy for Health Careers—Augsburg, together
with Fairview Health Services, developed the first proposal to
Faith in the City. Responding to the shortage of healthcare
professionals, especially within increasingly diverse communities,
a charter school was proposed, with funding from the Bill and
Melinda Gates Foundation, to prepare students for careers and
vocations in health care.
The Augsburg Academy for Health Careers opened this fall
with 61 students, a majority from diverse backgrounds, in grades
9, 10 and 11, with grade 12 to begin next year.
Lutheran College House—A second initiative spearheaded by
Augsburg, together with Luther Seminary, is the Lutheran College
House, proposed for summer 2006. Students from six partner
Lutheran colleges will live for a semester in the Phillips
neighborhood to explore vocation, service opportunities, and
leadership development.
Augsburg/Central Nursing Center—Augsburg’s 10-year-old
free nursing center at Central Lutheran Church that serves
neighborhood residents at no cost was incorporated into the
Faith in the City initiatives.
Hands-on learning
for health careers
by Judy Petree
Jasmine Smith, a junior, and one of 61 students at the new
Augsburg Academy for Health Careers, travels from Maple
Grove across the city everyday. She enrolled at the academy to
pursue a career in the health field, particularly forensic science
or neurology.
In addition to her interest in the CSI television shows, she
said she chose the academy for its small class sizes and the
ability to work one-on-one with instructors. She recently
interviewed for an internship at Fairview in the nursing
department.
Students at the academy are paired with Fairview health
professionals as mentors. Together they explore the student’s
talents and interests as related to vocations in the health field.
Students use Fairview as a hands-on learning laboratory; they
also take field trips to Mayo Clinic, and visit emergency care
centers, hospitals, clinics, and science-related businesses and
industries.
All students receive training to become certified as
emergency medical technicians, first responders, and/or
certified nursing assistants. This will help them find
employment during summers and after graduation.
Mark Youngstrom, director of Augsburg Academy, is a
former state education department specialist in English
education and co-founder of the Perpich Center for the Arts in
Golden Valley.
“The primary purpose [of the academy] is to provide
immigrant students and students of color with a solid
academic education that enables them to advance in the
educational system,” he said. “In addition, hospitals and
healthcare facilities of all kinds are treating increasing
numbers of patients from immigrant communities and
communities of color, and they need employees who speak
their languages and understand their cultures.”
Youngstrom concludes, “Our ultimate hope is to raise the
sights of our students so they can plan a future for themselves
that includes higher education and a professional career.”
Other initiatives include:
The Wellness Connection—With the help of several
neighborhood organizations and congregations, this center
responds to Somali immigrants’ health needs, promotes healthy
lifestyles, and connects them with appropriate medical providers.
ty
Personal Finance Center—Begun as a tax service for lowincome residents, this center has grown to offer a wide range of
financial literacy tools for banking, home ownership, borrowing
money, etc.
Phillips Neighborhood Park, Library, and School—Faith in
the City provides financial resources and volunteer service to
help sustain these sites as vibrant neighborhood centers.
Above left: Tom Morgan (left), Augsburg’s representative on the steering committee,
and Jeri Nelsen (right), executive director, are finding that the Faith in the City
Lutheran collaborative is an effective model for responding to community needs.
Winter 2005-06
Jasmine Smith (right) and Ophelia Mensah (left) enjoy the small
classes and one-on-one mentoring at the Augsburg Academy for
Health Careers.
21
Leadership conference—Two annual
conferences have brought together
downtown faith and business leaders for
discussion and mutual collaboration
around faith and work.
Leadership initiative—-For the second
year, a program nurtures emerging leaders
at member organizations through ongoing
discussions of vocation and faith.
The next steps
Faith in the City is proving that greater
good can come about through working
together in collaboration than by
individual organizations working in
isolation. In a commentary written for
the Star Tribune last year, Thrivent
president and CEO Bruce Nicholson
described Faith in the City’s process as
“mission-based collaboration, an ideal
model for holistically addressing pressing
community needs.”
Moving forward, the collaborative
continues to seek strategic partners for
specific initiatives as well as to engage
Lutheran congregations in outreach to
urban needs.
Perhaps nowhere else in the nation
could such an integrated community
collaboration take place, and Faith in the
City is beginning to garner attention.
Tapped for leadership
by Betsey Norgard
22
Executive director Jeri Nelsen, Morgan,
and Lutheran Social Service of Minnesota
CEO Mark Peterson presented Faith in the
City at the national meeting of Lutheran
Services in America (LSA) in April.
The collaborative has also garnered
significant attention from Minneapolis
mayor R.T. Rybak. Nelsen says that Rybak
sees Faith in the City as a model for
collaboration with great potential for
improving community well-being.
Frame believes that Faith in the City
has proven that, even within a highly
competitive arena, nonprofits can
combine resources to carry out their
work more effectively. ■
Last fall Julie Olson ’90, ’04 MAL, dean of enrollment management, was
part of the first “class” of Faith in the City’s Leadership Development
Institute. Over several day-long sessions, the group participated in
presentations and discussions on leadership, read books, and listened to
the CEOs of Faith in the City member organizations talk about their own
vocational paths—all woven around the concept of servant leadership.
This first group bonded with each other to the extent that they
couldn’t let go when the formal series ended. They continue to gather
periodically for conversation, even as the second “class” of the institute
has begun.
The leadership initiative came about as member organizations felt a
need to be better prepared for their next phase of growth. Olson says the
program is about identifying emerging leaders within the organizations,
and helping them discern their vocation—i.e., helping them feel
“tapped,” or hear the call of an inner voice.
In addition to getting to know their Faith in the City colleagues,
participants gain valuable insight into their organizations—how they’re
structured, issues they face, what’s ahead for them, and how they
respond to their constituencies.
The member organizations share a common Lutheran background, but
some—Fairview, for example-—are less overt in their Lutheran heritage
than others. Olson says that if you look at how they treat their
employees, their staff and leadership development programs, and their
missions, it’s all there. It may not be called Lutheran, or even Christian,
but the organization effectively puts action behind their values in the
model of servant leadership.
“By the end, everyone was more comfortable with identifying
themselves from a Lutheran organization and recognizing what’s special
about that,” Olson said. “This is something that’s essential to our identity,
and we mutually reinforced that with each other.”
While this is the only “inward” initiative of Faith in the City, Olson
says the leadership institute is about “building the strengths of the
individual organizations to enable them to better serve their larger
communities.”
In this second year, a coaching component was added to the
initiative, and Olson is one of two from the first group who will be
coaching members of the second group.
“It’s an honor to be asked and identified as an emerging leader,” she
said. “Now I have the responsibility to carry out that gift.”
Winter 2005-06
Scholarship brunch honors donors and students
On Nov. 20, the Scholarship and Donor
Brunch was the place where more than
170 Augsburg donors were honored for
their generosity and commitment to
Augsburg College. Scholarship donors,
Heritage Society donors who have estate
plans that include Augsburg, and
Maroon & Silver Society donors, who
give annual support at the leadership
level for Augsburg scholarships, were all
thanked.
It was also the place where 100
students had the opportunity to meet
the families behind the scholarships
they've received. Student body president
Paul Cumings, speaking on behalf of
students, told the donors, “You give; it’s
not required, but I’m here to tell you it’s
appreciated.”
Philip Rowberg Sr. ’41 had not been
on campus since 1948. He recently
endowed a scholarship in memory of his
wife, Betty, who died last year. “I decided
to fund a scholarship in appreciation of
Philip Rowberg Sr. ’41 (left) recently endowed
a scholarship in memory of his wife, Betty. At
the brunch he met the scholarship’s first
recipient, Evan Holmes ’06 (right).
Winter 2005-06
the education I received here,” Rowberg
said. “Nothing is more important than
investing in the education of our young
people.”
The Philip and Helen Taylor Rowberg
Scholarship gives preference to a student
from rural Minnesota. Rowberg and his
son, Philip Jr., were able to meet its first
recipient, Evan Holmes ’06, from
Janesville, Minn.
Among other donors at the reception
were the Rev. Orville ’52 and Yvonne
(Bagley) ’52 Olson, and their son
Jonathan. In 1993, the Olsons
established a scholarship in memory of
another son, Timothy, and in recognition
of his devotion to Jonathan.
“The scholarship is in honor of son
Timothy. Our other son, Jonathan, has a
disability, so we made our scholarship
available to students in college who have
special needs or are going into the field
of special education.
Nicky Cronin ’08, the recipient of the
Olson scholarship, is a special education
major in emotional/behavioral and
learning disabilities.
“Our giving has been out of profound
gratitude to Augsburg for the many
blessings we received as college students
and over the years,” said Yvonne Olson.
“I personally am one of 11 siblings, and
eight of us have attended Augsburg. My
husband and I graduated in the same
class, and our daughter, Beth (Olson),
and her husband, Scott Bouman, both
graduated in the Class of 1977. That’s
our connection to Augsburg.”
“‘Tak for alt’—we noticed this saying
on a lot of gravestones around
Scandinavia,” Olson continued. “This
saying is important to our family. It’s a
symbol of gratitude and means ‘thanks
for everything.’ ”
The Rev. Orville Olson ’52 and his wife, Yvonne (Bagley) ’52 Olson created a scholarship in
memory of their son Timothy and his devotion to brother Jonathan (center). They enjoyed
meeting this year’s recipient, Nicole Cronin ’08 (back center).
23
Roarin’ and soarin’ to the finish at Si Melby
At Homecoming 2005, hundreds of
alumni, students, fans, friends, and even
prospective students celebrated and
cheered for the campaign to expand
Si Melby Hall with a new south wing
addition.
It was a celebration of Auggie
athletics past, present, and future.
Emcee Tim McNiff, from KARE-11 TV,
introduced coaches and athletic teams,
fired up the crowd with achievements
and successes of Augsburg’s athletic
program, and extolled the benefits of the
new south wing.
A virtual video tour took the crowd
through the proposed 27,000 new square
feet that includes expanded classroom
space, a fitness center, training areas, and
more. The project was explained in depth
by Jeff Swenson ’79, head wrestling coach
and assistant dean for athletics, and regent
and campaign co-chair Mike Freeman.
The video also featured testimonials from
current and former student-athletes and
administrators.
The Si Melby completion team, led by
Freeman, has rallied volunteers to work
with them to make sure that all Augsburg
athletes and friends have opportunities to
help Augsburg reach the goal. The team
includes Dan Anderson ’65, Rich Colvin
’74, Mike Good ’71, Jane Helmke ’83, and
Glen Person ’47. Staff support to the team
includes Swenson and Development
Office staff: Jeroy Carlson ’48, Jack Osberg
’62, Ron Main ’56, and Donna McLean.
Momentum continues to grow as the
team pushes toward the final goal,
enjoying additional volunteer support
from Bob Strommen ’74, “Butch”
Raymond ’63, Rick Ekstrand ’72, Dave
Andell ’71, Bob Martin ’71, Bruce Brekke
’70, and Erv Inniger. Each sport is also
gathering alumni support to help
complete the project so that
Student-athletes cheered as coaches, teams, and alumni spoke at the athletic celebration.
24
Winter 2005-06
groundbreaking can occur as soon as
possible.
Augsburg is especially grateful to Alan
Rice for making the first lead gift in the
amount of $1 million and to Dean ’75
and Terry Kennedy for the largest lead
gift of $2 million, in addition to several
others whose gifts helped kick off the
campaign for the new south wing.
For additional information on the
Si Melby south wing addition, or to
make a gift, go to <www.augsburg.edu/
campaign/athletic>, or call the
Development Office at 612-338-0002 or
1-800-273-0617.
The new South Wing will
include spaces already named
in honor of the following:
Doc Johnson A-Club office
Lavonne (Johnson) Peterson ’50
Hospitality and Conference Room and
patio
Luther (Lute) Olson ’56 Hall of
Champions
Jack ’62 and Nina Osberg Student
Study and Computer Room
“Gamma House” Hospitality
Lounge and Classroom overlooking
Nelson Field
Rolf Erickson Hospitality Lounge and
Classroom overlooking Nelson Field
Many exciting opportunities remain to
create a legacy in someone’s name for
the new south wing. Contact Donna
McLean at 612-338-4826 or
<mclean@augsburg.edu> for further
information.
Winter 2005-06
Jeff Swenson ’79 (left), head wrestling coach and assistant dean, and Mike Freeman, Augsburg regent
and campaign co-chair, kept the crowd fired up about Auggie athletic successes and the progress
toward the new south wing of Si Melby Hall.
Faculty and Staff Make It Happen
Faculty and staff launched a campaign in
September to increase giving to the
Access to Excellence campaign among
Augsburg employees.
The goal of the faculty-staff campaign
was to significantly increase the
participation rate of giving from within
the Augsburg community—a critical
factor to funding agencies when
reviewing grant proposals from the
College.
At the end of last fiscal year in May,
the overall participation rate among the
more than 800 faculty and staff
employed by the College was 22%. As of
Nov. 10, with more than half the current
fiscal year remaining, that figure has
risen to 29%.
An even greater indicator of
commitment to the campaign goals from
within the College is the giving rate
among full-time faculty and staff, and
staff who work more than 50% of the
time. As of Nov. 10, full-time faculty
giving rose to 54%, while the rate among
full- and nearly-full-time staff was at 41%.
First-time givers and those who
increased their current gifts were eligible
for a full match from a special fund
established by a group of faculty emeriti,
faculty, and staff whose generosity
enabled even small gifts to grow in size.
In addition, new and increased gifts
from members of Thrivent Financial for
Lutherans were also eligible for a 50%
match from that organization.
25
AAlumni
LUMNINews
NEWS
From the director of Alumni Relations…
G
reetings! As the
new director of
Alumni Relations, it
is a great pleasure for
me to have the
continued
opportunity to work
with Augsburg’s
alumni and our many
Augsburg friends.
In addition to myself, Donna
Torgeson currently serves as assistant
director of our newly re-structured Office
of Alumni Relations. Donna finds herself
busy working with the Class Agents, the
Augsburg Associates, and also
coordinating with the alumni group
traveling to China this spring. You may
have also worked with her on your
reunion group this past year.
I have been at Augsburg since 1986,
when I began working in the
undergraduate admissions office. In
2002, I joined the Alumni/Parent
Relations office working with the Parent
Council, Homecoming and Reunions,
plus many events on and off campus. I
am very fortunate to now be working
closely with the Alumni Board—please
take a look at the calendar on the next
page and join us for one of many
upcoming events.
If you are interested in more
information regarding opportunities to
join the Alumni Board, or if you believe
that you know an alum who should be
nominated for our Distinguished
Alumni, First Decade, or Spirit of
Jon Thorson ’86 leads groundbreaking
research with anti-cancer potential
E
mploying a simple new technique to
manipulate the sugars that power many
front-line drugs, a team of Wisconsin
scientists, led by Augsburg alumnus Jon S.
Thorson, professor of pharmaceutical
sciences at the University of WisconsinMadison, has enhanced the anti-cancer
properties of a digitalis, a drug commonly
used to treat heart disease.
Reported in the August 8 edition of the
Proceedings of the National Academy of
Sciences, Thorson and the team describe a
series of experiments that boosted the cellkilling potency and tumor specificity of the
drug, derived from the foxglove plant and
used to stimulate the heart. The drug is
suspected to have anti-cancer properties,
but its use to treat cancer has been little
explored.
The new work is important because it
provides scientists and drug companies
with a quick and easy way to manipulate
the sugars found in chemicals produced in
nature.
According to Thorson, the technology
26
can be widely applied: “We’ve already
taken this chemistry and applied it to
many different drug classes. It’s possible to
extend it to antibiotics and antivirals.”
The new technique, according to
Thorson, will play a prominent role in the
new UW National Cooperative Drug
Discovery Group, a consortium of UW
scientists seeking to develop new anticancer drugs from natural products.
Thorson joined the UW School of
Pharmacy in the summer of 2001, and
since moving to UW has been designated
an American Society of Pharmacognosy
Matt Suffness Awardee (2004) and a UW
H.I. Romnes Fellow (2004). From 19962001, Thorson held appointments as an
assistant member of the Memorial SloanKettering Cancer Center and assistant
professor of Sloan-Kettering Division, Joan
and Sanford I. Weill Graduate School of
Medical Sciences, Cornell University,
during which he was named a Rita Allen
Foundation Scholar (1998-2002) and
Alfred P. Sloan Fellow (2000-2002).
Augsburg awards, please go to
<www.augsburg.edu/alumni> or call
612-330-1173.
We are in the midst of an exciting
year, and we hope that you’ll join us on
campus for an athletic event, theatre
production, musical performance, or one
of several convocations scheduled this
year. Please save the date for
Homecoming 2006, and bring your
classmates, family, and friends to our
next ever-growing family picnic event on
Saturday, September 30, 2006.
Heidi Breen
Director, Office of Alumni Relations
Two alumni
appointed to
Alumni Board
The Augsburg Alumni Board of
Directors appointed two new members
and elected Karina Karlén ’83 as
president and Barry Vornbrock ’96 MAL
as president-elect. To view the complete
list and photos of board members, visit
<www.augsburg.edu/alumni/board.html>.
The new members are as follows:
Dale E. Hanka ’60
Dale E. Hanka graduated from Augsburg
with a B.S. in Scandinavian studies. He
is a retired teacher, business owner, and
financial planner.
Jamie E. Smith ’04
Jamie E. Smith graduated from Augsburg
with a B.S. in history. He is a real estate
professional at Keller Williams Premier
Realty in Woodbury, Minn.
Winter 2005-06
Alumni Events
Please join us for these upcoming alumni events (see also the college-wide calendar on the
inside back cover for additional Augsburg events); unless otherwise noted, call 612-330-1178
or 1-800-260-6590 or e-mail <alumni@augsburg.edu> for more information.
December
February
10
15
11
Washington, D.C.: Alumni
gathering honoring 2005
Distinguished Alumnus Donald
Mattison ’66, M.D., Watergate
Hotel, Executive Boardroom
(Ballroom Level), 8 p.m.
immediately following the Peace
Prize Forum reception; registration
is limited, please RSVP no later than
Dec. 2 to 612-330-1598 or
<rsvp@augsburg.edu>
McLean, Virginia: President
Frame will speak at Lutheran
Church of the Redeemer,
703-356-3346, 9:45 a.m.
16
19
Auggie Hour at Beaujo’s Wine Bar
& Bistro, 4950 France Ave. S,
Edina, 952-922-8974, 5:30 p.m.,
featuring a wine tasting with Jenn
Tome ’99
Honors Program alumni
gathering, Christensen Center,
5:30-7 p.m.; please RSVP no later
than Jan. 13 to 612-330-1598 or
<rsvp@augsburg.edu>
Scottsdale, Arizona: Alumni
gathering at Winn and Maxine
Wallin’s home, 4-7 p.m.
18
Tucson, Arizona: Gospel Praise at
Our Savior’s Lutheran Church,
520-327-6521, time TBA
19
Tucson, Arizona: President Frame
and Gospel Praise* at Our Savior’s
Lutheran Church, 7:45 a.m.,
*8:45 a.m., and *11:15 a.m.,
520-327-6521
January
10
Sun City, Arizona: President
Frame will speak at American
Lutheran Church, 623-974-2512;
5:15 p.m. gathering and light
supper; 6-6:30 p.m., “Christian
Civility: Is it a Sellout?”
March
26
Annie at the Orpheum: Gather
for brunch on campus prior to a
performance of Annie at the
Orpheum Theater; transportation
provided
FOURTH ANNUAL CONNECTIONS EVENT
Augsburg alumnae are invited to attend Connections—A Women’s Leadership Event, cosponsored by Augsburg and Thrivent Financial for Lutherans, on Feb. 11 from 8 a.m.-12:30
p.m. at Thrivent Financial Corporate Offices in downtown Minneapolis.
Presenters at this fourth annual event include Gloria C. Lewis, president/CEO of Big Brothers
Big Sisters of the Greater Twin Cities and member of the Augsburg Board of Regents; Janice
L. Aune ’88, chairman/CEO of Onvoy, Inc.; and Shira Hussain, senior admissions counselor at
Augsburg College.
This unique event brings together students, alumnae, and women throughout the
community for a morning of networking, mentoring, and leadership development. Please
join us for this incredible morning of empowerment and
encouragement through the experiences and stories of the
amazing women who attend!
For more information and to register online, please visit
<www.augsburg.edu/womenconnect>.
Winter 2005-06
A-Club invites
alumni on Baltic
cruise
The Augsburg A-Club invites alumni and
friends of the College on an exciting and
relaxing 12-day Baltic cruise with hosts
Dick (Porkchops) and Jane Thompson
on the Holland America Rotterdam
Cruise Ship. The adventure begins July
28 in London, England, with stops in
Norway, Denmark, Germany, Estonia,
Russia, Finland, and Sweden. Group
rates range from $2,548 to $4,300 per
person; airfare depends on your city of
origin. If you are interested, call the
alumni office at 612-330-1178. You are
encouraged to book early if you are using
frequent flyer miles for your own air
transportation. Most of the commissions
for this cruise will be donated to the
Augsburg A-Club Building Fund. So
gather a group of Auggies—or honorary
Auggies—and experience a true northern
European adventure!
Business alumni
events
All business alumni are invited to attend
the Department of Business
Administration’s Executive Management
Lecture on March 4 from noon-1 p.m.,
in Christensen Center (speaker TBA).
Alumni are also encouraged to attend the
annual Spring Business Forum (speaker
and date TBA). Please call 612-330-1191
or e-mail <heckers@augsburg.edu> for
more information.
27
Homecoming 2005—Roarin’ & Soarin’ Auggie Style
Augsburg alumni and
friends gathered during
Homecoming week for
the annual Augsburg
Associates Fall
Luncheon at the
Women’s Club in
Minneapolis.
The Auggies’ new head coach, Frank Haege,
walked the sidelines during the Auggies’ nailbiting loss to Carleton College.
Festive Auggie beads in maroon and silver decorated every tree,
building, and statue during Homecoming weekend.
28
Above: The new Auggie Eagle
logo, designed by Augsburg
alumnus Samuel Gross ’03
(see p. 10) was illuminated on
the floor of the gymnasium in
Si Melby Hall during the
athletics celebration.
Left: The Augsburg community
cheered on students who dared
to compete in the comical,
oversized boxing arena at
Homecoming picnic.
President William V. and Anne Frame performed at the student talent show in
true 1920s style.
Winter 2005-06
Photo by Charles Walbridge
The Auggie cheerleaders kept spirits high at the
Homecoming football game despite a disappointing 21-19
loss to Carleton College.
Many students and alumni received Auggie Eagle temporary
tattoos at the Homecoming picnic.
Above: Linnea Evans and Andy
Nelson were crowned as
Homecoming Queen and King.
Left: Simona “Fiery” Williams
wowed everyone at the student
talent show, taking top honors
for her rap performance.
Donald Mattison ’66, one of three alumni honored this
year as Distinguished Alumni (see p. 8), spoke during
the Homecoming chapel service
Winter 2005-06
Photos by
Stephen Geffre
(unless otherwise noted)
29
Homecoming 2005—Roarin’ & Soarin’ Auggie Style
GOLDEN ANNIVERSARY CLASS OF 1955
(L to R) ROW 1 (front): Beverly (Omdahl) Nelson, Agnes (Tweet) Schaper, Beverly (Williams) Lundeen, Miriam (Greguson) Travis, Mary Jean (Danger)
Holmquist, Wenona (Strandlie) Lund, Beverly (Jorgensen) Olander. ROW 2: John Mulliken, Richard Dronen, Delores (Eide) Berkas, Clinton Peterson, Maxine
(Dahlin) Christ, Kenneth West, I. Shelby (Gimse) Andress, Beverly (Halling) Oren. ROW 3: Darrell Egertson, Arthur Lunow, Elmer Karstad, Duane Westfield,
David Skaar, Robert Herman, James Anderson. ROW 4: Robert Sneitzer, Richard Mahre, Wesley Bodin, Wayne Thoreson, John Benson
CLASS OF 1965
(L to R) ROW 1 (floor): Lyndon West. Lyle Olson, Marie (Bergh) Sandbo, Julie (Gudmestad) Laudicina, Joyce (Anderson) Pfaff, Judy (Thompson) Eiler, Gary
Thyren. ROW 2 (chairs): Darryl Carter, Dorothy (Rasmussen) Nelson, Anita (Christopherson) Gransee, Eunice (Bergman) Dietrich, Sharon (Dittbenner)
Klabunde, Adrienne (Strand) Buboltz, Larry Buboltz. ROW 3: Carolyn (Fernstrom) Anderson, Sharon (Kunze) Erickson, Jane (Huseby) Norman, Judith
Reynolds, Wayne Fehlandt, Phyllis Borri, Mary (Tildahl) Meyers, Mary Ann Cogelow. ROW 4: Gerald Dahl, Dale Slone, Gracia Grindal, Bette (Bodin) Leeney,
Karen (Lund) Orrill, Priscilla (Strecker) Feildhammer, Paul Fieldhammer, David Berg, Larry Nelson, Keith Dyrud, Dwight Olson, James Daugherty. ROW 5:
Donald Anderson, Robert Klemenhagen, Robert Lee, Mary Ann Miller, Daniel Meyers, Ronald Blake, David Dyrud. ROW 6: Donald Hoseth, Gerald Hamlin,
Gary Blosberg, Daniel Anderson.
30
Winter 2005-06
CLASS OF 1980
(L to R) ROW 1 (front): Lori (Elmgren) Binder, Kristin (Johnson) Hella, Laurie Fyksen-Beise, Christine (Edlund) Luk, Mary Carlson.
ROW 2: Jeffrey Jarnes, Brett Batterson, Carolyn (Johnson) Spargo, Jacqueline (Brookshire) Teisberg, Claudia (Walters) Forsberg,
John Carlson. ROW 3: Paul Sannerud, Jon Burnison, Gary Tangwall.
CLASS OF 1995
(L to R) ROW 1 (front): Jonathan Arntz, Lisa (Carlson) Sackreiter, Soven Sackreiter (baby), Andy Sackreiter, Dan
Deitrich, Theresa (Hoar) Magelssen, Trygg Magelssen (baby), Scott Magelssen. ROW 2: Erica Bentley, Amy (Torgelson)
Forsberg, Aubrey Forsberg (little girl), Cory Forsberg, Olin Forsberg (baby), Andrea (Mathieu) Bedard. ROW 3 (back):
Kirk Litynski, Mark Bedard, Nick Bedard (baby).
Winter 2005-06
31
CLASS
NOTES
Class Notes
1951
John Garland, St. Paul, was
recognized by the American
Institute for CPCU and the
Insurance Institute of America as
an outstanding course leader. He
has served as an institute course
leader for 33 years, and currently
teaches insurance for Hughes
Group, LLC.
Minn., is director of social services
at Rose of Sharon Manor.
1968
1957
Marshall D.
Johnson,
Minneapolis,
published a new
book, The
Evolution of
Christianity:
Twelve Crises that Shaped the
Church, in May (Continuum).
1960
Lois (Richter) Agrimson, Eagan,
Janet Letnes Martin, Hastings,
Minn., and Suzann (Johnson)
Nelson ’68, Grand Rapids,
Minn., were featured in the Star
Tribune for their musical, Church
Basement Ladies, based on their
books celebrating the foods and
traditions of Lutherans. After
successful trial runs in Grand
Rapids, Fargo, St. Cloud, and
Bismarck, the musical is settling
in for a 14-month run at the
Plymouth Playhouse.
1969
Barbara Hagel Stevens, Inver
Grove Heights, Minn., retired in
June; she taught second grade at
Pilot Knob Elementary School in
Eagan for more than 30 years.
childhood experiences of her
grandfather, King Olav V, the
princess has written a tale about
a little boy who becomes a
prince in her first children’s
book, Why Kings and Queens
Don’t Wear Crowns.
1971
1973
Mike Sevig,
Bloomington,
Minn., and his
wife, Else
(Tallaksen) ’71,
operate Skandisk,
Inc., a company
that distributes books and CDs
(especially those related to
Scandinavia) to specialty shops
around the country. Last winter
Skandisk secured the English
language rights to publish a new
fairy tale written by Norway’s
Princess Märtha Louise and
illustrated by one of Norway’s
most celebrated artists, Svein
Nyhus. Drawing from the
Corrine (Froelich) Frank,
Detroit Lakes, Minn., proudly
reports that her son, Corporal
Will A. Frank, is currently
serving in the United States
Marine Corps in San Diego
(Miramar). He has served in
Iraq and will be deployed again
in December. He also plays tuba
in the USMC Band.
Courtsey photo
AUGGIE REUNION
1974
Marlene (Chan) Hui,
Bloomington, Minn., sadly notes
the passing of her mother, Choi
Wan Chan, in September.
1976
Rev. Gary Andersen,
Bloomington, Minn., was
installed as senior pastor of
Community of the Cross
Lutheran Church in June. He
previously served Bethany
Lutheran in Rice Lake, Wis. His
wife, Diane (Forsberg) ’76,
teaches English as a second
language.
1977
These Auggies and their spouses gathered at Chautauqua, N.Y., and stayed at the Anthenaeum Hotel to
share special memories of their 1953-1957 college years. Pictured on the hotel’s porch are: ROW 1 (L to R,
seated): Gayle Engedahl Matson, Doug Herr, Verna Skovholt Barrett, Grace Forss Herr, and Marlys Holm
Thorsgaard. ROW 2 (standing): Norman Matson and Arlen Thorsgaard (not pictured is Roger Barrett).
32
Lise LungeLarsen, Duluth,
Minn., published
her third
children’s book
in August 2004,
Hidden Folk:
Stories of Fairies, Dwarves,
Selkies, and Other Secret Beings
(Houghton Mifflin). LungeLarsen grew up in Norway, and
her parents and grandparents
filled her life with stories of
elves, dwarves, and fairies. Now
she shares those stories with
children and the adults who
read to them.
Winter 2005-06
ALUMNI PROFILE
Stan Waldhauser
100 years young: Community celebrates
Knut Hoversten’s 100th birthday
by Bill Vander Weele
Reprinted by permission of the Sidney Herald in Sidney, Montana
When Knut Hoversten [Class of 1930] was nine months old, he suffered from
whooping cough. In May, he officially celebrated his 100th birthday. In between, there
have been very few illnesses or other physical problems for the longtime Sidney
resident. Because of rheumatism in his knees and hips, Hoversten uses a wheelchair,
but appears to be in excellent health for someone who is a century old. He credits his
long life to a harmonious family and living in Big Sky Country. “I watched my appetite
very closely,” Hoversten said. “I don’t do any drinking or smoking.”
He remembers being an 8-year-old boy and reading about proper diet during his
mother’s trip to the doctor’s office. “I always had food that was tested by proper
nutrition. I kind of studied a balanced diet all through my life. I studied the kind of
vitamins food contained, especially food with good vitamins.”
His daughters say Hoversten’s wife of 65 years, Hazel, also played an important role in
his health. Hazel died in November 2004 at the age of 93. “She took awfully good care
of him,” said daughter Julianne Mell ’64. “She was a nurse and made sure he ate
right.”
During the past year, Hoversten received the shocking news from his dentist that he
had two cavities—the first in his life. Hoversten remembers, “I had to have all of my
baby teeth pulled by a dentist because of the strength of my teeth.”
Hoversten currently lives with his daughter, Carol Anderson, in Spokane, Wash. He
remains busy during the day by reading, visiting friends, and seeing his greatgrandchildren. “My mom and dad used to come out and visit, so it’s been a second
home for him,” Anderson said.
Knut Hoversten celebrated his 100th birthday in
May. Since his graduation from Augsburg in 1930,
more than 40 members of the extended Hoversten
family have also attended, including the family’s
most recent Augsburg graduate, Kari Lucin ’03.
The pair, along with the entire Hoversten clan,
was honored in 2003 with the Distinguished
Service Award.
The oldest of 14 children (eight are still living), Hoversten
attended Augsburg College in Minneapolis. He then went to the
University of Minnesota, where he majored in chemistry, physics, and aeronautics. Years later, he finished his master’s
degree at Montana State University. “He still reads and has been a student all his life,” said his daugher, Mell.
Hoversten can speak several languages, including Norwegian, German, Greek, Latin, and French. “The best resources
of medical sources are in German and Russian,” Hoversten said.
He feels the greatest advances during his life came in the physics and medicine fields. “It started out pulling slivers
out of your hand with a tweezers, and turned into working with DNA,” Hoversten said.
Knut Hoversten ’30
He experienced many highlights during his 40 years of teaching. One memory he shared was building a rocket with a
student in the 1950s and setting the rocket off from the baseball field. “It went pretty high,” he said. That student
was Kendall Habedank, who is now a retired major general from the Air Force.
Many students are thankful that Hoversten went into the teaching field. He was hoping to become a doctor, but because of the Depression,
he couldn’t continue his education. “I ran out of money,” he said.
“But I think his teaching was rewarding,” Mell said. “He was meant to be a teacher. I think he influenced more people than he would had he
been a doctor.”
Hoversten’s non-teaching activities included being a member of the Sidney Kiwanis Club for 58 years, a member of Pella Lutheran Church
for 59 years, and director of the Methodist Church choir for 30 years. His many years of retirement featured teaching Norwegian at the Sons
of Norway and working as a piano tuner. “I’ve got a good reputation in all of the area for being a good piano tuner.”
When asked if he ever thought he would celebrate his 100th birthday, Hoversten said, “No. But I didn’t object to it.”
Winter 2005-06
33
Class Notes
Courtsey photo
AUGGIES ABROAD
AUGSBURG CENTENNIAL SINGERS
2006 FLORIDA APPEARANCES
Concert Performances
FEBRUARY 1
Trinity Lutheran Church and School
3016 S. Vine St., Kissimmee, Fla., 407-847-4204; 7 p.m.
FEBRUARY 2
Emmanuel Lutheran Church
800 Tamiami Trail S, Venice, Fla., 941-488-4942; 7 p.m.
FEBRUARY 4
Peace Lutheran Church
15840 McGregor Blvd., Fort Myers, Fla.; 6:30 p.m. (time tentative)
FEBRUARY 5
Emmanuel Lutheran Church
777 Mooring Lane Dr., Naples, Fla., 239-597-1043; 3 p.m.
FEBRUARY 6
First Presbyterian Church
9751 Bonita Beach Rd., Bonita Springs, Fla., 239-992-3233;
3 and 7 p.m.
FEBRUARY 7
Grace Lutheran Church
327 C Ave. SE, Winter Haven, Fla., 863-293-8447; 7 p.m.
Church Appearances
FEBRUARY 5
Emmanuel Lutheran Church
777 Mooring Lane Dr., Naples, Fla., 239-597-1043; 8, 9:30,
and 11 a.m.
Hisham Al-Fergiani, an Augsburg alumnus from the 1970s,
stands in the bookshop and press that he owns in Tripoli, Libya,
called Dar Al-Fergiani Publishers.
FEBRUARY 5
First Presbyterian Church
9751 Bonita Beach Rd., Bonita Springs, Fla., 239-992-3233;
8:30 and 10:30 a.m.
1979
1983
1984
1985
Judy Berkeland, Fairmont,
Minn., recently became the
Fairmont Area Schools’ new
orchestra director. Her husband,
Steve ’79, is senior pastor of
Grace Lutheran Church.
Les Heen and Barbara
(Westerlund) ’89, Maynard,
Minn., are enjoying life in the
country, “with nothing but room
to run, hills to roll down, and
stars in the sky to find through
the telescope,” says Barbara. Les
is director of communications
for Minnesota Farmer’s Union,
located in St. Paul, and Barbara
is an estate and businessplanning attorney, operating her
own law practice in Maynard.
They have two children,
Christopher, 7, and Erik, 4.
Laurie (Lindell) Miles, Apple
Valley, Minn., recently moved
back to Minnesota from
California. She is a sales
representative at Northwest
Airlines.
Norm Okerstrom and John
Wahlberg ’86, owners of Excel
Promotions, LLC, have entered
into an agreement with Prime
Advertising & Design, Inc., of
Maple Grove, Minn., as an
exclusive provider of promotional
products, apparel, and corporate
recognition items. Okerstrom and
Wahlberg can be reached at
<norm@excelpromo.com>.
1980
Bradley J. Imsdahl left his
position as lead publisher of
Quickfinder Handbooks,
published by Practitioner’s
Publishing Company of Fort
Worth, Texas, to start a new
publishing company called Tax
Materials, Inc. His new company
publishes quick reference tax
guides to sell to CPAs and other
tax professionals nationwide. He
can be reached at
<brad@thetaxbook.com>.
34
Franklin Tawah was featured
as a “mover” in the business
section of the St. Paul Pioneer
Press. He is assistant vice
president of University Bank in
St. Paul.
Elizabeth (Ingersoll)
Swanson, Minneapolis, received
the Master of Sacred Music
degree with an emphasis on
conducting from Luther
Seminary in May. She currently
serves as the choir director for
Glen Cary Lutheran Church in
Ham Lake, Minn.; she plans to
become ordained as an associate
in ministry and seek a call as a
full-time cantor/music director in
the Twin Cities.
Jean Taylor, Eagan, Minn., was
elected to serve on the board of
directors for Piper Jaffray
Companies. Taylor is president
of Taylor Corporation and serves
as chair of the Augsburg College
Board of Regents. She also serves
on the board of directors for the
Minnesota Private College
Council and is a trustee of the
Glen A. Taylor Foundation.
Winter 2005-06
AUGSBURG ARTISTS
Amy Rice ’93 is known in the Twin Cities’ art community for her bold
stencil creations, inspired as much by pop art and Japanese printmaking as
the graffiti art movement. Minneapolis Mayor R.T. Rybak has cited Rice’s
mural work as an example of how art has participated in the rebirth of
Franklin Avenue. Rice is also known locally for her advocacy role on the
behalf of artists with mental illness and recently received a national award
for her efforts.
Rice is a member of the Rosalux Collective, a vibrant and growing community
of Twin Cities’ artists. Her work will be on display at the Rosalux Gallery’s
upcoming Holiday Hoopla exhibit, Dec. 3-30 (opening reception Dec. 10, 7-11
p.m.). For more information and to view more of Rice’s work, visit the
Rosalux Gallery online at <www.rosaluxgallery.com>.
Mural on 11th and Franklin, Minneapolis, fall 2003
1986
Michael Berry was named
executive vice president and
chief financial officer of Dallasbased i2 Technologies, Inc. He
previously served as senior vice
president of Solutions
Management at The Reynolds
and Reynolds Company, Inc.
1987
Andrew Altenburg, New
York, produces and hosts
fundraising events through his
company, Will Clark USA,
which raises money for and
awareness of AIDS causes under
the umbrella name Bad Boys
Events. He produced the Fifth
Annual Bad Boys Pool Party in
Palm Springs, Calif., in May,
Winter 2005-06
Fisher Price Angel
Spray paint and acrylic on canvas, 6” x 6”
which raised $64,000 for L.A.
Shanti, a nonprofit HIV/AID
support organization in Los
Angeles. He also executive
produced a series of weekend
events that brought another
$13,000 to various Californiabased nonprofits. In the past
eight years, Altenburg has been
directly responsible for nearly a
million dollars raised for gay
men’s health organizations such
as Magnet and the AIDS
Emergency Fund in San
Francisco and the Gay/Lesbian
Anti Violence Project and Visual
AIDS in New York. He currently
hosts a weekly bingo game at the
9th Ave. Bistro in New York,
which raises money for AIDS
organizations, gay sports groups,
and community organizations
such as the Gay Men’s Chorus.
Lisa Martin-Crawford,
Minneapolis, received a 2005
Association of Schools of Public
Health Minority Fellowship to
support her study of the
experience of Ojibway
adolescents with Type II diabetes
who live on reservations. The
goal of the two-year study is to
improve preventive health care.
The fellowship is one of only
four public health fellowships
made annually by the Centers
for Disease Control and
Prevention. Martin-Crawford is a
doctoral student at the
University of Minnesota School
of Nursing, and is an enrolled
member of the Lac du Flambeau
Tribe, an Ojibway tribe in
Northern Wisconsin.
Meghan with Olivia
Mixed media, 24” x 48”
1988
Jim Damiani, Plymouth, Minn.,
was featured in the Twin Cities
Business Journal as a recipient of
its “Forty under 40” honor.
Damiani, who serves as vice
president of Bloomington-based
Welsh Cos., has secured more
than 1,500 real estate
transactions in the past two
decades. He got his start in real
estate rehabbing old apartment
buildings while still a student at
Augsburg.
1989
Dawn Givans-Lander, Los
Angeles, is a busy stay-at-home
mom with 2-year-old twin boys.
She is launching a hair salon/spa
next spring.
35
Class Notes
1990
Courtsey photo
KOLANDER-MCCUNE WEDDING
Dave Frisell, Bloomington,
Minn., is Kennedy High School’s
new head football coach. He also
teaches physical education at
Kennedy and at Oak Grove
Middle School.
Alex Gonzalez,
Bloomington,
Minn., earned the
title of financial
consultant for
Thrivent
Financial for
Lutherans after successfully
completing extensive training. He
is one of 450 financial
consultants nationwide qualifying
for membership in the group.
Judith A. Lemke was named
executive vice president and chief
information officer at Schneider
National, Inc., in Green Bay, Wis.
She previously served as CIO of
Capella University in
Minneapolis and as vice president
of the Midwest region for
Minneapolis-based BORN
Information Services, Inc.
Holly Kolander ’96 married Chris McCune in March 2004 at
Orange Tree Golf Resort in Scottsdale, Ariz. Holly taught 4th
grade, but now stays home to care for their four-month-old twin
daughters (see their birth announcement on p. 38).
Courtsey photo
BOLDEN-FIELDS WEDDING
1991
Penny R. Olson, Richfield,
Minn., received the Master of
Divinity degree from Luther
Seminary in May. Before entering
the seminary, she worked as a
registrar, data processor, health
consultant, and health unit
coordinator at hospitals and
medical centers in Minneapolis
and St. Louis Park. She plans to
serve as an ELCA parish pastor.
Carolyn Pool, Minneapolis,
originated the lead in the world
premiere of Paula Cizmar’s play,
Bone Dry, aka the Copy Editor
Murders, at the Jungle Theater. A
writer in the Star Tribune recently
described her as a “dynamo of
the stage.”
1992
Trena Bolden ’00 married Jerome Fields ’00 in August. Trena
serves as director of Augsburg’s Pan-Afrikan Center.
36
Walt Filson, Brooklyn Center,
Minn., teaches law enforcement
for Anoka-Hennepin ISD #11; he
is pursuing a master’s degree in
criminal justice.
Ladd Ojala, Minneapolis,
competed in an Ironman
competition this summer in
British Columbia, Canada.
1994
Susan (Horning) Arntz,
Waconia, Minn., recently
received the International
City/County Management
Association (ICMA)’s
Credentialed Manager
designation. Arntz, a member of
Augsburg’s Alumni Board of
Director’s, is city administrator
of the City of Waconia. She also
serves as chair of the
Leadership ICMA Committee,
and previously served as
assistant city manager for the
City of New Brighton and as
assistant to the
administrator/economic
development coordinator for
the City of Chaska.
1995
Jason Shaver was appointed as
director of broadcasting and
corporate sales by the Iowa Stars
hockey team. Shaver, who was
the vice president of
communications and the playby-play voice of the Texas
Wildcatters the past two seasons,
will be the play-by-play voice of
the Dallas Stars American
Hockey League affiliate.
1998
Camille Carnes, San Rafael,
Calif., received a Master of
Education with a concentration
in equity and social justice in
May from San Francisco State
University. She is currently
working with high-risk youth
in a young women’s
empowerment program. She
can be reached at
<camillecarnes@sbcglobal.net>.
Stephanie Simones, New
Berlin, Wis., married Jeff
Wehrman in May 2004. She
teaches at St. Mathias Catholic
School, and enjoys running and
biking in road races, marathons,
and triathlons.
Winter 2005-06
Courtsey photo
STENSVAAG-DARDA WEDDING
Brenda Selander, Champlin,
Minn., married Ted Mitshulis in
June. They met at Anoka High
School, where they teach and
coach.
2003
Eric Bretheim, Edina, Minn.,
married Kelly Anne Lewis in July.
Eric is a transportation logistics
coordinator for Cargill.
Ken McCann, Eden Prairie,
Minn., works for Target Financial
Services.
Shawn Smith was added to the
2005-06 pre-season roster of the
Fort Wayne Komets—five-time
United Hockey League
champions.
2004
Rebecca Stensvaag ’01 married Paul Darda ’01 in July 2004. Paul is a history teacher and assistant
wrestling coach at Champlin Park High School, and Rebecca teaches 3rd grade at Johnsville Elementary
School. Their wedding photo features more than 30 Augsburg alumni. Pictured here are: ROW 1 (L to
R, front): Cindy Blummer ’01, Emma Stansvaag ’08, Ruth Casperson ’67, Hannah Mehus Stensvaag ’38,
Rebecca Stensvaag Darda ’01, Paul Darda ’01, Nancy Strommen Stensvaag ’71, John-Mark Stensvaag
’69, Stephanie Johnson Sulzbach ’71, John Sulzbach ’69, Jean Boxrud Steen. ROW 2: Roland ’03, Tjersti
Strommen ’07, Adam Thronson ’00, Marsha Strommen Olson ’68, Dawn Hofstad Strommen ’70. ROW 4:
Peter Strommen ’69, Mary Nelson Eckberg ’70, Brad Fischer ’03, Heidi Peterson ’03, Mark Peterson ’01,
Mary Ellen Strommen Lieber ’67, Tim Strommen ’70. ROW 5: John Eckberg ’68, Ainy Carlson, Jeroy
Carlson ’48, Phil Edstrom ’69, Luther Strommen ’40, Steve Strommen ’65.
1999
Tony Hudson, Minneapolis, is
the diversity achievement
coordinator at Sandburg Middle
School in Golden Valley, Minn.
He recently received a master’s
degree in education
administration from St. Mary’s.
Rachel
(Westhed)
Stenback
resides in
Sweden with her
husband, Tomas.
She received a
master’s degree in enthnology
from Uppsala University in
Uppsala, Sweden. She recently
co-wrote the resources section of
a new book, On My Swedish
Island: Discovering the Secrets of
Scandinavian Well-being, by Julie
Catterson Lindahl (Teacher
Winter 2005-06
Penguin), and she has worked
on marketing the book—both in
Scandinavia and the United
States. She and her husband,
who is a math and science
teacher, have been offered
English teaching positions in
China starting next August
through the Lutheran Church in
Sweden (Svenska kyrkan).
Stenbak can be reached at
<rachel.stenbak@home.se>.
2000
Larissa (Westfield) Larson
along with her sister, Rebecca
Westfield ’03, launched
Ensemble, a women’s clothing
and accessories boutique in the
Linden Hills neighborhood of
Minneapolis. The sisters and the
boutique were featured in the
September issue of Women’s
Business Minnesota magazine.
Marcia Volk, Rosemount,
Minn., married Brian Marrison
last December.
2001
Conor E. Tobin, St. Paul,
received a juris doctor degree
from William Mitchell College of
Law in June. While attending
William Mitchell, Tobin served
as president of the Student Bar
Association and was a recipient
of the CALI Award of Excellence
for his work in the Immigration
Law Clinic.
2002
Chris Kambeitz recently moved
from Fargo, N.Dak., to Carver,
Minn. He works in sales with
Summit Products North, and can
be reached at <cgkambeitz@
yahoo.com>.
Erica Champer, Chicago, works
at Heartland Housing.
Kelly L. Chapman is a student
at Fashion Institute Design &
Merchandising in Los Angeles.
She is working and interning for
Ali Rahinii, owner and designer
of Mon Atelier. After graduation
in December, she hopes to enroll
in the institute’s third-year
program.
Rick Dzurik is a music therapist,
working with patients at the
North Memorial Residential
Hospice in Brooklyn Center,
Minn., on the North Memorial
Inpatient Hospice and Palliative
Care Unit and with Hospice
Homecare patients.
Brian Eayrs is pursuing a
master’s degree in sports
administration at the University
of Wisconsin-La Crosse, where
he serves as graduate assistant to
the defensive coordinator of the
UW-L Eagles’ football team. His
father, Mike Eayrs ’72, once
served as the Eagles’ offensive
coordinator; he now serves as
director of research and
development for the Green Bay
Packers (he also served 16 years
in the same capacity for the
Minnesota Vikings).
37
Class Notes
Dayle VanderLeest,
Minneapolis, is serving as a
long-term substitute secondgrade teacher at Cedar Riverside
Community School in
Minneapolis.
2005
Brad Schwartzbauer is the
new Mounds View, Minn., boys’
hockey coach. He was an allconference player and captain at
Augsburg, and played in the
Colorado Rockies’ minor league
system.
Births/Adoptions
Mark Muhich ’89 and Allison,
Eveleth, Minn.—a son,
Brennan, on St. Patrick’s Day.
He joins older brother Quinn, 4.
Mark owns Muhich Law Firm in
Virginia, Minn., and teaches
legal-related courses at Mesabi
Range Community and
Technical College in Virginia. He
can be reached at <mamuhich@
rangenet.com>.
Rich Blumer ’95
and his wife,
Heather, Maple
Grove, Minn.—
a daughter,
Amanda Jane,
in February. She
joins older brother Carson, 2.
Rich is an applications
consultant for US Bank.
Ryan Carlson
’96 and his wife,
Lauren, St.
Paul—a son,
Quintus (Quin)
Joseph, in
September. Ryan
is a senior manufacturing
manager for Seagate in
Bloomington and Lauren is a
scientist for Ecolab in Eagan.
They can be reached at
<rc_and_lauren@yahoo.com>.
Holly
(Kolander)
’96 and Chris
McCune,
Scottsdale,
Ariz.—twin daughters, Sierra
and Malayna, in June (see
Holly and Chris’ wedding photo
on p. 36).
Ann
(Gallagher) ’96
and Lee
Stephenson
’06, Sturgeon
Lake, Minn.—
a daughter,
Laura Ann, in May. She joins
older sister, Grace. Ann and Lee
received master’s degrees from
St. Mary’s University.
Amy
(Gustafson) ’97
and Ross
Albertson, South
St. Paul—a son,
Max Andrew,
in June. Amy
teaches 6th grade for South
Washington County Schools.
Leah (Holloway) ’99 and Kevin
Rudeen, Vadnais Heights,
Minn.—a son, Zachary John, in
June. Leah is a research
consultant with John H. Harland
Company in Roseville.
Jennifer (Crego) ’00 and Chad
Carls ’00, Oak Grove, Minn.—a
son, Brock David, in April. He
joins older brothers Tommy, 3,
and Andrew, 1. In addition to
teaching chemistry and physics
at Champlin Park High School,
Chad also sells real estate.
Jennifer and Chad can be
reached at
<chadcarls@yahoo.com>.
Amy (Stier)
’01 and Jeff
Eppen, Belle
Plaine,
Minn.—
a daughter, Courtney Breanne,
in February.
Stefanie (Lindell) ’98 and
Bruce Lender ’98, St. Paul—
a son, Samuel, this year.
Courtesy photo
ALUMNI PROFILE
Laura McGowan ’03: Study-abroad seminar
inspires future service
Written by Lynn Mena; interviewed by Betsey Norgard
After participating in an Augsburg Center for Global Education seminar to Namibia during her
senior year, Laura McGowan ’03 was so inspired by her experience that she pledged to one day
return to Africa. This summer, she landed upon an opportunity to spend six weeks volunteering
at Beautiful Gate Namibia, an international, interdenominational Christian organization providing
daycare and support to children and families in need. Located in Katutura, Windhoek, Namibia,
the center provides emotional, spiritual, and physical care to these children, and supports their
families and communities by giving practical assistance.
“I just started doing whatever they needed—sharpening pencils, cleaning, making food,” said
McGowan. “It took a bit of time for me to put into perspective what I was doing, and I started to
realize that what I might ordinarily consider menial tasks were genuinely helping to make the
staff’s lives easier as well as to serve these kids. I may not be up there in front of the class
teaching, but what I’m doing is needed just as much.”
Laura McGowan ’03 posed with one of
the children at Beautiful Gate, a
daycare center in Namibia where
McGowan volunteered for six weeks
this past summer.
McGowan, who teaches 9th-grade history at Northview Junior High in Brooklyn Park, Minn.,
formed a special bond with a young girl named Queen whom she provided one-on-one tutoring.
She also traveled with staff to various homes to perform needs assessments as well as to provide support.
Upon returning to Minnesota, McGowan was immediately struck by the multitude of opportunities available to children and students in the
United States as compared to those at Beautiful Gate. “Even though many of my students are at or below the poverty level, I started to realize
that even for them, in comparison, there is tremendous opportunity here,” said McGowan. “And so now I really have a drive to make sure
the kids I teach realize and have access to those opportunities.”
38
Winter 2005-06
In Memoriam
M. Glendora Dueland ’29,
Slater, Iowa, died in April; she
was 98. She taught in public
schools in Minnesota and
eventually entered public service
in Washington, D.C., working
for various government
departments. She retired back to
Slater, where she was active in
the historical society. Dueland
was a longtime supporter of the
College and generously included
Augsburg in her estate plans.
Joseph E. Erickson ’37,
Mukilteo, Wash., died in
February; he was 91. He was a
retired farmer and missionary,
known to many as the “singing
farmer” for his singing ministry,
which he shared during his
mission trips to more than 50
countries.
Norman Myrvik ’38, Brooklyn,
N.Y., died in August 2004; he
was 91. He was an opera singer,
composer, choral conductor,
opera impresario, radio host,
record producer, and teacher.
His Town Hall debut was
followed by many engagements
with opera companies and
symphony orchestras, as well as
leading roles on NBC’s Opera of
the Air and recitals in major U.S.
cities. In 1967 he founded the
Brooklyn Lyric Opera Company
at the Brooklyn Academy of
Music, which received glowing
reviews from The New York
Times. In 1962 his recording of
Charles Griffes and Edvard
Grieg songs won praise from The
New York Times, The Atlantic,
and High Fidelity. Myrvik hosted
Opera Stars of Tomorrow for
many years on WNYC Radio,
and held teaching positions at
Lehman and Kingsborough
colleges.
Rev. Grant H. Olson ’40,
Seminole, Fla. (formerly of
Minneapolis), died in August; he
was 90. He formed two churches
in Washington and served
Minneapolis at Lebanon
Lutheran Church for 26 years.
In 1984 he joined the Lutheran
Winter 2005-06
Synod staff in Tampa and later
became chaplain at Palms of
Pasadena Hospital and Bay Pines
VA Medical Center, retiring in
1999.
Agnes (Landsverk)
Torbenson ’41, Detroit Lakes,
Minn., died in July. She was a
retired English teacher.
Sylvia (Brandt) Sateren ’47,
Indio, Calif., died in May. She
was a retired choral music
teacher and a 1996 inductee into
the Augsburg Athletic Hall of
Fame.
Marvin Larson ’50, Carrollton,
Texas, died in September 2004.
He and his wife, Elaine, built
three Home Mission churches in
Circle Pines, French River, and
Keewatin (all Minn.) and spent
six years in Guadalajara,
Mexico, serving as missionaries
before moving to the
Texas/Mexico border town of
McAllen to open an
English/Spanish Bible bookstore.
Prior to his retirement, Larson
also taught high school building
trades and did cabinetry work.
Arthur J. Cote, Jr., ’54,
Columbia Heights, Minn., died
in September; he was 82.
Dale Erdahl ’54, Sioux Falls,
S.Dak., died in May; he was 73.
In addition to farming for more
than 20 years, he was a two-time
Minnesota legislator and an
employment counselor for the
State of Minnesota.
Rev. Glen C. Eveland ’56,
Backus, Minn., died in July
2004; he was 71. In his 38-year
ministry, he served churches in
Indiana, Iowa, and Minnesota.
Paul L. Nyhus ’57, Brunswick,
Maine, died in August of brain
cancer; he was 70. He was
former Bowdoin College dean of
students, dean of the college,
and Frank Andrew Munsey
Professor of History emeritus. As
dean of students from 1969 to
1974, he encouraged and
protected diversity among
students and faculty, participated
in the founding of the Afro-
American Society and the
establishment of co-education,
and dealt with such crises as the
student strike of 1970 to protest
the bombing of Cambodia. As
dean of the college from 1975 to
1980 and again in the fall of
1987, he continued to work on
the goals established earlier, and
participated in the debates that
lead to Bowdoin’s divestment of
investments in companies
operating in apartheid South
Africa in 1985. Nyhus retired
last year after 38 years of
service. Prior to Bowdoin as a
graduate student at Harvard, he
participated in the second march
to Montgomery, Alabama,
organized by Martin Luther
King, Jr., an experience that
forever shaped and strengthened
Nyhus’ commitment to civil
liberties and racial equality.
Nyhus was a named an
Augsburg Distinguished
Alumnus in 1978.
Rev. Glenn O. Davidson ’58,
Pine Island, Minn., died in
December 2004; he was 73. He
was ordained at Central
Lutheran Church in Minneapolis
and later served 10 years in
parish ministry in Wisconsin
and as a pastoral counselor
throughout Wisconsin for 20
years, retiring in 1995.
Marilyn Rogers ’61,
Minneapolis, died in March of
complications from post-polio
syndrome; she was 64. Despite
spending much of the past 55
years in an iron lung, she lived
an active and inspired life. In the
1970s, she helped start the
United Handicapped Federation,
which worked with the
Minnesota Legislature to
improve access for people with
disabilities.
James R. Quick ’71,
Bloomington, Minn., died in
September; he was 72. A retired
social worker, he also served in
the Air Force during the Korean
War and was a singer and
former Golden Gloves boxer.
Rev. Daniel D. Rudquist ’71,
Arden Hills, Minn., died in
August; he was 55. He was
ordained in 1976, and served the
parishes of Sillerud and Trinity in
Balaton, Minn., and Redeemer
Lutheran in Fridley, Minn.
Charlotte M. Granite ’97,
Freeport, Minn., died in July of
cancer; she was 42. She worked
as a physician assistant for the
Paynesville Area Health System
and the St. Cloud Medical Group
(Cold Spring office), and served
in the 134th Forward Support
Battalion of the Army National
Guard.
Rev. Dr. Karl H. Brevik, Indian
Wells, Calif., died in October
2003; he was 75. He taught
religion courses at Augsburg in
the 1950s, during which time he
served as a parish minister at
Central Lutheran Church.
Katherine A. Hennig,
Minneapolis, died in October; she
was 94. An Augsburg professor of
emerita of music, she also taught
voice at the College of St.
Catherine and Hamline
University. She was a soloist with
the Minnesota Orchestra and also
performed with the Minnesota
Opera Company. In New York,
she obtained the lead on the
Broadway stage in Allegro and a
role on Broadway’s 46th Street
Theater in the musical Arms and
the Girl. She also appeared in a
14-week engagement at Radio
City Music Hall.
Elvira Carlson Springer,
Golden Valley, Minn., died in
July; she was 93. She was a
dietician and teacher at Augsburg
during WWII.
Nels Stanley “Stan” Stake,
Wayzata, Minn., died in January;
he was 87. A former regent of
Augsburg, he was a longtime
employee of Honeywell. His
career took him from his
hometown of Chicago to
Pittsburgh and finally to
Minneapolis, retiring as senior
vice president of the Commercial
Buildings Group.
39
AUGGIE
THOUGHTS
Auggie Thoughts
Making cultural choices
by Dulmaa Enkhchuluun ’04
Courtesy photo
Dulmaa Enkhchuluun, or “Enkee,” as he explains below, is a 2004 Augsburg graduate who majored
in international relations. He now works for the Mongolian Parliament, handling international
communications, especially from international organizations. The following is excerpted, with his
permission, from a piece he wrote for a Star Tribune blog.
I
over. He had more electronic
am a 26-year-old Mongolian male,
equipment than my whole school
and everyone calls me Enkee. My
had in Mongolia.
full name is Dulmaa Enkhchuluun.
I learned about the value of
Under the Mongolian system, we
choice and the abuse of choice. I
only have one name, but my
had to select those things that
mother’s name is Dulmaa and out of
could help my family and country,
honor to her, I use her name as my
and I had to avoid the excess.
first name or what you would call
Having choice was worthless unless
my family name. She gave me the
I could use the choices wisely. I
personal name Enkhchuluun,
learned that I would never have
which comes from two Mongolian
more food than I could eat, that I
words, enkh meaning peace and
could never have more equipment
chuluun meaning stone. She hoped
than I could use, and that I would
that in a world of great uncertainty
buy only what I needed. I also
I would be as strong as stone but
Dulmaa Enkhchuluun ’04, or “Enkee,” walks through fields in
made a promise to myself to remain
also as peaceful as a stone.
his native Mongolia, with the sacred mountain Burkhan
as strong as a rock and as peaceful
I came to Minnesota to pursue
Khaldun in the distance behind him.
as a rock in America. In order to
my B.A. degree. It was my first trip
remain strong, I would walk or ride
abroad, and I had no idea how the
to have as much pop, milk, or tea as I
the bike that my host family gave me,
American academic system functioned or
wanted. Just walking into the cafeteria
even in the coldest weather.
even how Americans lived. I knew that
gave me more choices in food than I was
In five years I learned to be an
the images I saw on television and in
accustomed to making in a whole year
American in some parts of my life and
films did not represent real life in
back in Mongolia.
even in some parts of my heart, and yet I
America, but I had no idea what to
I came to America with one small
strove to remain a Mongol and to be my
expect aside from those images.
suitcase. I kept everything that I had in
mother’s son. I wanted to return home to
I thought of America as a large, powerful
it. Each piece of clothing was folded
Mongolia with the best education and
country associated with democracy and,
exactly as my mother taught me. My pen,
training that America had to offer, but I
of course, Hollywood.
pencil, and notebook were each carefully
wanted to be the strong and peaceful
My introduction to American life
wrapped, and I treasured them. By
man that mother intended me to be.
came through the college experience. I
contrast, my roommate had a roomful of
After all, in giving me the name
was delighted by the great choice of food.
stuff. He owned more books than a
Enkhchuluun, she gave me my destiny
On campus and within a few blocks, I
library, yet he never seemed to read. He
and my character, I wanted to live up to
could find pizzas, hamburgers, French
had enough music CDs for a music store,
her hopes for me.
fries, and the drink machines allowed me
but he played the same one over and
40
Winter 2005-06
CCalendar
ALENDAR
Music
February 16
For music information, call 612-330-1265
The Guthrie Theater: An Organization in
Transition
December 2-3
26th Annual Advent Vespers
5 and 8 p.m. service each night
Central Lutheran Church, Minneapolis
A conversation with Tom Proehl, managing
director, Guthrie Theater
7 p.m.—Tjornhom-Nelson Theater
January 27-29
Exhibits
Gospel Praise Tour
For gallery information, call 612-330-1524
Performances in southern Minnesota
November 4-December 18
February 5
Recent Works
Gregory Fitz and Jake Keeler
Gospel Praise Concert
Gage Family Art Gallery, Lindell Library
Artist gallery talk: Dec. 8, noon
10 a.m.—Woodlake Lutheran Church
Richfield, Minn.
February 17
Gospel Praise Concert
4 p.m.—MMEA Conference
Convention Center, Minneapolis
Fragments: Glimpses of History
and Place
Thomas Westbrook
February 28
Trio Concert
Featuring Mary Horozaniecki, violin;
Jim Jacobsen, cello; Jill Dawe, piano
7 p.m.—Sateren Auditorium
Theatre
For ticket information, call 612-330-1257
February 4-12
The Illusion
By Tony Kushner
Directed by Martha Johnson
Feb. 3, 4, 5, 9, 10, and 11 at 7 p.m.;
Feb. 5 and 12 at 2 p.m.
Tjornhom-Nelson Theater
January 25-May 20
January 13-February 17
Gage Family Art Gallery, Lindell Library
Opening reception: Jan. 20, 5:30-7:30 p.m.
Featuring five collegiate women’s choruses
including Augsburg’s Riverside Singers
4 p.m.—St. Andrew’s Lutheran Church
Mahtomedi, Minn.
“Being Global
Citizens; Living a
Legacy”
1 p.m.—Hoversten
Chapel, Foss Center
For information, call 612-330-1022
For more information, visit
<www.augsburg.edu/ais/filmseries> or
call 612-330-1523
Gospel Praise Concert
WomanVoice Concert
Martin Luther King
Jr. Convocation
Augsburg Native American Film Series
Sculptural installations by Barbara
Claussen
February 26
January 16
Christensen Center Art Gallery
February 18-19
Our Saviour’s Lutheran Church
Tucson, Ariz.
you work and live. A continental breakfast
is served, no reservations are needed.
7 a.m., first Wednesday each month, St.
Philip the Deacon Lutheran Church,
Plymouth, Minn. For speaker
information, contact Pastor John
Hogenson at <jhogenson@spdlc.org> or
John Knight at <faith@augsburg.edu>.
Photography by Terry Gydesen
Christensen Center Art Gallery
Opening reception: Jan. 20, 5:30-7:30 p.m.
February 24-March 31
Sculpture by Jane Frees-Kluth
Gage Family Art Gallery, Lindell Library
Opening reception: Feb. 24
February 14
Dana Gioia
Poet, critic, and
bestselling author.
Part of the Augsburg
Convocation Series:
Global Citizens/Local
Citizens.
11 a.m.—“American Poetry in a
Violent War”
Hoversten Chapel, Foss Center
For information, call 612-330-1180
Mixed media by Mary Bergs
Christensen Center Art Gallery
Opening reception: Feb. 24
Other Events
December 2
Seminars,
Lectures,
and Films
December 7-May 3
FAITH@WORK Monthly Series
FAITH@WORK is a monthly meeting of
business professionals featuring speakers to
help you grow as a leader so that you can
more effectively live out your faith where
Annual Velkommen Jul Celebration
10:15 a.m.—Chapel Service, Hoversten
Chapel, Foss Center
11 a.m.-2 p.m.—Scandinavian treats and
gifts, Christensen Center
February 11
Connections—A Women’s Leadership
Event
See p. 27 for more details
Send us your news
and photos!
Please tell us about the news in
your life, your new job, move,
marriage, and births. Don’t forget
to send photos!
For news of a death, printed
notice is required, e.g. an
obituary, funeral notice, or
program from a memorial service.
Send your news items, photos, or
change of address by mail to:
Augsburg Now Class Notes,
Augsburg College, CB 146,
2211 Riverside Ave., Minneapolis,
MN, 55454, or e-mail to
<alumni@augsburg.edu>.
__________________________________________________________________________________________________________________
Full name
Maiden name
Class year or last year attended
__________________________________________________________________________________________________________________
Street address
__________________________________________________________________________________________________________________
City
State
Zip
Is this a new address? ■ Yes ■ No ________________________________________________________________________________
■ Okay to publish your e-mail address?
Home telephone
E-mail
__________________________________________________________________________________________________________________
Employer
Position
Work telephone
Is spouse also a graduate of Augsburg College?
■ Yes
■ No
If yes, class year_______________
__________________________________________________________________________________________________________________
Spouse name
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Your news: ________________________________________________________________________________________________________
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A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6
TO
2008
www.augsburg.edu
2211 Riverside Avenue
Minneapolis, MN 55454
2006 to 2008 Catalog
AUGSBURG COLLEGE
Augsburg College Catalog
2006-2008
OFFICIAL PUBLICATION OF
AUGSBURG COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330... Show more
A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6
TO
2008
www.augsburg.edu
2211 Riverside Avenue
Minneapolis, MN 55454
2006 to 2008 Catalog
AUGSBURG COLLEGE
Augsburg College Catalog
2006-2008
OFFICIAL PUBLICATION OF
AUGSBURG COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College and
its curriculum. Although
information was current at
the time of publication, it is
subject to change without
notice. The written policies in
the catalog are the College
policies in force at the time
of printing. It is the responsibility of each student to
know the requirements and
academic policies in this
publication. If you have
questions about anything in
this catalog, consult
Academic Advising, a faculty
adviser, the dean of the
College, or the registrar. Key
offices are listed on page 8
for correspondence or
telephone inquiries.
Published May 2006
www.augsburg.edu
Photos by Stephen Geffre
A Greeting
from the President
Stephen Geffre
A college catalog is a wonderful text,
full of detail and data that offer all of us a
map to our lives together as a college
community.
What has prompted you to study this
map of Augsburg College? If you’re already
enrolled at Augsburg, I trust that you will
continue to find here the awe and wonder
of an educational experience that is meaningful and challenging. I hope that you will
be reminded of the relationships and commitments you have formed at Augsburg —
they will last a lifetime. I also hope that you
find in this map signposts of the progress
you have made in your vocational journey and that you will continue to believe that
you have rightly chosen Augsburg as the community in which you will spend time for
the next several years.
If you are studying this map to find out more about Augsburg College and an
Augsburg education, welcome. I believe you will find that they not only tell you about
the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in
the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our
College both serves and thrives. As you study here, you will find a setting that not
only provides remarkable learning opportunities, but one in which you will be able to
share you own talents and skills. Augsburg’s challenging academic environment is
enhanced by both education and service experiences that transform theory into action
and unite the liberal arts with the practical in preparing students as faithful citizens in
a global society.
The experience you are undertaking at Augsburg — or thinking of undertaking —
will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us
who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can
find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
Table of Contents
Academic Calendar – 4-7
Directory – 8
Introducing Augsburg – 9
Facts and Figures – 18
Undergraduate Admissions – 19
Day Program – 20
Weekend College – 21
Financing Your Education – 23
Student Life – 39
Academic Information – 53
Departments and Programs – 93
Includes majors, minors,
and course descriptions
College Information – 317
Board of Regents – 318
ELCA Program Unit for
Vocation and Education – 319
Faculty and Administration – 320
Faculty Emeriti – 339
Maps – 342, 343
Index – 345
4
2006-2007 ACADEMIC CALENDAR,
DAY PROGRAM (AND MPAS PROGRAM)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2006
Summer........................................Freshman registration
Sept. 3-5/Sun.-Tues. ....................New student orientation
Sept. 6/Wed. ................................Classes begin
Oct. 27/Fri. ..................................Mid-term break (one day only)
Nov. 13-Dec. 1/Mon.-Fri. ............Registration for spring
Nov. 23/Thurs. ............................Thanksgiving recess begins
Nov. 27/Mon. ..............................Classes resume
Dec. 15/Fri. ..................................Classes end
Dec. 18-21/Mon.-Thurs. ..............Final exams
Spring Term 2007
Jan. 16/Tues..................................Classes begin
Mar. 19/Mon. ...............................Mid-term break begins
Mar. 26/Mon. ...............................Classes resume
Apr. 2-13/Mon.-Fri. .....................Registration for fall
Apr. 6/Fri. ....................................Easter break begins
Apr. 27/Fri. ..................................Classes end
Apr. 30-May 3/Mon.-Thurs. .......Final exams
May 5/Sat. ....................................Baccalaureate/Commencement
2007-2008 ACADEMIC CALENDAR,
DAY PROGRAM (AND MPAS PROGRAM)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2007
Sept. 5/Wed. .................................Classes begin
Oct. 26/Fri. .................................Mid-term break (one day only)
Nov. 22/Thurs. .............................Thanksgiving recess begins
Nov. 26/Mon. ...............................Classes resume
Dec. 14/Fri. ..................................Classes end
Dec. 17-20/Mon.-Thurs. ..............Final exams
Spring Term 2008
Jan. 14/Tues..................................Classes begin
Mar. 17/Mon. ...............................Mid-term/Easter break begins
Mar. 25/Tue. .................................Classes resume
Apr. 25/Fri. ..................................Classes end
Apr. 28-May 1/Mon.-Thurs. .......Final exams
May 3/Sat. ....................................Baccalaureate/Commencement
5
6
2006-2007 ACADEMIC CALENDAR,
WEEKEND COLLEGE AND GRADUATE
PROGRAMS (EXCEPT MPAS AND MBA)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2006
Class Weekends: Sept. 8-10, Sept. 22-24, Oct. 6-8, Oct. 20-22, Nov. 3-5, Nov. 17-19,
Dec. 1-3, Dec. 8-10 (WEC only)
Winter Term 2007
Class Weekends: Jan. 5-7 (MA Nursing and MSW only), Jan. 12-14, Jan. 26-28, Feb. 2-4,
Feb. 16-18, Feb. 23-25, Mar. 9-11, Mar. 23-25
Spring Term 2007
Class Weekends: Mar. 30-Apr. 1, Apr. 13-15, Apr. 27-29, May 11-13, May 18-20, Jun. 1-3,
Jun. 15-17, Jun. 22-23 (MSW only)
NOTE: For Rochester programs, reference the registrar’s Web page at
<www.augsburg.edu/enroll/registrar>.
2007-2008 ACADEMIC CALENDAR,
WEEKEND COLLEGE AND GRADUATE
PROGRAMS (EXCEPT MPAS AND MBA)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2007
Class Weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18,
Nov. 30-Dec. 2, Dec. 7-9 (WEC only)
Winter Term 2008
Class Weekends: Jan. 4-5 (MA Nursing and MSW only), Jan. 11-13, Jan. 25-27, Feb. 1-3,
Feb. 15-17, Feb. 29-Mar. 2, Mar. 14-16, Mar. 28-30
Spring Term 2008
Class Weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-Jun. 1, Jun. 6-8,
Jun. 20-22, Jun. 27-28 (MSW only)
NOTE: For Rochester programs, reference the registrar’s Web page at
<www.augsburg.edu/enroll/registrar>.
7
8
DIRECTORY
Area Code
612
Access Center ..............................................................................................................330-1749
Academic Advising......................................................................................................330-1025
Academic Enrichment.................................................................................................330-1165
Academic Affairs .........................................................................................................330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number .......................................................................................1-800-788-5678
Alumni Relations.........................................................................................................330-1178
Toll-free number .......................................................................................1-800-260-6590
Athletics ......................................................................................................................330-1249
Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053
Center for Service, Work, and Learning.....................................................................330-1148
College Pastor/Campus Ministry ................................................................................330-1732
Counseling and Health Promotion .............................................................................330-1707
Event and Classroom Services ....................................................................................330-1107
Development (financial gifts to the College) .............................................................338-0002
Toll-free number .......................................................................................1-800-273-0617
Enrollment Center ......................................................................................................330-1046
Toll-free number .......................................................................................1-800-458-1721
Facilities Management ................................................................................................330-1041
Financial Aid (scholarships and other aid) ................................................................330-1046
General Information (other office numbers; business hours only) ...........................330-1000
Fax ..................................................................................................................330-1649
Graduate Programs .....................................................................................................330-1150
Human Resources .......................................................................................................330-1058
Lost and Found ...........................................................................................................330-1000
Marketing and Communications ................................................................................330-1180
Parent and Family Relations .......................................................................................330-1525
President’s Office .........................................................................................................330-1212
Registrar ......................................................................................................................330-1036
Residence Life (Housing)............................................................................................330-1488
Rochester Program...............................................................................................507-288-2886
Student Activities and Orientation .............................................................................330-1111
Student Affairs.............................................................................................................330-1160
Student Government...................................................................................................330-1110
Summer Session ..........................................................................................................330-1046
TRIO/Student Support Services ..................................................................................330-1311
Weekend College ........................................................................................................330-1101
Mailing address:
2211 Riverside Avenue
Minneapolis, MN 55454
Website:
www.augsburg.edu
Introducing
Augsburg College
About Augsburg – 10
Weekend College – 12
Rochester Program – 13
Campus Location – 14
Facilities and Housing – 14
Associated Support
Organizations – 16
Policies – 17
Accreditation and
Memberships – 17
Facts and Figures – 18
10
ABOUT AUGSBURG
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is the
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Augsburg graduates
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Discovering your Gifts and Talents
The heart of an Augsburg education is
the Augsburg Core Curriculum — designed
to prepare students to become effective,
informed, and ethical citizens. Through
“Search for Meaning” courses, students
explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a
lifetime—writing, speaking, critical thinking, and quantitative reasoning, to name a
few.
Thanks to Augsburg’s prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 Majors
Augsburg offers more than 50 majors—
or you can create your own major, either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 58 for a complete list of majors and
minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while
a full-time student at Augsburg. The ACTC
includes Augsburg College, the College of
St. Catherine, Hamline University,
Macalester College, and the University of
St. Thomas.
The Weekend College Program offers
19 majors and five certificate programs.
MISSION STATEMENT .
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, “Education for Service,”
and 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.”
HISTORY .
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
About Augsburg 11
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg’s first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup, Jr.,
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg’s next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg’s theme
for over 130 years.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg’s second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg’s motto, “Education
for Service.”
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College’s mission assumed a double character—ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War II, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern
college program based on general education requirements and elective majors.
With curriculum change came a concerted
effort to become accredited. Full accreditation was achieved in 1954.
A study in 1962 defined the College’s
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church. Subsequently,
the American Lutheran Church merged
with two other Lutheran bodies in 1988 to
form the Evangelical Lutheran Church in
America.
12 About Augsburg
A College in the City
AUGSBURG TODAY .
President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, Christensen Center, Ice Arena,
and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg’s
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a curriculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
• The city—with all its excitement,
challenges, and diversity—is an unequaled
learning laboratory for Augsburg students.
Dr. William V. Frame became president
in August 1997 and retired in 2006. Under
his leadership, the College sharpened its
identity as a college of the city, providing
an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
Dr. Paul C. Pribbenow became the 11th
president of Augsburg College in July
2006. Under his leadership, the College
aims to educate students of all ages — in
the midst of a great city — to be faithful citizens of the world.
• An Augsburg education should be
preparation for service in community and
church;
• Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now over 18,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to undergraduate liberal
arts and sciences, Augsburg offers master’s
degree programs in business, education,
leadership, nursing, physician assistant
studies, and social work.
■ WEEKEND COLLEGE
Augsburg’s Weekend College program
provides an educational alternative to
adults who want to complete a baccalaureate degree but who work or have other
commitments during the week. It is a
means by which men and women can gain
skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the
liberal arts.
About Augsburg 13
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with approximately 1,000 students
enrolled each term and 19 majors,
Augsburg’s Weekend College is one of the
largest programs of its type among
Minnesota private colleges. Faculty in
Weekend College are full-time Augsburg
professors as well as adjunct faculty who
bring professional experience to their
teaching. The Weekend College student
body is involved in student government,
and students participate in academic and
extracurricular activities such as the student newspaper, travel seminars, and student organizations.
Augsburg Weekend College continues
its tradition of innovation to meet the
needs of the adult and nontraditional student.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that working adult students are mature, self-disciplined, and
motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of
concentrated, on-campus study as well as
time for independent study and class
preparation. Most courses include a Webbased course management site.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and a half to four hours on
either Friday evening, Saturday morning,
Saturday afternoon, or Sunday afternoon.
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 and are open to both day and
Weekend College students. The academic
year for Weekend College is divided into
three trimesters.
A Community of Learners
Essential to the goals of Augsburg’s
Weekend College is participation in a community of adult learners. This community
is enriched by the presence of men and
women with a variety of work and life
experiences. To facilitate this kind of community interaction, Augsburg encourages
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College Faculty
The heart of any educational institution
is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty
hold the doctorate or other terminal degree
and all consider teaching to be the focus of
their activity at the College. Faculty are
involved in social, professional, and a variety of research activities, but these support
and are secondary to their teaching.
Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching
and learning techniques and theories.
Augsburg’s small classes encourage its
tradition of close involvement between
professors and students. Faculty act as academic advisers and participate regularly in
campus activities.
■ ROCHESTER PROGRAM
Augsburg has established a branch
campus in Rochester, Minnesota. Classes
in Rochester meet on an evening schedule,
making them accessible to working adults.
14 About Augsburg
There are three trimesters in each academic
year. Several complete degree programs are
available through the Rochester campus. In
addition, students may work on a variety
of other majors through a combination of
Rochester-based courses and courses taken
in the day or Weekend College program on
the Minneapolis campus. Students who
enroll in Rochester courses are required to
use technology in the learning and communication process through the online
course management system. Further information may be obtained from the
Rochester program website at
www.augsbur g.edu/rochester> or by call<w
ing the Weekend College Admissions
Office at 612-330-1101.
■ CAMPUS LOCATION
Augsburg’s campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 170 parks in
Minneapolis, the “City of Lakes.” The
University of Minnesota West Bank campus and one of the city’s largest medical
complexes—Fairview-University Medical
Center—are adjacent to Augsburg, with
the Mississippi River and the Seven
Corners theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreational opportunities, are
just minutes west and east via Interstate
94, which forms the southern border of the
campus. (See map on page 343.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Augsburg is located just blocks away from
two Hiawatha Line light rail stations.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
■ FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunnel/ramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, Lindell Library, and the
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admissions Offices — The Office of
Undergraduate Admissions for the day program is located on the first floor of
Christensen Center. The Weekend College
Admissions Office, Rochester admissions,
and the Graduate Studies Admissions
Office are located at 624 21st Avenue
South.
Anderson Hall (1993) — Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students, as
well as the Master of Science in Physician
Assistant Studies; the Center for Service,
Work, and Learning; and the Office of
Marketing and Communications.
Campus Auxiliary Building —
Located on the corner of 25th and
Riverside Avenues, this building provides
guest housing for visiting faculty, as well as
retail space and additional campus office
space.
Counseling and Health Promotion
— The Center for Counseling and Health
Promotion (CCHP) offers programs and
services that enhance student learning by
promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue South.
Christensen Center (1967) — The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
art gallery, and offices for student govern-
About Augsburg 15
ment and student publications. The Office
of Undergraduate Admissions is located on
the first floor.
Edor Nelson Field — The athletic
field, located at 725 23rd Avenue South, is
the playing and practice field of many of
the Augsburg teams. An air-supported
dome covers the field during the winter
months, allowing year-round use.
Faculty Office House — This house,
located at 620 21st Avenue South, provides
additional office space for faculty.
Foss, Lobeck, Miles Center for
Worship, Drama, and Communication
(1988) — The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theater,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry, the
drama and communication offices, and the
StepUP program. The Foss Center’s lower
level is home to the Center for Learning
and Adaptive Student Services (CLASS)
program.
Ice Arena (1974) — Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The James G. Lindell Family Library
(1997) — This library and information
technology center houses all library functions and brings together the computer
technology resources of the College. The
Gage Family Art Gallery is located on the
second floor. The library is located on the
block of campus bordered by 22nd and
21st Avenues, and by Riverside Avenue and
Seventh Street.
The Jeroy C. Carlson Alumni Center
— Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center, with the Office of Alumni
Relations, is located on the main floor of
Science Hall.
Melby Hall (1961) — Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness Center,
and general auditorium purposes. The
Ernie Anderson Center Court was dedicated in 2001.
Mortensen Hall (1973) — Named in
honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964) —
Murphy Place is home to the three of the
four components of the Office of
International Programs — Center for
Global Education, Global Studies, and
International Student Advising. It is also
home to the four support programs for
students of color — American Indian
Student Services, Pan-Afrikan Center, PanAsian Student Services, and
Hispanic/Latino Student Services.
Music Hall (1978) — Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
New Hall (1999) — A three-story
apartment complex along 20th Avenue,
between 7th and 8th Streets housing
juniors and seniors in units from efficiencies to two-bedroom suites.
16 About Augsburg
Old Main (1900) — Home for the
modern languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Science Hall (1949) — Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
finance and administration offices, Alumni
Relations, Parent and Family Relations,
Institutional Advancement, and various
other program offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1955) — Named in
honor of Augsburg’s fourth president, it
contains the Enrollment Center and
Academic Advising, as well as classrooms
and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1938) — Built as a dormitory and named
in honor of Augsburg’s second and third
presidents, it contains the President’s
Office, Human Resources, and other
administrative and faculty offices.
Urness Hall (1967) — Named in
honor of Mr. and Mrs. Andrew Urness, this
tower provides living quarters for 324 students. Each floor is a “floor unit,” providing
36 residents, housed two to a room, with
their own lounge, study, and utility areas.
■ ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement.
College of the Third Age — In 1976,
Augsburg initiated one of the first programs in the country that offers classes for
older adults, taught in their neighborhoods. Many of the instructors are retired
Augsburg faculty. The College of the Third
Age is located in Foss Center, Room 172.
Inter-Race: The International
Institute for Interracial Interaction —
Inter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
21st Avenue South.
About Augsburg 17
■ POLICIES
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
its students.
Any questions concerning Augsburg’s
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454,
612-330-1058.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
■ ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
Higher Learning Commission of 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
• Commission on Collegiate Nursing
Education
• Council on Social Work Education
(B.S. and M.S.W.)
• National Accrediting Agency for
Clinical Laboratory Sciences
(NAACLS)
• National Association for Music
Therapy, Inc.
• National Council for Accreditation of
Teacher Education
• Accreditation Review Commission on
Education for the Physician Assistant
(ARC-PA)
Augsburg College is an institutional
member of the:
• American Association of Colleges and
Universities (AACU)
• Association of Physician Assistant
Programs
• Council of Independent Colleges
(CIC)
• National Association of Schools of
Music (NASM)
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, Minnesota Private College
Council, National Society for Experiential
Education, and Campus Compact.
Augsburg College is registered with the
Minnesota Office of Higher Education.
Registration is not an endorsement of the
institution. Registration does not mean
that credits earned at the institution can be
transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*The Higher Learning Commission of the
North Central Association of Colleges and
Schools, 312-263-0456;
<www.higherlearningcommission.org>
18
AUGSBURG COLLEGE FACTS AND FIGURES
■
Location—Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
■
Religious Affiliation—The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 16 percent represent the
Roman Catholic Church, and 17 percent
represent other denominations and religions.
■
■
Accreditation—The Higher Learning
Commission of the North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education, Accreditation Review
Commission on Education for the
Physician Assistant (ARC-PA). Approved
by the American Chemical Society,
Council on Social Work Education,
National Association for Music Therapy,
Inc., National Association of Schools of
Music, and the Commission on
Collegiate Nursing Education.
Member—Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Office of
Higher Education, as described on page
17.
■
Enrollment (Fall 2005)—3,564 students from 31 countries.
■
Graduates—18,112 graduates from
1870 through August 2005.
■
Student/Faculty Ratio—15 to 1.
Undergraduate class size averages 13
(WEC)-17 (Day).
■
Campus—17 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
■
Accessibility—Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunnel/elevator system
provides access to 10 major buildings
without going outside.
■
Degrees Granted—B.A., B.S., B.M.,
M.A., M.B.A., M.S., M.S.W.
■
Financial Aid—Over 80 percent of the
students receive some form of financial
aid from the College and many other
sources.
■
Library—Over 180,000 items, direct
access to over 2,500,000 through CLIC,
the Twin Cities private college library consortium. The James G. Lindell Family
Library opened in September 1997.
■
School Year—Two semesters from
September to May, and three summer
school sessions. Augsburg Weekend
College—trimesters, September to June.
Augsburg Graduate Program—
trimesters, September to June.
■
Majors—More than 50 majors in 35
departments and programs.
■
Off-Campus Programs—The Office
of International Programs offers study
abroad programs throughout the
world, including Augsburg’s own
Center for Global Education and
International Partners programs.
Augsburg is also a member of the
Higher Education Consortium for
Urban Affairs (HECUA).
■
Athletic Affiliation—Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division III.
■
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 its students.
Undergraduate
Admissions
For Day Program Freshmen – 20
Early Admission
of Freshmen – 21
For Weekend College – 21
For Transfer Students – 21
For Former Students – 22
For Special Students – 22
(Non-Degree)
For International Students – 22
20
UNDERGRADUATE ADMISSIONS
A
ugsburg College strives to create a
strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures.
Selection of students for Augsburg
College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
Visit the Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg’s admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.—612-330-1001
or toll-free 1-800-788-5678. We’ll answer
your questions and arrange a tour for you
(including most Saturday mornings during the school year). The Office of
Undergraduate Admissions is located on
the first floor of the Christensen Center.
For Weekend College admission information, call 612-330-1101.
APPLICATION PROCEDURES.
■ DAY PROGRAM FRESHMEN
—
Application for Admission—
Applicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee. Students may
apply online at
<www.augsburg.edu/apply/day>.
—An official transcript
Transcripts—
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. If the student
has taken college courses, an official transcript from the institutions should also be
sent. General Education Development
(G.E.D.) scores may be presented instead
of the high school transcript.
—Freshman applicants are
Test Scores—
required to submit results from a college
entrance examination. The American
College Test (ACT) is preferred; results
from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient.
Recommendations — Two letters of
academic recommendation are required. If
the applicant has been out of school for
several years, a letter may be submitted by
a supervisor, employer, or other person for
whom the applicant works.
—If there
Additional Information—
is personal information that may have
affected the applicant’s previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor.
On occasion, the Admissions Committee
may defer a decision on a candidate’s admission until other information has been
received. For example, more recent test
scores, results of the present semester’s
coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Undergraduate Admissions 21
—
Notification of Admissions Decision—
Augsburg College uses a “rolling” admissions plan. The first offers of admission
are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the
application file is complete and has been
evaluated by the Admissions Committee.
—
Confirmation of Admission—
Accepted students are asked to make a
$150* enrollment deposit to the Office of
Undergraduate Admissions. Those students
who wish to live in College housing must
also submit a $200 housing deposit along
with the housing contract to the Residence
Life Office.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants
and arrange a personal interview with the
director of undergraduate admissions.
■ WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 non-refundable application fee to the
Augsburg Weekend College Admissions
Office. Students may apply online at
<www.augsburg.edu/apply/weekend>.
Transcripts — Official transcripts from
all previous postsecondary institutions
should be 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 an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a
candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
Notification of Admissions Decision
— Augsburg College uses a “rolling”
admissions plan. Students are notified of
the admission 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 an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
■ TRANSFER STUDENTS
A cumulative grade point average
(GPA) of at least 2.50 (on a 4.0 scale) in
previous College work is recommended for
admission to the College. No student who
falls below the standards for automatic
admission to the College will be considered for admission by the Admissions
Committee after August 15 for entry in fall
semester or December 15 for entry in
spring semester. Information regarding
transfer credit policies is found in the
22 Undergraduate Admissions
Academic Information section of the catalog, beginning on page 53.
■ SPECIAL STUDENTS
(SECOND DEGREE)
■ FORMER STUDENTS
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. 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
a previous degree.
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar’s office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
■ SPECIAL STUDENTS
(NON-DEGREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar’s office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
Students who have graduated from
Augsburg who are returning to complete a
second major will not be awarded a second
degree unless it is a different degree from
the first awarded. Minors are not noted on
the transcript if they are completed after a
baccalaureate degree has been awarded.
Depending on the student’s previous
degree, completion of a second major
(non-degree) may also be an option.
■ INTERNATIONAL STUDENTS
International students are a vital part of
the Augsburg community. (See
International Student Advising on page
49.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and financial requirements. All applicants
must provide proof of financial solvency.
Applications must be completed two
months prior to the start of the semester:
June 1 for fall, Dec. 1 for spring.
For more information, call
612-330-1001 or 1-800-788-5678
(toll free); e-mail
<admissions@augsburg.edu>; or write to:
International Student Admissions
CB143
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Financing Your
Education
Day Program Costs
Tuition and Fees – 24
Room and Board – 24
Other Special Fees – 24
Deposits – 25
Weekend College Costs – 25
Payments – 26
Financial Policies
Refunds – 26
Financial Aid
How and When to Apply – 29
Kinds of Aid
Academic Excellence
Scholarships – 29
Achievement Scholarships – 30
Leadership, Service,
and Performance
Scholarships – 30
Lutheran Congregational
Scholarship Program – 31
Gift Assistance – 31
Loan Assistance – 32
Student Employment – 33
Sponsored Scholarships – 33
24
FINANCING YOUR EDUCATION
A
ll students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in gifts—
from alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
COLLEGE COSTS 2006-2007.
DAY PROGRAM.
The Board of Regents has approved the
costs listed below for the 2006-07 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
■ DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment) ............$22,900
This rate applies to all full-time students
attending in September 2006. Students are
considered full-time when they take three
or more course credits during the semester.
The charge includes tuition, general fees,
facility fees, and admission to most
College-supported events, concerts, and
lectures. The amount is payable in two
equal installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 2,860
This rate applies to students taking fewer
than three courses in a semester. Part-time
students taking lifetime sports are charged
the audit rate for that course.
Audit Fee
(for part-time students)
per course................................$
770
Full-time students—see audit policy on
page 86.
Room Rent
(on average, includes basic
services) ..................................$ 3,396
(Detailed room rates and housing options
are available through the Office of
Residence Life.)
Full Board
(19 meals a week) ..................$ 3,208
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week) ..................$ 3,126
Flex 5 point plan ....................$ 2,856
Student Activity Fee................$
180
ACTC Bus (full-time
students only) ..................$
13
Information Technology Fee ..$
300
■ OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) ....................................$ 90
Late Registration ..............................$ 50
Petition fee for waiver of registration
deadlines (non-refundable) .......$ 50
Lifetime Sport
(part-time students) ...................$ 180
Extended Payment Plan Fee ............$ 50
Financial Information 25
Overload Fee
(per course credit over 4.5,
Day and WEC/Rochester/United
combined) ..................................$2,860
Private Music Lessons, per semester
(14 lessons—.0 cr. or .25 cr.) ......$390
(14 lessons—.5 cr.) ......................$780
Student Teaching (per course
for full-time students) ..................$125
Student Teaching (per course
for part-time students) .................$185
Study Abroad (in approved
non-Augsburg programs) .............$425
Zero-credit seminar (part-time
students) .......................................$770
Fees Payable by Check/Cash
Application (new and/or
special students) ........................$ 25
Locker Rental ....................................$ 40
Student Parking Lot Permit
—car ...........................................$ 220
—motorcycle ..............................$ 110
Transcript Fee
Regular service............................$
5
Next day......................................$
8
On demand .................................$ 15
Special Examinations,
Cap & Gown Costs
(Schedule on file in registrar’s office)
■ BOOKS AND SUPPLIES
These costs are estimated to average
$125 per course.
■ DEPOSITS
Enrollment Deposit
(non-refundable) ....................$
150
Required of all new students after
acceptance. The enrollment deposit is credited to the students’ account only upon
graduation or withdrawal. Any net credit
balance (after all charges and/or fines) will
be refunded upon request of the student.
For more information, contact the Office of
Undergraduate Admissions.
Housing Damage Deposit ......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated in writing for fall or spring term by
following the conditions delineated in the
housing contract. The resident will be
responsible for all costs incurred due to
late cancellation or lack of proper notification as specified in the housing contract.
COLLEGE COSTS 2006-2007 .
WEEKEND COLLEGE .
Application Fee (payable once,
non-refundable) .........................$ 35
Tuition (per course) .........................$1,540
Tuition (per summer course 2004) ..$1,544
Activity Fee (per trimester) .............$11.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) .....................$ 770
Lifetime Sports: Fee for Weekend
College Course ...........................$ 180
Lifetime Sports: Fee for Assessment
of Previous Learning ..................$ 150
Nursing Clinical Fee ........................$ 250
Supplementary Student Teaching
Fee (per course credit) ..............$ 150
Late Registration Fee ........................$ 50
Transcript Fee
Regular service............................$
5
Next day......................................$
8
On demand .................................$ 15
Petition Fee for waiver of registration
deadlines (non-refundable) .......$ 50
Zero-credit seminar ...........................$ 770
Extended Payment Plan Fee .............$ 50
26 Financial Information
■ PAYMENTS—DAY PROGRAM
Semester Fees—Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment Center is sent to the student.
Payment Options—Day Program—
(1) Semester payments, due August 14 and
January 5 as billed; (2) Extended Payment
Plan—an extended payment plan is available each semester. Details are included
with the bill for each term.
■ PAYMENTS—WEEKEND COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options—(1) Payment in
full at the start of each term. (2) Extended
Payment Plan—an extended payment plan
is available each semester. Details are
included with the bill for each term. (3)
Employer Reimbursement: students whose
employers reimburse them for all or part of
their tuition and fees must pay a $100
deposit per course credit at the start of the
term. The balance, which is subject to
finance charges until paid, is due 60 days
after the last day of the term. Students on
this plan must file an employer reimbursement application form each academic year,
prior to the start of the first class. The student is responsible for payment of the balance should the employer not reimburse
for any reason. If the employer offers partial reimbursement, the non-reimbursed
portion of tuition and fees must be paid in
full at the start of the term.
FINANCIAL POLICIES.
A finance charge is applied at a simple
rate of .67 percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student’s account for a previous term is
paid in full or if the student is making
scheduled payments in accordance with an
approved payment plan.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
■ REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Withdrawal
from College form available in the
Enrollment Center. It must be filled out
completely, signed and turned in to the
Enrollment Center. Students who properly
withdraw or change to part-time, who are
dismissed, or who are released from a
housing contract will have their accounts
adjusted for tuition and/or room (except
for the minimum deduction of $100 to
cover administrative costs) in accordance
with the terms of their housing contract
Financial Information 27
and/or the appropriate tuition refund
schedule.
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 Augsburg College Refund Policy
for Day, Weekend, Rochester, United, and
Graduate Programs:
The refund schedule is based on the
percentage of class time remaining on the
date of the student’s official withdrawal
from class. This applies to all students who
drop one or more courses during each
term.
Percentage of class time remaining
after official drop or withdrawal:
Amount of refund:
100% to 90% remaining
Full refund
(minus $100
administrative
fee)
89% to 50% remaining
Refund equals
the percentage
of term
remaining
49% or less remaining
No refund
This refund schedule is effective
whether or not a student has attended
classes. Please allow two weeks for tuition
and possible financial aid adjustments to
be finalized. If a credit balance remains on
the student’s account, a credit refund check
will be issued at that time.
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Financial Petition Committee.
Petition forms are available in the
Enrollment Center.
■ MEDICAL REFUND
If a student is forced to withdraw from
one or more courses in a term due to illness or an accident, the refund will include
the normal refund percentage (based on
the regular refund schedule), plus one-half
of the remaining tuition and fees. This
extra medical refund will be considered
upon submission of documentation from
the attending doctor, on letterhead, verifying the medical circumstances. Requests
for medical refunds should be made
through the Financial Petition Committee.
■ UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Enrollment
Center.
28 Financial Information
A student who registers, does not
attend any classes, and does not withdraw
may petition to withdraw retroactively. The
student must petition within six months of
the end of term and provide proof of nonattendance. Proof can include, but is not
limited to, statements from each instructor
that the student never attended, or documentation of attendance for the term at
another college or university. If approved,
grades of W will be recorded and charges
for the term dropped. The administrative
cancellation fee is $300.
FINANCIAL AID.
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and meeting the academic progress standards outlined in the
brochure “Academic Progress Standards for
Financial Aid.” This brochure is available
from the Enrollment Center and is distributed to students on an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Enrollment Center,
will help students and their families protect access to a quality Augsburg education
in a time of increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 2005-2006 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This
analysis takes into account such family
financial factors as current income, assets,
number of dependent family members,
other educational expenses, debts, retirement needs, and special considerations.
■ HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. Students are encouraged
to file the FAFSA electronically on the Web
at <www.fafsa.ed.gov>. Students and their
parents may sign the FAFSA electronically
using a PIN issued by the U.S. Department
of Education. Instructions for requesting a
PIN can be found at <www.fafsa.ed.gov>.
Be sure to include the Augsburg College
code, 002334, on your application. Submit
your application to the processing agency
after Jan. 1. Applications must be filed by
April 15 for priority consideration.
3. Complete the current year
Verification Worksheet, available at
<www.augsburg.edu/enroll>, and submit it
to the Enrollment Center.
Financial Information 29
4. Submit copies of federal tax forms
for the preceding year (e.g. tax year 2005
to be considered for financial aid for 20062007). Tax forms are required for the student and parents of dependent students, or
spouse of student if filing separately.
■ WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid award
letter will be sent to the student. This letter details the financial aid award and
includes:
• Information regarding institutional
financial aid programs and requirements for continued eligibility
• Information regarding federal and private loan programs (students must
complete a loan application to receive
loan funds)
• Information regarding payment
plans/options for the current school
year
■ KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships
and grants that might be available in their
own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Rehabilitation
Services, Educational Assistance for
Veterans, Educational Assistance for
Veterans’ Children, and other sources.
Academic Excellence Scholarships
President’s Scholarship—President’s
Scholarships are awarded based upon competition. The applicant must have a 3.70 or
higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or
greater). Separate applications are required.
The application deadline is February 1.
Phi Theta Kappa Scholarship—
These scholarships are awarded to selected
transfer students with a 3.50 GPA. The
application deadline is March 1. Call
Undergraduate Admissions for information, 612-330-1001.
30 Financial Information
Achievement Scholarships
Regents’ Scholarship—The Regents’
Scholarships are awarded to all qualified
new freshmen of high academic achievement who apply and are accepted before
May 1 for fall or Dec. 1 for spring.
Selection is based on high school GPA and
national test scores.
Transfer Regents’ Scholarship—
Transfer Regents’ Scholarships are awarded
to all qualified transfer students with a
minimum 3.00 GPA who apply and are
accepted for admission by May 1 for fall or
Dec. 1 for spring.
Augsburg Legacy Award—These
scholarships provide tuition awards to fulltime day students working toward their
first bachelor’s degree who are children,
grandchildren, or spouses of Augsburg
graduates; siblings of current Augsburg
students; children or spouses of current
ELCA pastors. Deadline: May 1 for fall or
Dec. 1 for spring.
Science Scholarship—These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their
high school class or ACT/SAT test score,
majoring in chemistry or physics at
Augsburg. Deadline: Accepted for admission by May 1.
Augsburg AmeriCorps
Scholarship—These scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
May 1.
Minority Encouragement Program
Scholarship — The Minority
Encouragement Program Scholarship recognizes freshmen who have graduated
from a St. Paul public high school in good
standing and who participated in their
school’s Minority Encouragement Program.
MEP students are assured of receiving a
minimum award of $5,000 per year upon
admission to Augsburg College.
Application deadline is May 1.
Leadership, Service, and
Performance Scholarships
Ethnic Leadership Scholarships —
Ethnic Leadership Scholarships recognize
incoming freshmen and transfer students
with demonstrated scholarship and a
record of, and/or potential for, leadership.
Eligible students must be full time in the
day program and have the recommendation of the appropriate Augsburg Ethnic
Student Services program director and
another individual knowledgeable about
the student’s extracurricular activities. The
application deadline is April 15. For more
information and an application, contact:
• American Indian Student Services,
612-330-1144
• Hispanic-Latino Student Services,
612-330-1309
• Pan-Afrikan Student Center, 612-3301022
• Pan-Asian Student Services, 612-3301530
Performing Arts Scholarship—
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 1 for fall or November 1 for
spring.
Financial Information 31
Lutheran Congregational
Scholarship Program
Augsburg Corporation Scholarship
— Recognizes students who are members
of an ELCA congregation within the
Minneapolis Area Synod, St. Paul Synod,
S. E. Metro Synod or N. E. Synod of
Wisconsin. These four synods constitute
the Augsburg Corporation. The scholarship
is awarded at point of admission for $1,000
per year.
CALL Scholarships (Congregations
and Augsburg support Lutheran
Leaders) — Augsburg College CALL
Scholarships recognize incoming students
of high academic achievement with a
demonstrated record of leadership within
their Lutheran congregations. Augsburg
will provide a double match of congregational grants or scholarships up to $1,000
($3,000 maximum combined award) for
students who meet the leadership criteria
as specified on the application. The awards
are renewable, depending on the class level
at entry point (i.e., a new entering junior
will have two years of eligibility). Final
selection of CALL Scholarship recipients is
made by the College. Deadline for application is March 1.
Gift Assistance (Need-Based)
Augsburg Tuition Grant—These
awards are based on financial eligibility,
academic record, and participation in
extracurricular activities in school,
community, and church.
Minnesota State Scholarship and
Grant—Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment
Center for accepted enrollment patterns.
Federal Supplemental Educational
Opportunity Grant—Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant—Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines. Maximum grant
for 2006-07 is $4,050.
Bureau of Indian Affairs/Tribal and
State Indian Scholarship—Bureau of
Indian Affairs/Tribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairs/Tribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Program. American Indian grants supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
32 Financial Information
Loan Assistance
Federal Perkins Student Loan—A
federally-funded program administered
through Augsburg 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 principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000.
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan will be transitioning to a
fixed rate of 6.8% in July 2006.
The following borrowing limits apply
to the Stafford Loan program after July 1,
2006:
• Freshmen: $7,500 annually (Combined
Subsidized and Unsubsidized Stafford)
• Sophomores: $8,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan—A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)—PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus all other student financial aid). Repayment begins
within 60 days of final disbursement, the
interest rate is transitioning to a fixed rate
of 8.5% and a minimum payment of $50
per month. Further information is available at the Augsburg College Enrollment
Center website.
Financial Information 33
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on financial eligibility and potential
competence in performing the duties
assigned. Part-time work provided by the
College is considered financial aid, just
like scholarships, loans, and grants. A
maximum of 15 hours of on-campus
employment per week is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program and Minnesota State Work
Study Program—Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
SPONSORED SCHOLARSHIPS .
Augsburg College, through generous
gifts from alumni, faculty, staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor.
Sponsored scholarships are considered part
of a student’s overall financial aid award. A
list of scholarships follows.
■ GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship
American Express Company
Henry and Leona Antholz Scholarship
Class of 1931 Scholarship
Alma Jensen Dickerson Memorial
Scholarship
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship
Elias B. Eliason, Sr. Memorial Scholarship
M. J. Estrem Scholarship
Reuben I. and Marion Hovland Scholarship
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship
Edwin C. Johnson Scholarship
Kopp Investment Advisors Presidential
Scholarship
Arne and Jean Markland Scholarship
Emma Johnston Mathwig Scholarship
Memorial Scholarship Foundation
Scholarships
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Clifford and Martha Nylander Scholarship
Marvin T. Nystrom Scholarship
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O’Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund
Martin and Esther Quanbeck Scholarship
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship
Phillip and Helen Rouberg Scholarship
Senior Challenge Endowment Fund
Rosemary J. Shafer Scholarship
St. Luke’s Lutheran Church Centennial
Scholarship
Genevieve E. Stelberg Memorial
Scholarship
Thorpe Family Scholarship—Bethany
Lutheran Church
Ernest and Vivian Tinseth Scholarship
Robert W. Warzyniak Memorial
Scholarship
Lea A. and Elsie L. Wildung Endowment
Fund
Xcel Energy Scholarship
Edward Yokie Memorial Scholarship
34 Financial Information
■ SPECIAL SCHOLARSHIPS
Aid Association for Lutherans Scholarship
Charles and Kate Anderson Endowment
Fund
Mildred Ryan Cleveland Memorial
Scholarship
Dain Rauscher Scholarship
David J. Formo Memorial Scholarship
The Grace Scholarship
David Gronner Memorial Scholarship
Rev. John Hjelmeland Endowed
Scholarship Fund
Hoversten Peace Scholarship
ING Foundation Scholarship
Torgney and Valborg Kleven Memorial
Scholarship
Mary E. Larsen International Studies
Scholarship
Floyd Lorenzen Memorial Scholarship
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Mutual Foundation Scholarship
Minnesota Power Company Scholarship
Karen Neitge Scholarship
Marilyn and John Paul Nilsen Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship
Ole K. and Evelyn L. Olson Scholarship
Timothy O. Olson Memorial Scholarship
Rev. John and Ingeborg Peterson Memorial
Scholarship
Jay and Rose Phillips Family Foundation
Scholarship
Clayton and Ruth Roen Memorial
Scholarship
Loren Manuel Schottenstein Memorial
Scholarship
John and Agnes Siverson Scholarship
Genevieve E. Stelberg Memorial Scholarship
Wells Fargo Scholarship
■ CAMPUS MINISTRY/CHRISTIAN
SERVICE
John Andrew Adam Memorial Scholarship
C. A. L. and Esther J. E. Anderson
Scholarship
Charles and Catherine Anderson Diversity
Scholarship
Kyle A. and Sandra L. Anderson
Scholarship
Carl C. and Kathleen A. Casperson
Scholarship
Corinne and Herbert Chilstrom
Scholarship
Laura Ann Erickson Memorial Scholarship
Pastor Bob Evans Scholarship
Dave Hagert Memorial Scholarship
Helen (Mohn) Henderson Memorial
Scholarship
Lee Family Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship
Pastor Carl O. and Edith W. Nelson
Memorial Scholarship
Philip and Dora Quanbeck Scholarship
Russell and Helen Quanbeck Scholarship
Rev. Olaf Rogne Memorial Scholarship
Russel and Virginia Smith Scholarship
Roy C. and Jeanette Tollefson Scholarship
■ MULTICULTURAL/INTERNATIONAL
STUDENT SCHOLARSHIPS
American Indian Scholarship
Kent Anderson American Indian
Scholarship
Ada Bakken Memorial-American Indian
Scholarship
Grace Jewel Jensen Buster Memorial
Scholarship
Cargill Foundation American Indian
Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Financial Information 35
Grand Metropolitan Food Sector
Foundation Scholarship
Hearst American Indian Scholarship
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial Scholarship
Kerridge/Mueller American Indian
Scholarship
James M. Kingsley American Indian
Scholarship
Little Six, Inc. Scholarship
McKnight Foundation Scholarship
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship
Prairie Island Indian Community
Scholarships
Shakopee Mdewakanton Dakota
Community Scholarship
Marlys Johnson Simengaard Memorial
Scholarship
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship
Women of the ELCA Native Women’s
Achievement Award
■ PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship
Harold B. and Laura M. Lanes Scholarship
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial Fund
■ DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
Norman D. Holen Art Scholarship
August Molder Memorial Art Scholarship
Queen Sonja Art Scholarship
Alfred and Margaret Syring Scholarship
Biology
Biology Scholarships
Eleanor Christensen Edwards Scholarship
Dr. Paul R. and Maxine Fridlund Biology
Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Scholarship
Business Administration/Accounting/
Economics
Marianne Anderson Entrepreneurial
Scholarship
Augsburg Business Alumni Scholarship
Fund
Cargill Foundation Scholarship
Malcom and Maybelle Estrem Scholarship
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship
Gamble-Skogmo Foundation Scholarship
Amin E. Kader Business Scholarship
Mildred and Eleanor Krohn Scholarship
Gertrude S. Lund Memorial Scholarship
Clifford A. Peterson Scholarship
David L. Shaver Memorial Scholarship
Clair E. and Gladys I. Strommen
Scholarship
Leland and Louise Sundet Scholarship
Joan L. Volz Business Scholarship
Chemistry
Courtland Agre Memorial Scholarship
Augsburg College Chemistry Alumni
Scholarship
Department of Chemistry Scholarships
Carl Fosse Chemistry Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Scholarship
36 Financial Information
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships
Education
James and Shelby Andress Education
Scholarship
Heidi Huber Scholarship
Dr. Einar O. Johnson Scholarship
S. Luther Kleven Family Scholarship
Elva B. Lovell Life Scholarship
David Mathre Scholarship
Debra Boss Montgomery Memorial
Scholarship
Barbara Tjornhom and Richard K. Nelson
Scholarship
John L. and Joan H. Ohlin Memorial
Scholarship
Pederson Samuelson Scholarship
English
Dagny Christensen Memorial Scholarship
Murphy Square Literary Award
Anne Pederson English Scholarship
Prof. P. A. Sveeggen Memorial Scholarship
Health and Physical Education
Jeroy C. and Lorraine M. Carlson
Scholarship
Paul Dahlen Memorial Scholarship
Keith Hoffman Memorial Scholarship
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship
Roy and Eleanor Krohn Scholarship
Hoyt Messerer Athletic Scholarship
Robert D. and Carolyn W. Odegard
Scholarship
James P. Pederson Memorial Scholarship
Stan Person Memorial Scholarship
History
Rev. and Mrs. O. J. Haukeness History
Award
H. N. Hendrickson History Scholarship
John R. Jenswold Memorial Scholarship
Dr. Bernhardt J. Kleven Scholarship
Theodore and Lucille Nydahl History
Scholarship
Mathematics
Floyd V. and Ruth M. Case Scholarship
Beverly Durkee Mathematics Scholarship
Mathematics Scholarship
George Soberg Scholarship
Robert Wick Scholarship
Metro-Urban Studies
Joel and Frances Torstenson Scholarship in
Urban Affairs
Modern Languages
Emil M. Fossan Modern Language
Scholarship
Mary E. (Mimi) Johnson Scholarship
Mimi Baez Kingsley Modern Language
Scholarship
Theodore and Virginia Menzel Scholarship
Music
Albert and Solveig Birkland Scholarship
Centennial Singers Scholarship
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet and Reverend Mark Ronning
Memorial Choral Music Scholarship
Leonard and Anabelle Dahlberg
Scholarship
Robert Ellingrod Memorial Scholarship
Rev. Clement A. Gisselquist Church Music
Scholarship
Marjorie and James R. Gronseth, Jr.
Memorial Music Scholarship
Mabeth Saure Gyllstrom Scholarship
Beth Halverson Violin Scholarship
Kay Halverson Scholarship
Lynn Halverson Cello Scholarship
Carol Halverson Hearn Violin Scholarship
Hanwick Thanksgiving Scholarship
Financial Information 37
O. I. Hertsgaard Scholarship
Orville and Gertrude Hognander
Scholarship
Robert Karlén Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship
Catha Jones Memorial Scholarship
Professor Roberta Stewart Kagin
Scholarship
Ruth Krohn Kislingbury Choral Music
Scholarship
Susan and Dean Kopperud Scholarship for
Excellence in Music
Leonard and Sylvia Kuschel Scholarship
Nicholas Lenz Memorial Scholarship
Kenneth O. Lower-Nordkap Male Chorus
Music Scholarship
Susan Halverson Mahler Viola Scholarship
Arthur Carl Mammen Music Scholarship
Lucille H. Messerer Music Scholarship
Music Education Scholarship
Grace Carlsen Nelson Scholarship
Edwin W. and Edith B. Norberg
Scholarship
St. John’s Lutheran Church — John Norris
Scholarship
Lois Oberhamer Nye Memorial Scholarship
Henry P. Opseth Music Scholarship
Performing Arts Scholarship (Music)
Sampson Music Scholarship
Leland B. Sateren Choral Music
Scholarship
Mayo Savold Memorial Scholarship
Marilyn Solberg Voice Scholarship
String Scholarships
John and Vera Thut Scholarship
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship
Olaf Gaastjon Memorial Scholarship
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship
Iver and Myrtle Olson Scholarship
Nursing
Augsburg Nurses Alumni Association
Scholarship
Linnea A. Danielson Scholarship
Fairview Nursing Alumnae Association
Scholarship
Philosophy
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship
Physician Assistant
Alne Swensen Scholarship
Dr. Kristofer and Mrs. Berth E. Hagen
Memorial Scholarship
Physics
Floyd V. and Ruth M. Case Scholarship
Theodore J. Hanwick Physics Scholarship
Alfred A. Iversen Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship
Political Science
Martin and Sylvia Sabo Scholarship
Myles Stenshoel Scholarship
Psychology
Jacob and Ella Hoversten Scholarship
Rev. and Mrs. George Pauluk Scholarship
Religion Scholarships
Augsburg College Associates Scholarship
Norman and Louise Bockbrader
Scholarship
Andrew and Constance Burgess Scholarship
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship
Ernest S. Egertson Family Scholarship
Joel and Mary Ann Elftmann Scholarship
Luthard O. Gjerde Scholarship
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship
Elias P. Harbo Memorial Scholarship
38 Financial Information
Arnold and Neola Hardel Memorial
Scholarship
Iver and Marie Iverson Scholarship
Pastor George J. Kundson Memorial
Scholarship
Rev. Arnold J. Melom Memorial
Scholarship
Gerda Mortensen Memorial Scholarship
Onesimus Scholarship
Johan H. O. Rodvik Memorial Scholarship
Ronholm Scholarship
Rev. Lawrence and Gertrude Sateren
Scholarship
Paul G., Jr., and Evelyn Sonnack
Scholarship
Morris G. C. and Hanna Vaagenes
Missionary Scholarship Fund
Johan L. Weltzin Memorial Scholarship
Social Work
Phyllis M. Baker Memorial Scholarship
Blanca-Rosa Egas Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for
Minority Social Work Students
Bodo F. Suemnig Memorial Scholarship
Edwin Yattaw Memorial Scholarship
Sociology
Adolph Paulson Memorial Prize
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
Arts/Religion Scholarship
Student Life
Campus Ministry – 40
Vocation – 40
Student Government – 40
Campus Activities and
Orientation – 41
Social, Cultural, Recreational – 41
Fine Arts – 41
Anne Pederson Women’s
Resource Center – 42
Athletics and Sports – 42
Gage Center for Academic
Achievement – 42
Academic Advising – 44
Center for Learning and
Adaptive Student
Services (CLASS) – 43
Academic Skills Assistance – 43
TRIO Program – 44
Office of Undergraduate Research
and Graduate Opportunity
(URGO) – 45
Services for Students with
Physical Disabilities – 45
ACCESS Center – 45
StepUP® Program – 46
Ethnic Student Services – 46
American Indian – 46
Hispanic/Latino – 47
Pan-Asian – 47
Pan-Afrikan – 47
GLBTQA – 48
Health and Fitness – 48
International Student
Advising – 49
Residence Life Program – 49
Housing – 49
Food Service – 50
College Policies – 51
Student Standards of Behavior,
Complaints, Records – 51
Official Notices – 51
Family Educational Rights
and Privacy Act – 51
Discrimination Complaints – 52
40
STUDENT LIFE
A
ugsburg’s mission focuses on student learning in the broadest sense.
Experiences in the classroom are an important part of college life, but learning and
development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
CAMPUS MINISTRY .
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
VOCATION .
Augsburg College created a program
entitled Exploring Our Gifts through the
generous support of the Lilly Endowment.
Established in Spring 2002, the Exploring
Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and
work. The program assists students in this
journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the
College. Exploring Our Gifts also provides
resources to encourage students to consider Christian ministry. Contact the director
of Exploring Our Gifts for further information about the program.
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 organizations, protects student rights,
and provides the means for debate and
activism on all issues pertaining to student
life at Augsburg.
Student Life 41
Student Government is organized into
several committees. Elections are held in
the spring for the next year. Freshmen
elect their representatives in the fall of
their first year. Many kinds of involvement
are possible—program planning, writing,
editing, or service opportunities. If you
want to get involved, contact the president
or vice president of the student body in
their offices in the lower level of the
Christensen Center.
CAMPUS ACTIVITIES AND .
ORIENTATION .
The Office of Campus Activities and
Orientation creates opportunities for students to enhance their leadership skills
through active co-curricular involvement.
These events, activities and organizations
serve the campus community by helping
students become connected and invested
in their Augsburg experience.
Orientation programs on campus help
new students to Augsburg College become
familiar with their new surroundings and
the various resources that Augsburg offers
students. Summer Orientation and
Registration (SOAR) is a summer orientation program for entering first-year students where they will receive their class
schedule, meet their orientation leader and
meet new Auggies. Auggie Days is a fourday, fall transition program prior to the
beginning of classes. It is a comprehensive,
educational orientation program dedicated
to helping new first year students become
acclimated to the campus and feel comfortable in their new home. TRANSFERmation
and Spring Begin are transfer and new
beginner orientation programs that take
place in the fall and spring respectively.
SOCIAL, CULTURAL, RECREATIONAL .
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, speakers, and visiting personalities
in various fields.
The Christensen Center is the hub of
student life on Augsburg’s campus. It houses various offices and services provided for
Augsburg students, staff, and faculty. The
Office of Undergraduate Admissions, Office
of Campus Activities and Orientation,
Event and Classroom Services, the Copy
Center, Shipping and Receiving, Murphy’s
Grill, Information Desk, Barnes and Noble
Bookstore, Sodexho food service, mail services, and Starbucks coffee/lounge are
offices and services that are currently in
the Christensen Center.
The Student Activities Center (known
as the Auggie’s Nest) is located on the garden level of the Christensen Center.
Student organizations have workstations
and lockers to help promote their events,
hold meetings and plan campus-wide programming endeavors. Commuter students
have the opportunity to utilize daily-use
lockers for storage.
■ FINE ARTS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
42 Student Life
■ ANNE PEDERSON WOMEN’S
RESOURCE CENTER
and ice arena.
The Anne Pederson Women’s Resource
Center at Augsburg College provides an
arena where Augsburg women can convene
to discuss topics of importance to today’s
women. It is also open to those men who
are supportive of women’s equality and the
study of feminism. In the Center you will
find a women’s library with current magazines for women and a collection of print
sources. It is also a meeting place for students, faculty and staff to interact, rest,
relax, study and converse. The Women’s
Resource Center sponsors numerous programs and activities, and provides a safe
place on campus for discussions, explorations and women’s advocacy. The
Resource Center is located in 207 Sverdrup
Hall.
■ SPORTS AND RECREATION
ATHLETICS AND SPORTS
■ INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division III. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
swimming, track and field, and golf.
■ INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
At Augsburg, sports are for all students
as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 49.)
GAGE CENTER FOR ACADEMIC.
ACHIEVEMENT.
The Gage Center assists all Augsburg
students in setting and achieving optimal
academic goals here at the College and
beyond. The Center consists of five collaborating units:
Academic Advising
Center for Learning and Adaptive
Student Services (CLASS)
Academic Skills Coaching
TRIO/Student Support Services
Undergraduate Research and Graduate
Opportunity (URGO)
■ ACADEMIC ADVISING
Academic Advising orients new Day
and Weekend College undergraduate students to the academic policies and procedures of the college and assists students on
initial course selection. This office also
provides interpretation of core curriculum
requirements, administers entry-level skill
assessments, interprets graduation requirements, provides degree-planning materials,
and answers questions on student academic progress. Academic Advising functions
as a supplement to the faculty advising system at Augsburg College, and is located in
the Enrollment Center.
Student Life 43
All current students are assigned to a
faculty adviser. Prior to the end of their
sophomore year, when they have completed 12 or more credits, students are
required to declare their major and select a
faculty adviser by filling out a Major
Declaration Form and returning it to the
Enrollment Center. All day students are
required to meet with their assigned faculty adviser prior to registration. Both day
and weekend college students are encouraged to meet with their faculty adviser as
often as is necessary.
■ CENTER FOR LEARNING AND
ADAPTIVE STUDENT SERVICES
(CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) provides individualized accommodations and academic
support for students with documented
learning, attentional, psychiatric and other
cognitive disabilities. CLASS has been recognized as a leader in its field, helping
these students gain full access to the college curriculum. Its mission is a reflection
of Augsburg’s commitment to providing a
rigorous and challenging, yet supportive,
liberal arts education to students with
diverse backgrounds, preparations, and
experiences.
Students who qualify for assistance
from CLASS work directly with one of our
disability specialists to develop an appropriate educational plan. These plans may
include:
• Accommodations for testing and
classroom (e.g., extended time, notetaking)
• Referrals to other campus resources
(e.g., tutoring, general technology
assistance, academic advising, counseling, financial aid)
• Use of assistive technology through
the Groves Computer Laboratory
• Individual meetings (weekly or occasional) with a specialist for assistance
with academic, organizational, and
time management skills
CLASS specialists may also consult
with instructors, academic advisers, and
other members of the college faculty, staff,
or administration to ensure that students
have every opportunity for success. Taking
advantage of those opportunities, however,
remains the student’s responsibility.
These services are available to any
Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the
Guidelines for Documentation of a
Disability can be obtained by contacting
the CLASS Office. CLASS also provides
informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to
help students determine whether they
should seek a thorough evaluation by a
qualified professional.
These services are made possible in part
through endowment support provided by
the Gage family and the Groves
Foundation.
■ ACADEMIC SKILLS COACHING
The Academic Skills Coaches, located
in Science 116, offer students study-skills
assistance so they may achieve academic
success. The coaches assist students in
improving their skills in such areas as time
management, note taking, textbook reading and comprehension, test-taking, and
concentration and memory improvement.
The staff will assist students in stress
reduction and in developing effective and
efficient study skills based on individual
learning styles.
44 Student Life
The Karen M. Housh Tutoring
Service—located in Science 116, arranges
for students to meet with tutors for content tutoring in most courses offered. The
service also notifies students of available
group study and coordinates supplementary instruction sessions, in which tutors
attend the classes and facilitate review after
class on major concepts of the course.
Augsburg TRIO/Student Support
Services serves 160 students from the point
of admission through graduation, including transfer students, Day program and
Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year.
The John Evans Learning
Laboratory—located in Science 116,
offers students the opportunity to improve
skills in reading, writing, and mathematics.
•Individual academic advising and support, including appropriate goal attainment
strategies and self-advocacy skill-building
•Academic program planning, including pre-registration for each term, major
and career decision-making, and long-term
course planning
•Financial aid counseling and education
•Academic progress monitoring, weekly
progress meetings for students on academic probation
•Academic success workshops, group
academic skill development
•Student leadership development and
opportunities for conference travel
•Social and cultural activities and student-led events
•Summer Bridge program including
free summer-term college coursework,
academic seminars, adjustment-to-college
workshops, and advising for 20 incoming
first-year students
•Need-based scholarships for first- and
second-year students actively participating
in TRIO/SSS
■ TRIO PROGRAM
TRIO programs are federal grant programs funded by the U.S. Department of
Education, which seek to help students
overcome class, social, academic and cultural barriers to higher education. TRIO
programs are designed to help students
prepare for college, adjust to college life,
and attain good academic standing. They
also help students improve their likelihood
of transfer and graduation from a four-year
degree program in addition to preparation
for graduate school.
TRIO/Student Support Services—
Student Support Services (SSS) is a TRIO
program designed to help students persist
in college and graduate in a timely manner.
The program serves students who are lowincome, first-generation college students
(neither parent has a four-year degree) and
students with disabilities to develop the
skills and motivation necessary to successfully pursue and earn a baccalaureate
degree. Participants in TRIO/SSS must also
be U.S. citizens, permanent residents or
refugees, must demonstrate academic need
for program services, and be committed to
succeed in college.
Major components of the Augsburg
College TRIO/SSS program include:
Student Life 45
Students may apply for TRIO/SSS anytime after admission to Augsburg College,
however preference is given to students
who apply within their first term of enrollment. For more information, an application, or to make an appointment with a
TRIO/SSS Advisor, please contact TRIO/SSS
program staff at 612-330-1311, or Science
114.
■ OFFICE OF UNDERGRADUATE
RESEARCH AND GRADUATE
OPPORTUNITY (URGO)
The Office of Undergraduate Research
and Graduate Opportunity is a resource for
Augsburg students seeking research, scholarship, and graduate and professional
school opportunities. URGO also supports
faculty and staff in their work to engage
students in these areas. Services include
help securing national fellowships and
research opportunities on and off campus,
graduate and professional school advising,
GRE and LSAT preparation, application
assistance, and monetary support for
selected research projects and conference
travel. In addition, URGO awards special
research funding and support for lowincome and first-generation college students and their mentors.
SERVICES FOR STUDENTS WITH.
DISABILITIES.
■ ACCESS CENTER
The Access Center provides support
and specialized services to students with
documented physical disabilities. These
may include TBI, chronic illness, mobility
impairments, and visual, auditory, or
speech impairments.
The Access Center is committed to providing equal and integrated access for students with disabilities to the academic,
social, cultural, and residential programs
that Augsburg College offers with the goal
of promoting independence and assisting
students in reaching their individual
potential. Areas of assistance include but
are not limited to:
• Individual meetings with the Physical
Disabilities Specialist on a weekly
basis
• Determination of academic accommodations
• Assistance with time management
issues
• Academic advising and assistance
• Advocacy with faculty and staff
• Training on, and use of, assistive
technology
• Assistance with community support
services and other non-academic
issues
Housing accommodations are provided
on an individual basis for students with
physical disabilities based on the review of
appropriate documentation. The nature of
the disability and the amount of equipment
and personal care needed are also considered in housing placement.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The
mandate to provide accommodations does
46 Student Life
not, however, extend to adjustments that
would “fundamentally alter” the basic
nature or essential curricular components
of an institution’s courses or programs.
■ CENTER FOR LEARNING AND
ADAPTIVE STUDENT SERVICES
(Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 43.)
■ TRIO/STUDENT SUPPORT
SERVICES
(Students with disabilities may be eligible to apply for TRIO/SSS. See listing on
page 44.)
STEPUP® PROGRAM.
The StepUP Program at Augsburg
College is for men and women in recovery
from addiction to alcohol and other drugs
who wish to pursue a college education.
StepUP’s comprehensive approach supports
students in both their recovery and academic studies.
StepUP students live in separate chemical-free housing, have individual support
meetings with a licensed chemical dependency counselor, and participate in
extracurricular team and community
building activities. In addition, students
have access to an academic skills specialist
in the StepUP office as well as specialists in
other student service departments on campus.
In order to qualify for the program students must be committed to a 12-step
abstinence-based recovery program, have a
minimum of six months of continuous
sobriety, and agree to abide by the StepUP
contract and live in StepUP housing.
The StepUP Program fosters academic
success and encourages the discovery of
positive relationships. Students are challenged to take responsibility for themselves
and their decisions while maintaining a
healthy respect for the disease of chemical
dependency. Participation in the program
offers students leadership opportunities
both on and off campus. In StepUP, students join together to form a community
in which recovery is celebrated as a normal
part of personal growth. Many of the
friendships and bonds students form while
participating in the StepUP Program will
last a lifetime.
ETHNIC STUDENT SERVICES.
■ AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Ser vices
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg’s policies, procedures and expectations. The program
• Assists with application process
• Helps students secure financial aid
• Nurtures students’ identification as an
American Indian
• Provides opportunities for students to
learn about their heritage
• Provides opportunities for the campus community to learn about American
Indian culture
• Provides academic advising and
assists in the development of individual
education plans
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis and St. Paul public school dis-
Student Life 47
tricts, intended to increase the number of
American Indian teachers in these districts.
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.
■ HISPANIC/LATINO STUDENT
SERVICES
The Hispanic/Latino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Students find assistance in admissions
and financial aid procedures, scholarships,
orientation and registration, academic
planning, career counseling, housing,
internships and employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic/
Latino students and provide awareness of
the unique aspects of Hispanic culture.
■ PAN-ASIAN STUDENT SERVICES
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
■ PAN-AFRIKAN STUDENT SERVICES
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
“One Day in May” when Augsburg hosted
a series of interactive programs with the
community. As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAC serves the Augsburg College community by providing culturally conscious
personal, academic, financial, pre-professional and transitional support for students
of Afrikan descent. This service enhances
the recruitment, retention, and graduation
of Pan-Afrikan students and enables their
learning experience to be interactive. PAC
brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming
and advises the Pan-Afrikan Student
Union.
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors a
variety of social and cultural activities. The
offices of PAC and PASU are located in
Murphy Place 208 and 209.
48 Student Life
GLBTQA STUDENT SERVICES.
The GLBTQA (Gay, Lesbian, Bisexual,
Transgendered, Questioning, and Allies)
Student Services Office works with students of all sexual orientations and gender
identities. The director assists GLBTQA
students in both the weekend and day programs in making academic, personalsocial, and environmental adjustments to
Augsburg and community life. The director
also helps students create campus programs and co-advises Augsburg’s Queer
and Straight in Unity (QSU). Augsburg
College has begun using the “Safe Space”
Program, so that all students may feel safe
in their academic and personal lives while
on campus.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
■ HEALTH INSURANCE
■ CENTER FOR COUNSELING AND
HEALTH PROMOTION
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may contact
the Center for Counseling and Health
Promotion for information on obtaining
student health insurance through college
affiliated agencies.
Counseling
■ HEALTH CLINIC SERVICES
Personal counseling provides a supportive environment where students have
many opportunities to gain self-awareness
through personal exploration with the
assistance of licensed psychologists.
Services include individual counseling,
assessment and referral, workshops, consultation, and outreach.
The College offers basic health care services to students through a contract with
UFP – Smiley’s Clinic. These services are
limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
any kind are not covered through the contract between Augsburg and Smiley’s
Clinic. Students with health insurance can
also access Smiley’s Clinic for a variety of
clinic or other health services. A student’s
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
HEALTH AND FITNESS.
Students may discuss personal issues
such as stress, depression, anxiety, roommate problems, intimacy and sexuality,
drug use, motivation, transitions, family
issues, self-image, difficult decisions, eating
concerns, grief and loss, or other issues
with the psychologist. Professional counseling can make a substantial contribution
to the educational experiences of the student by providing the opportunity for
increased self-understanding and personal
growth.
For more information regarding counseling, health promotion, health insurance
or health clinic services, call 612-330-1707
or visit <www.augsburg.edu/cchp>.
Student Life 49
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
■ FITNESS CENTER
Located on the lower level of Melby
Hall, the Hoyt Messerer Fitness Center was
built in 1993 and equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. It
includes a weight room with universal and
free weight systems. All staff, students, and
faculty may use the center; some hours are
reserved for classes.
INTERNATIONAL STUDENT ADVISING .
(ISA) .
ISA’s mission is to serve the educational
and personal development needs of the
international student body in a way that
embraces our common humanity and cultural diversity.
The director of International Student
Advising is responsible for:
•Fulfilling duties of Principal
Designated School Official (PDSO) for F-1
student visa program and Responsible
Officer (RO) for J-1 student/scholar
exchange program
•General advocacy for international
students
•Advising the International Student
Organization
•Facilitating intercultural skill building
sessions for students, faculty, and staff
•Celebrating diversity of cultures by
increasing awareness of international/intercultural issues
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communi-
cation theory to explore their adjustment
to a new culture and education system.
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Week, sponsorship of
forums on international issues, and outings
to sites of interest in the community.
Information on how to get involved is
available through ISA.
(Also see Study Opportunities Abroad
on page 63 and Student Teaching Abroad
on page 66.)
RESIDENCE LIFE PROGRAM.
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 900 students living
on campus, most students and faculty greet
each other by name.
Augsburg recognizes the importance
of the residential experience during the
college years. Studies show that students
who live on campus are more likely to
complete their degrees. Residence life staff
are on hand to help students become
acquainted with life at Augsburg through
social and educational events. They are
also ready to assist students who need help
or friendship.
Living on campus offers many opportunities for learning, fun, and leadership.
Research indicates that students living in
residence halls also earn higher grades and
50 Student Life
gain greater satisfaction during their college career. Numerous events are planned
to welcome students to the community,
including dances, movie nights, coffee
house concerts, and weeks devoted to special themes or issues.
Anderson Hall—Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, desks, and chairs.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
New Hall—Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
In order to secure housing, students are
urged to make their enrollment deposit by
May 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after May 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Special Interest Housing—Special
Interest Housing is available to students
who are interested in creating a
living/learning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and StepUP.
Urness Hall—All new students and
some upper-class students live in Urness
Hall. This nine-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms may
be available.
Mortensen Hall—This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
■ FOOD SERVICE
Commons—Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Students on board
plans who live in residence halls eat their
meals in the Commons.
Student Life 51
Murphy’s Grill—Located on the
ground floor of the Christensen Center,
Murphy’s features grill items, pizza, soups,
sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
COLLEGE POLICIES.
■ 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
academic honesty, disciplinary action, and
grievances. These are in the Student Guide.
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 and that are
maintained in the registrar’s office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available on the website at <www.augsburg.edu/studentguide>.
■ OFFICIAL NOTICES
Students will receive official notices via
the student campus mail system (student
campus box), the A-Mail publication, and
the student’s Augsburg e-mail account.
Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet.
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
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 of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg’s
policy is published in this catalog on page
87 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than “directory information” can be released without the written
permission of the student, except in limited circumstances. 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 Office of the Registrar.
52 Student Life
■ DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, ground floor, Memorial
Hall 19, 612-330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin)
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on gender
or marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
Academic Information
General Information – 54
Degrees Offered – 54
Academic Calendar – 54
Faculty – 55
Library and Information
Technology Services – 55
Academic Organization
and Programs – 56
Divisions and Departments – 56
Majors and Minors – 56
Teaching Licensure – 60
Pre-Professional Programs – 60
Honors Program – 62
Inter-Institutional Programs – 62
Augsburg Abroad – 63
Center for Service, Work, and
Learning – 66
Graduate Programs – 68
Other Programs – 70
Academic Policies and
Procedures – 70
Registration – 70, 73
Crossover Registration – 72
Withdrawal from College – 73
Student Standing/
Petition Process – 74
Re-Admission – 74
Transfer Credit – 75
Graduation Requirements – 76
Graduation Requirements – 76
Liberal Arts Foundation – 79
Skills Requirements – 80
Quick Check Summary of
Graduation Requirements – 82
Evaluation and Grading – 85
Explanation of Grades – 85
Assessment of Previous Learning
Program – 87
Academic Progress, Probation
and Dismissal – 89
Dean’s List – 89
Latin Honors – 90
Commencement – 90
Enrollment/Degree Verification – 90
FERPA – 91
54
ACADEMIC INFORMATION
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, fine arts,
natural sciences, and social sciences, the
general education curriculum introduces
students to the breadth and complexity of
knowledge and culture.
Required Search for Meaning courses
are designed to acquaint students with the
Christian tradition, introduce them to
other faith traditions, and encourage them
to reflect upon the importance and meaning of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
■ DEGREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of business administration, the master of science (in physician assistant studies), and the master of
social work degrees.
■ ACADEMIC CALENDAR
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term.**
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for 3-1/2 to 4 hours. (Refer to the program
schedule for weekday evening meeting
times.) Students may take from one to four
classes each term.**
The Rochester Program operates on a
trimester calendar. Classes are held on
weekday evenings and meet an alternate
weeks. Similar to Weekend College,
Rochester’s Fall trimester begins in
September, Winter trimester begins in
January, and Spring trimester begins in
April. There are 7-8 class sessions each
trimester with each class meeting for 3-1/2
to 4 hours. Students may take one to four
classes each term.**
**(See Registration on page 70 and
Calendars on pages 4-7)
Courses and majors offered through
Weekend College and the Rochester
Program are the same as their day program
counterparts. However, the curriculum is
limited to selected liberal arts courses and
majors.
Academic Information 55
Augsburg offers three summer school
sessions, including a summer online option.
The Summer Session Catalog is published in
the winter of each year.
Augsburg graduate programs follow a
trimester calendar, except for Physician
Assistant Studies. (See Graduate Programs
on page 68.)
■ FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity. Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
Augsburg’s size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
■ LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened in 1997. The four-level, 73,000square-foot facility houses all library and
information technology functions of the
College. In addition to the 180,000 volume
main collection, the Lindell Library
includes special collections and archives,
curriculum library, a computer lab and stu-
dent computing help desk, library instruction classroom, and facilities for media
viewing and listening. Skyways link the
library to the new Gateway Building as
well as to Sverdrup Hall, which houses the
Enrollment Center, additional computer
labs and multimedia classrooms, 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 limitation 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. In a wireless environment,
appropriately equipped laptop computers
can be used throughout the building to
access these resources.
Information Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit Student
Computing’s website
<www.augsburg.edu/stucomp> for more on
IT at Augsburg.
56 Academic Information
Computing
Students have access to over 250 oncampus computers. There are both PC and
Macintosh desktop computers available in
the Lindell Library computer lab and in
the 24-hour Urness computer lab. The college has six computer classrooms and 23
technology-enhanced classrooms. The circulation desk in the Lindell Library has 45
wireless laptops available for use in the
Library.
Several computer clusters are available
for more specific student use within academic departments. A high-speed fiber optic
campus network provides access to
AugNet online services, printing and connections to the Internet and Internet2.
Network-ready student machines can connect to the campus network from dormitory rooms or from WiFi buildings on campus including the Christensen Student
Center, Lindell Library, and the Science
Building. All of the AugNet online services
and several of the Registrar’s student services are available securely on the Web to
students on and off-campus.
Media Resources
Lindell Library provides a large collection of sound and video recordings, as well
as equipment for viewing, listening to, and
creating instructional media. Audio and
video tape duplication within the limits set
by copyright law is available. Facilities for
classes in broadcasting are located near the
communication department in Foss
Center.
ACADEMIC ORGANIZATION AND.
PROGRAMS
.
■ DIVISIONS AND DEPARTMENTS
The College curriculum is offered by 26
departments that are grouped into three
divisions for administrative and instructional purposes.
Fine Arts and Humanities—
American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre
arts, College librarians.
Natural and Social Sciences—
Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology.
Professional Studies—Business
administration, education, health and
physical education, nursing, physician
assistant studies, social work.
■ MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
The college requires students to declare
a major by the end of the sophomore year,
and earlier in some disciplines. Details of
majors and minors are in the course
description section. Unless otherwise indicated, majors are part of the bachelor of
arts degree.
Student-Designed Major
Students may design their own major
with the assistance and approval of three
advisers from relevant fields and subsequent final approval by the Augsburg
College Academic Affairs Committee
(AAC). A student-designed major allows
Academic Information 57
flexibility in selecting major courses. Any
student wishing to design a major must
complete a proposal, submit it with
approval and supporting letters from three
faculty advisers, and obtain AAC approval
of the program. Students should seek AAC
approval as early as possible so that any
changes suggested by AAC may be incorporated into the design without affecting
the student’s proposed completion date.
The deadline for initial submission of the
program design to AAC is the first term in
which the student has achieved junior status; the final version must be approved the
term before the student achieves senior status.
Students wishing to design majors
must:
1. Develop the student-designed major
in concert with three faculty advisers from
relevant fields, who together constitute the
Review Team. All advisers must sign the
proposal cover sheet and submit supporting letters of approval to AAC. Supporting
letters should assess BOTH the student’s
ability to complete the proposed major and
the validity and value of the proposed
major, including (in at least one of the letters) the proposed capstone course. The
advisers’ signatures and supporting letters
represent their approval of the program,
including the capstone course, and their
commitment to oversee the student’s
progress.
2. Develop a student-designed major
program proposal that includes:
a. A statement of learning goals and
objectives.
b. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the pro-
posed courses collectively support a specialized and cohesive plan usually associated
with a college major. Proposals must
include research describing comparable
programs of study at a minimum of three
other academic institutions. In addition,
students should consult with the Center
for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core
Curriculum requirements (including graduation skills) are to be fulfilled.
c. A description of the student-designed
major capstone to be taken sometime during the senior year. The student should
devise the capstone in consultation with
advisers. It should require an integrative
project/paper that draws together the
course work up to that point and/or prepares one for further study. In addition, at
least one of the advisers must specifically
address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed
major program by all advisers presumes
their approval of the capstone course.
3. Submit the completed proposal and
supporting documentation to the Dean’s
Office.
If AAC approves the proposed major
program, the student will be expected to
complete the program designed and still
meet all of the other Augsburg degree
requirements as stated in the college catalog.
Students who design their own majors
will meet with their advisers regularly
throughout the design and subsequent
evaluation of their program. Changes in
the approved student-designed major may
be made through the normal petition
process to the Student Standing Committee
with adviser approval.
58 Academic Information
Listings that are shaded are offered
through both the day program and
Weekend College. Weekend College
students may choose a major offered in
the day program if they wish. They may
take as many courses as possible through
Weekend College, then finish the major as
a day program student. A change of program is allowed once each academic year.
MAJORS AND AREAS OF EMPHASIS.
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology (B.A. or B.S.)
Life Sciences (B.A.)
Business Administration
Economics/Business Administration
International Business
Management
Marketing (WEC only)
Music Business
Chemistry (B.A. or B.S.)
Clinical Laboratory Science (B.S.)
Communication Studies
Communication Arts/Literature
(Teacher Licensure Major)
Mass Communication
Organizational Communication
Professional Communication
Human Relations
Marketing Communications
Public Relations and Advertising
Supervisory Management
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (B.A. or B.S.—
licensure)
Special Education: Emotional/Behavioral
Disabilities (WEC only)
Special Education: Learning Disabilities
(WEC only)
Secondary (non-major, licensure only)
Engineering 2
English
Film
Finance
Health Education (B.A. or B.S.)
History
International Relations
International Business
Management Information Systems
Marketing
Mathematics (B.A. or B.S.)
Medieval Studies
Metro-Urban Studies
Modern Languages 1
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Business Concentration (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.—Weekend College only)
Philosophy
Computational Philosophy
Physical Education (B.A. or B.S.)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Academic Information 59
Political Science
Political Science/Economics (Teacher
Licensure Major)
Psychology
Psychology and Law
Social Psychology
Religion
Youth and Family Ministry
Social Work (B.S.)
Sociology
Community Studies
Crime and Deviance
Cultural Anthropology
Organizational Analysis and
Development
Social Psychology
Student-Designed
Theatre Arts
Technical Design/Technology
Concentration
Women’s Studies1
MINORS.
Accounting
American Indian Studies
Art
Architecture
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
Economics
English
Film
Health Education
History
International Business
International Relations
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Middle East Studies 1
Modern Languages
French
German
Norwegian
Spanish
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
Women’s Studies
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2 Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technological University.
60 Academic Information
ACTC Majors—It is possible for day
students to complete other majors through
the Associated Colleges of the Twin Cities
(ACTC). Students who wish to complete a
major offered at one of the other ACTC
colleges must apply through the Augsburg
registrar’s office. Some majors may have a
competitive application process with
acceptance determined by the major
department.
Weekend College is not part of the
ACTC consor tium, and Weekend students may not register for ACTC courses
or complete ACTC majors under the
ter ms of the ACTC consortium agree ments.
■ OTHER STUDY PROGRAMS
licensure in one of these areas also obtain
the appropriate subject area major and
complete the secondary licensure coursework. (See Department of Education and
subject area departments for more information.)
K-12 special education majors and
licenses in Emotional/Behavioral
Disabilities and in Learning Disabilities are
also available. These majors and licenses
are offered only through Weekend College.
Students seeking elementary licensure
and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers
in their subject area major and in the education department. It is very important that
students work closely with their advisers
throughout their programs.
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middle school
education with subject area specialties in
one of the following: mathematics, science,
communication arts/literature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this license obtain an elementary education
major with a subject area specialty.
Licensure is also available in the following
middle school/high school fields: biology,
chemistry, communication arts/literature,
health, mathematics, physics, and social
studies. This license prepares people to
teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music and instrumental
music (K-12), and physical education
(K-12). The licenses prepare people to
teach in grades K-12. Students seeking
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact Academic Advising early in
their freshman year to arrange for faculty
advising prior to their first term at
Augsburg.
Academic Information 61
Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENL, two courses;
BIO 113, 114, 215; PHY 121, 122; CHM
115, 116 (or 105, 106), 351, 352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering—See engineering
degree and major requirements on pages
169-170.
Pre-Law—Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine—Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENL 111; CHM 115,
116 (or 105, 106); CHM 351, 352; BIO
113, 114, 215, 369; MAT 145, 146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476;
CHM 361.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy—Coursework in preparation for
these programs should be discussed with a
faculty member in the Department of
Biology.
Pre-Pharmacy—Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114, 215, 476; CHM 115, 116 (or 105,
106), 351, 352; ECO 113; ENL 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Seminary—A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 100, 200; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior and/or senior year.
The Exploring Our Gifts office
(Memorial 231) provides resources and
support, including scholarship opportunities, for students considering seminary.
Pre-Veterinary Medicine—To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
105/106 or 115/116, CHM 351/352, BIO
113, BIO 114, BIO 215, BIO 355, BIO 369,
BIO 476, PHY 121/122. Other non-science
courses are also required.
62 Academic Information
■ HONORS PROGRAM
The Augsburg Honors Program offers
an adventurous education where exceptional students with a passion for ideas can
be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to create their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Review of Undergraduate
Scholarship, participate in an intramural
debate league, belong to an Honors House,
and learn through small reading groups,
research projects, and travel around the
world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so you can learn from talented professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program director.
■ INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media Center—
Through CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
2,500,000 volumes.
Associated Colleges of the Twin
Cities (ACTC)—Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take one course each semester at one of the
other campuses. No additional fee is
required for such an exchange, except for
private instruction in music or approved
independent studies. Students may elect to
participate in the cooperative program to
gain new perspectives, to get better
acquainted with the other schools, or to
undertake a specific course or major not
offered on the home campus. A regularly
scheduled bus shuttles students between
the campuses.
Weekend College students may not participate in the ACTC consortium program.
Higher Education Consortium for
Urban Affairs (HECUA)—Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 65.)
Air Force ROTC—Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar’s office.
Army ROTC—Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the Office of the Registrar.
Academic Information 63
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
Students are advised on selecting programs that best fit their academic, career,
financial, and personal objectives.
Assistance is provided with application,
course registration, financing, and travel
arrangements. Orientation and re-entry
programs assist students in integrating the
experience abroad into their coursework
and personal lives. Grades earned on nonAugsburg programs will not be recorded
on the Augsburg transcript and will not be
figured into the GPA. Grades of “C” or better are required for credit to be granted
from non-Augsburg programs.
■ AUGSBURG ABROAD
Eligibility and Application
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an experience abroad. Through study abroad students may meet with grassroots women’s
organizations in Mexico, work in a small
business or artisan program in Namibia,
examine prospects for peace in Northern
Ireland, study geology and ecology in
Norway, have a paid corporate internship
in Germany, or thrill to the sounds of The
Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
All students in good academic and disciplinary standing (a minimum GPA of
2.50) at Augsburg may apply to study off
campus. Although foreign language skills
are an asset, they are not required for all
study abroad programs. Since it takes some
time to prepare for studying abroad, students should start planning during their
freshman and sophomore years.
The application deadline for spring
term study abroad programs is October 1.
For summer session, fall term, and year
long study abroad programs the application deadline is March 1. Please contact the
study abroad advisor in the Office of
International Programs for deadlines on
short-term study abroad programs and
advising assistance.
Academic Requirements and Credit
Costs and Financial Aid
Study abroad is an integral part of several majors at Augsburg and will add an
international dimension to any academic
program. Courses abroad can fulfill major,
Augsburg core curriculum, and graduation
requirements when approved by academic
advisers and department chairs before
departure. An approved study abroad program will also fulfill the Augsburg
Experience.
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying abroad.
Naval ROTC—Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
64 Academic Information
Study Abroad Programs
Students may select from the following
Augsburg study abroad programs. In addition, students may consult with the study
abroad advisers regarding non-Augsburg
program options.
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other students in a community house,
spending several days in a rural setting,
and several weeks living with host families.
In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America,
and from Namibia to South Africa. The
cost of these programs is equivalent to full
tuition, room, and board for one semester
on campus, plus airfare. (Some travel
scholarships are available for Augsburg students.)
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) —
Fall
Learn about the central issues facing
Mesoamerica, with emphasis on the experience and empowerment of women.
Students will engage in gender analysis of
key social, economic, political and cultural
issues in Mexico and El Salvador; explore
the interconnectedness of race, class, and
gender; learn first hand from both women
and men who are involved in struggles for
sustainable development and social
change. The program offers credit in religion, political science, women’s studies,
and Spanish. Internships and independent
studies are also available. The program
begins with a one-week seminar/orientation in the U.S-Mexico border region and
ends with a two-week seminar in El
Salvador. Students stay in guest houses
while traveling, spend approximately six
weeks in Augsburg housing, and four to
six weeks living with Mexican host families. Prerequisite: one college-level Spanish
course or its equivalent.
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) — Fall
or Spring
This program examines the crucial
issues of nation-building, globalization,
and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence
in 1990 after decades of apartheid under
South African colonization. South Africa
had its first democratic election in 1994.
As these nations struggle to build nationhood and deal with the legacies of
apartheid and colonialism, they are faced
with the challenges posed by today’s world:
rapid globalization and under and unequal
development. Decolonizing the mind is a
long-term project. Credit is available in
history, religion, political science, and
interdisciplinary studies. Internships are
also available.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua) — Fall or Spring
This is an intensive semester of study
and travel designed to introduce students
to the key issues facing Central Americans.
Students will explore the history, culture,
and struggles of the people of Guatemala,
El Salvador, and Nicaragua, as well as
Academic Information 65
study approaches towards social and economic development. Course credit may be
earned in Spanish, religion, history,
women’s studies, and political science.
Students spend the first five weeks in
Guatemala, the next four weeks in El
Salvador, and the final six weeks in
Nicaragua. Prerequisites: one college-level
Spanish course or its equivalent is
required.
Social and Environmental Justice:
Latin American Perspectives (Mexico)
— Spring
This is an intensive program of study
and travel that explores socioeconomic and
political issues with a focus on the impact
of environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Students will examine
the ethics of land distribution, environmental racism, ecofeminism, social change,
and the complexity of gender, class, race,
and ethnicity in Latin America. Credit is
available in Spanish, history, political science, religion, and women’s studies.
Internships and independent studies are
also available. The program includes a twoweek seminar in Chiapas and Guatemala.
Students stay in guest houses while traveling, spend approximately six weeks in
Augsburg housing, and six weeks living
with Mexican host families.
Social Work in a Latin American
Context (Mexico) — Spring
This program was created to satisfy the
curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to
develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice. It includes
Spanish language study and social work
courses. Social work field placement is also
available for qualified students. Students
live with Mexican host families for six
weeks.
International Partners
International Partners offers a broad
range of learning opportunities in Norway
and Germany. Students can choose from
several options: group programs, “tailormade” individual study programs, and
practical professional experiences that may
include a paid internship. Program length
varies from ten days to two semesters. All
course work is in English. Some travel
scholarships are available. For further
information contact the International
Partners office.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers full semester programs in Norway, Ecuador, Ireland,
Bangladesh, and the Twin Cities. All programs emphasize the impact of civic
engagement, social change and cross-cultural factors on the human community.
HECUA programs emphasize intense language experience, internships, and field
study.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway—Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
66 Academic Information
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
inars focus on human rights, conflict transformation, and education for democracy.
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine.
Bangladesh: Sustainable
Development, Environment, and
Culture — Spring
Student Teaching Abroad
Explore the policies, practices and competing ideologies of human, environmental
and socioeconomic development in
Bangladesh. Experience urban and rural
environments, interact with leaders of government and development agencies, learn
about Bangladeshi history and culture, and
take introductory courses in Bangla language. Lectures and readings are in
English. (Prereq.: junior status or permission)
Community Internships in Latin
America: Ecuador—Fall and Spring
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America.
Northern Ireland: Democracy and
Social Change — Spring
The “Northern Ireland: Democracy and
Social Change” program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven-week internship, students
get hands-on experience with organizations working for social change. Field sem-
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners
has student teaching options available in
Norway. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
director.
May/Summer Abroad
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Offerings
include Summer Session I in Mexico via
the Center for Global Education. Contact
the study abroad adviser in the Office of
International Programs for the most current list of programs.
■ THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance
and value for all students to engage in service- and work-based learning experiences
and the exploration of personal and professional vocation throughout their college
years. The center encourages students to
take advantage of Augsburg’s metropolitan
location through the highly successful service-learning, internship, and career plan-
Academic Information 67
ning programs that link the College’s academic programs to community organizations and businesses.
Service- and work-based experiential
education opportunities are closely related
to students’ coursework, majors, and/or
career interests. Learning opportunities
may be in non-profit organizations,
churches, schools, government agencies,
community-based organizations, small and
mid-size companies, and large corporations.
The 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, personal, and
career decisions.
The Center for Service, Work, and
Learning includes the following programs:
Community Service-Learning
Augsburg’s Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and
analysis of community issues in order to
promote personal and educational growth
and civic responsibility. Through connecting classroom content with service,
Augsburg students learn from and about
the organizations where they serve and
deepen their understanding of course
knowledge. This dynamic and interactive
educational approach employs reciprocal
learning between the students and the
community. Community service-learning
examples include tutoring at schools and
literacy centers, volunteering at homeless
shelters, Habitat for Humanity, and com-
munity centers, or working with cultural
and environmental groups.
The service-learning program also
works closely with the student-directed
Augsburg LINK and campus ministry.
Academic Internships
An academic internship is a carefully
planned, service- or work-based learning
experience where a student focuses on specific academic and individual learning
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
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. Internships can be registered for 1
course credit or .5 course credit.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 85.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative Education is a non-credit
transcript notation for paid work experiences related to a student’s major or career
objective. The goal is for students to apply
theory to practice in a work setting. Job
opportunities typically are part-time during
the academic year and/or full-time in the
summer and can begin and end anytime.
Students must register for the non-credit
68 Academic Information
transcript notation, set learning goals and
evaluate their experience. The director of
the Center for Service, Work, and Learning
supervises co-op transcript notation work
experiences. Academic internships and
cooperative education may be used to fulfill the Augsburg Experience graduation
requirement.
Career Services
Career Services is committed to providing opportunities and programs to help
students discover their unique gifts, talents, skills, and interests, explore career
paths, and grapple with questions of vocation and purpose in a changing world. This
process is viewed as an important part of a
student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning and coaching, and
assistance with choosing majors, locating
internships, preparing for job searches and
graduate school applications, and making
connections to community, business, and
alumni resources.
■ GRADUATE PROGRAMS
Augsburg College offers six graduate
degree programs: Master of Arts in
Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of
Business Administration, Master of Science
in Physician Assistant Studies, and Master
of Social Work. Catalogs for each degree
program should be consulted for complete
information.
The Master of Arts in Education offers
initial licensure coursework at the graduate
level in elementary education, secondary
education, and special education: E/BD and
LD. Students are able to take up to six
licensure courses at the graduate level and
complete their licensure programs with a
combination of graduate and undergradu-
ate coursework. Students can then apply
their graduate level licensure courses to
complete a master’s degree program.
Students will complete their master’s
degrees through a combination of MAL
coursework and graduate level education
coursework (total of nine courses).
Licensed teachers also can pursue special
education: E/BD and/or LD, as well as the
K-12 Reading Licensure Endorsement
licensure at the graduate level. The program is available through the Weekend
College schedule, and the admissions
process begins with the Weekend College
Admissions office. For further information
about the programs, contact the Education
Department or the Weekend College
Admissions office.
The Master of Arts in Leadership is
based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues,
and problems relevant to organizational
leaders. Augsburg’s program recognizes
that today’s leaders need a broad spectrum
of abilities to provide them with a more
comprehensive understanding of their
world. Designed for working adults, the
program operates on alternate Saturdays.
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health
nursing practice across care settings, with
emphasis on addressing health inequities
among diverse populations. The program
is offered within the context of a Christian
liberal arts education. Graduates are eligible to apply for national certification in
Advanced Community Health Nursing, or
Advanced Nursing Administration through
the American Nurses Credentialing Center
(ANCC), and/or Transcultural Nursing
through the Transcultural Nursing Society
(TCNS). Classes meet on a flexible immer-
Academic Information 69
sion schedule (every other week or once
per month) that may include weekdays,
weekday evenings, and Saturdays. Webenhanced pedagogies are used for all classes. Practicums include optional short-term
study abroad experiences. Students may
choose to study in Mexico, Guatemala,
Namibia, Pine Ridge, SD, and/or Europe.
The Master of Arts in Nursing Program is
accredited by the Commission on
Collegiate Nursing Education in accordance with its accreditation standards and
procedures.
The Master of Business
Administration is designed to give students mastery of the skills and knowledge
necessary to advance in their careers and
accept roles of greater responsibility in an
organization. Meeting primarily on one
evening per week, this challenging program is designed to be completed in 20
months. Organized in cohort format, the
program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses
on giving students the ability to think critically and effectively manage in complex
environments. An intensive Field Study
course allows students to apply classroom
learning to an actual business or organizational environment. Local businesses and
organizations provide a learning laboratory
for students as they complete projects in
various disciplines and functions.
The core program can be enhanced
through participation in a number of certificate options including Finance, Financial
Planning, International Business, Marketing
Management, Music Business, and Human
Resource Management.
The Master of Science in Physician
Assistant Studies is designed for students
interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day.
The Master of Social Work, accredited
by the Council on Social Work Education,
prepares students for entering advanced
social work practice. The program builds
on the liberal arts base of the College and
supports the College’s mission to nurture
future leaders in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration prepares
students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy
toward changing policies that obscure and
oppress people.
A dual degree (Master of Social Work
and Master of Arts in Theology) is also
70 Academic Information
available and is offered in collaboration
with Luther Seminary. The dual degree is
designed to meet the educational interests
of people planning to serve the spiritual
and social needs of families, individuals,
and communities.
■ OTHER PROGRAMS
Continuing Education Program
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations
have included the Departments of
Business, Biology, the Center for
Leadership Studies, Education, Nursing,
Religion, Social Work, Institutional
Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education,
and the Midwest Regional Office of the
College Board. Augsburg College is a
Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the importance of Canadian/U.S. relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges.
College of the Third Age
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community. Approximately fifty
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200
classes available for group study only.
To obtain further information about the
program or to request a catalog, call 612330-1139 during Tuesday and Wednesday
office hours (10:00 a.m. to 3:00 p.m.). To
ask questions or to schedule a program,
call the program director at the above
number.
ACADEMIC POLICIES AND.
PROCEDURES.
■ REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Academic Information 71
Committee on Student Standing unless the
following apply: cumulative GPA at
Augsburg of 3.00 to 3.49 may take a total
of 5.0 course credits; cumulative GPA at
Augsburg of 3.50 or greater may take a
total of 5.5 course credits without petitioning. All overload registrations must be
done in person at the Enrollment Center.
(Please note: There is an additional tuition
charge for course loads over 4.5 course
credits. This includes combining the credit
load from both the day and WEC programs. Spring day term will include Winter
WEC and Spring WEC.) Auditing classes
over the 4.5 overload limit will also incur a
tuition charge.
Weekend College and Rochester
Program students typically register for one
or two course credits each trimester.
Students registered for at least two course
credits in one term are considered full time
for that term. Students registered for one
course credit are considered half-time for
the term.
Although new day students may register up to five days after the semester
begins, registration is encouraged at the
regularly scheduled time. Official academic
calendars for all programs are available
through the registrar’s Web page.
Day students may add individual classes to their current schedule or withdraw
without notation through day 10 of the
term. The signature of the instructor is
required to add a class after the fifth day.
From day 11 through day 20, students may
still petition the Committee on Student
Standing for permission to add a class.
There is a fee for this petition. Day 20 is
the last day to petition for adding a class.
Students registered for day program
Time 1/Time 2 (T1/T2) courses that meet
only part of the term may add or withdraw
without notation through the fifth school
day after the start of the course. Changing
grade option or withdrawing with a W is
allowed through the fourth week of T1/T2
classes. Specific dates for each term are
listed under “Combined Academic
Calendars” at <www.augsburg.edu/enroll/
registrar>.
Weekend College students may add
individual classes to their current schedule
or withdraw without notation through
Friday after the first class weekend. The
signature of the instructor is required to
add a class after the class meets. Students
may petition the Committee on Student
Standing for permission to add a class
through the Thursday prior to the second
class weekend. There is a fee for this petition. The last day to petition to add a class
is the Thursday prior to the second class
weekend.
Students registered for Weekend
College T1/T2 courses may add or withdraw without notation through the Friday
after the first weekend class meeting.
Changing grade option or withdrawing
with a W is allowed through the Tuesday
after the second weekend class meeting.
Rochester students may add individual
classes to their current schedule and/or
withdraw without notation through
Monday after the first week of classes. The
signature of the instructor is required to
add a class after a class meets and it must
be processed through the Enrollment
Center. Students may petition the
Committee on Student Standing for permission to add a class through the Friday
prior to the second week of classes. There
is a fee for this petition. The last date to
petition to add a class is the Friday before
the second week of classes.
Students registered for Rochester T1/T2
courses may add or withdraw without
notation through the Monday after the first
72 Academic Information
week of the class. Changing grade option
or withdrawing with a W is allowed
through the Monday after the second week
of the class.
Separate rules apply to Summer School.
Some late course registrations may be
subject to additional late fees.
ACTC school course listings are also
available online and should be checked to
verify the correct meeting times and room
assignment. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Summer session and graduate program
courses are published in separate schedules.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Enrollment Center—612-330-1046
Academic Advising—612-330-1025
Weekend College—612-330-1782
Crossover Registration Policy
Every Augsburg undergraduate student
is admitted to a “home program,” either
day, Weekend College, or the Rochester
Program. It is expected that students will
complete most of their degree requirements through their home program.
However, full-time students may register
for up to 1.0 credits per term outside their
home program. Enrollment will be based
on class availability.
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are carrying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, will be considered full-time and will be charged the
full-time day program tuition rate. A WEC
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both Winter WEC and Spring
WEC). The maximum number of credits
that may be included in the day full-time
tuition rate for students who cross-register
is 4.5 .
Students have registration priority in
their home program. Crossover registration
begins only after the open Web registration
period closes for both programs. A schedule is published on the registrar’s office
Web page. There is a special crossover registration form that must be processed at
the Enrollment Center. This registration
option is not available by Web.
The WEC and Rochester programs are
not part of the ACTC (Associated
Colleges of the Twin Cities) tuition
exchange program. WEC/Rochester students may NOT crossover to attend
A C T C c o u r se s .
Students must have completed their
undergraduate degree and be admitted to a
graduate program before taking graduate
level courses from that program. (An
exception is made for approved courses in
the Department of Nursing and the joint
B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay
the graduate rate for those courses. Any
student enrolled in an Augsburg graduate
level program wishing to take an undergraduate course will pay the rate of the
program in which the course is offered
(Day, WEC, or Rochester).
Academic Information 73
Change of Program
Withdrawal from College
Students may apply to change their
“home program” by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year.
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the
Enrollment Center. A Withdrawal from the
College form may be obtained at the
Enrollment Center or downloaded from
the registrar’s Web page. The last day to file
for a Withdrawal from College is the last
day of classes prior to finals week.
Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from
College form is returned to the registrar’s
office.
Registration
All day students are required to meet
with their academic adviser prior to registration. Incoming freshmen and transfer
students may register during summer for
courses in the fall. All currently enrolled
day students may register during the fall
for the spring term and during the spring
for the fall term.
Weekend College and Rochester
Program students may register during the
designated time prior to the start of each
term.
The primary method of registration will
be via the Web through AugNet during the
open registration period. Please reference
the academic calendar for specific dates.
Day students will be able to register only
after meeting with their faculty adviser.
The Enrollment Center is also available to
process registration forms. Note: Web registration may not recognize prerequisites
fulfilled by transfer work. In these cases,
please process your registration at the
Enrollment Center.
Once the open registration period ends,
returning students registering for the first
time for the coming term will be assessed a
late registration fee. The Enrollment
Center will process all registration forms
after the Web closes.
Students are responsible for keeping
the registrar’s office informed of their current mailing address.
Military Called to Active Duty
Augsburg College will allow students to
withdraw from courses without penalty if
they are called to active duty as military
reservists, National Guard, or for other
military service. This shall include a 100%
refund of tuition and fees upon verification
of call to active duty. The student must
provide a copy of orders.
If the student is called to duty after the
deadline to drop a course, the registrar will
place a W for the course(s) along with a
notation on the transcript that the student
was called to active duty. This is to assist
the student with any financial aid complications that may arise from a failure to
note attendance on the transcript, and also
indicate that the withdrawal was outside of
the student’s control.
Alternatively, the college supports faculty in enabling students who are called to
active duty and have substantially complet-
74 Academic Information
ed a course, to assign a grade based upon
the coursework completed, or work out an
“incomplete” agreement. Students who are
able to complete some of their courses
would have their refund adjusted to reflect
this.
Students who are being placed on
active duty should contact the registrar
and/or the Dean’s Office as soon as possible
so the College can notify all parties and aid
in this process.
Student Standing Committee
The Student Standing Committee deals
with requests for minor exceptions to academic policies. Typically, the Committee
reviews requests for:
• Minor exceptions to academic
requirements and/or approval of transfer
course substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or
grade option changes)
Note: Petitions for an exception to published registration deadlines will require a
$50 petition fee attached to the petition.
This fee is non-refundable regardless of the
outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be
submitted within six months of the published registration deadlines for the term
involved.
In addition, the Committee reviews students’ transcripts in determining academic
probation or dismissal from the College on
academic grounds. The Committee also
hears appeals from students who have been
dismissed for academic reasons.
The Committee reviews student
requests for readmission to the College
after dismissal or returning after leaving
while on probation.
The Committee typically meets every
other week throughout the school year
(September-April), and once a month during summer.
Petition Process
Step 1: Pick up a petition form at the
Enrollment Center or download from the
registrar’s Web page: <www.augsburg.edu/
enroll/registrar/index.html>.
Step 2: Fill out the petition form completely. Include documentation for illness
or family emergency. Have your adviser,
instructor, or department chairs sign and
add comments concerning your request.
Petitions without comments from faculty
will be returned for completion.
Step 3: Return the completed petition
form to the Office of the Registrar/
Enrollment Center, include signed
drop/add form and $50 check if applicable.
Step 4: After the committee meets, a
copy of the petition with the committee’s
decision is returned to the student. Day
students will receive this notice in their
campus box. WEC and Rochester student
petitions will be mailed to their home
address.
Re-Admitted Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. The election to complete a
degree under a new catalog must be submitted in writing to the registrar’s office.
Some departments will not accept course-
Academic Information 75
work taken more than seven to ten years
ago. Students must meet all of the requirements in effect under the catalog they
choose. Choosing to complete graduation
requirements under the current catalog
will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog
requirements.
Students who graduated from Augsburg
who are returning to complete a second
major will not be awarded a second degree
unless it is different from the original
degree awarded. (B.A., B.M., B.S.) Minors
are not noted on the transcript if they are
completed after a baccalaureate degree has
been awarded.
Evaluation of Transfer Credit
The evaluation of transfer credits is
completed by the Office of the Registrar
and is based on a student’s official transcripts. College credit is granted for liberal
arts courses completed at regionally
accredited institutions with a grade of
2.0/C or better. Augsburg does not grant
credit for developmental courses, vocational-technical courses, or courses with grades
below 2.0/C. The registrar’s office evaluates
coursework for credit and for applicability
toward Augsburg Core Curriculum
requirements. Academic departments are
responsible for evaluating the applicability
of coursework toward a student’s major or
minor. The College reserves the right to
require that certain courses and a minimum number of courses be taken at
Augsburg. (Refer to the Residence section
on page 77) Additionally, major and minor
departments may require certain courses or
a minimum number of courses be taken at
Augsburg.
Augsburg operates on a course credit
system rather than semester or quarter
hours. Augsburg course credits are equiva-
lent to four semester hours or six quarter
hours. Transfer credits that have been
reported to Augsburg as semester or quarter hours are converted to Augsburg course
credits by dividing by four or six respectively.
Augsburg College limits transfer credit
from two-year colleges. Students may
transfer a maximum of 64 semester credits
(96 quarter credits) from two-year colleges.
Once a student reaches this credit limit, no
additional credits will transfer from twoyear institutions toward the minimum
number of course credits required for a
baccalaureate degree. However, courses
taken beyond the credit limit can be used
to meet liberal arts and major requirements.
Courses and credits that are accepted in
transfer are reported on the student’s transcript. Grades and grade points from other
institutions are not transferred to Augsburg
and are not included in the student’s
cumulative grade point average.
Students should consult with their faculty adviser and the Office of the Registrar
before taking courses at other institutions
to ensure compliance with transfer credit
policy and residency requirements.
MnSCU Transfer Students
Students transferring from the
Minnesota State Colleges and Universities
system who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MnSCU, and
have a 2.50 cumulative GPA (on a 4.0
scale) from the degree-granting institution
will be given transfer status as outlined
below:
• Students will be granted 16 Augsburg
course credits in transfer from two-year
institutions. This will assure admission
with junior standing. No additional credits
will be accepted from two-year institutions.
76 Academic Information
• The Augsburg Core Curriculum will
be adjusted so students need only to complete the following:
• REL 300 Bible, Christian Theology, and
Vocation
• One Augsburg Experience
• Senior Keystone Course
• Modern Language requirement (0-2
courses, depending on initial assessment)
• Math Placement Group 3 (or MAT
105)
• One course that fulfills the
Graduation-level Quantitative Reasoning
Skills requirement
• One course that fulfills a Graduationlevel Writing Skills requirement
• HPE 001 Foundations of Fitness or one
HPE lifetime activity course (This requirement is waived for students who have
transferred two equivalent courses.)
*The A.A. degree and Minnesota
Transfer Curriculum must be completed
prior to enrolling at Augsburg in order to
qualify for this transfer status.
Note: Additional prerequisite coursework beyond the A.A. degree may be
required in some Augsburg majors.
Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C –
grades or below will not be accepted as
prerequisites or for application to majors.
Admission to a major — a separate
process from admission to the College — is
sometimes required. Please check with the
Office of Undergraduate Admissions and
consult the departmental section of this
catalog.
Advanced Transfer Students
Students who enter Augsburg with 13
or more course credits accepted in transfer
are considered Advanced Transfer
Students. The Augsburg Core Curriculum
will be adjusted for advanced transfer students as outlined below:
• Complete REL 300 Bible, Christian
Theology, and Vocation instead of REL 100
& REL 200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entry-level Critical
Thinking Assessment
• Waiver of one Lifetime Fitness
requirement (depending on transfer evaluation)
• Waiver of one Graduation-level
Writing Skills requirement
All Augsburg Core Curriculum requirements not mentioned above remain
unchanged for Advanced Transfer
Students. A full description of these
requirements is found on pages 78-84.
*Waivers for Advanced Transfer are
determined at the time of initial entry into
Augsburg and will not be granted for
courses completed after initial enrollment.
GRADUATION REQUIREMENTS.
The responsibility for ensuring that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the registrar’s office one year prior to graduation.
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the Office of the Registrar
about specific requirements for a second
baccalaureate degree or for the equivalent
Academic Information 77
of a major. See page 22 in the printed catalog in Undergraduate Admissions — Special
Students (Second Degree).
Each student is required to apply for
graduation at the end of his or her junior
year to confir m remaining graduation
requirements.
Application forms are available at the
Enrollment Center or on the registrar’s
Web page.
All degree and course requirements
must be completed and verified in the
Office of the Registrar prior to the anticipated date of graduation. (There may be no
incompletes or open courses on the academic record.)
Requirements For Undergraduate
Graduation:
Degree requirements include completion of a minimum number of credits, a
major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and
in total course work, and residence.
1. Completion of 32 course credits
— No more than 13 course credits may be
in one department, except in certain
approved majors: accounting (B.A.) – 14;
music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.)
– 17; and social work (B.S.) – 15.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). To graduate with Latin honors, students may take no more than two elective
P/N graded courses. Each department sets
its own limitations on the number of P/N
graded courses that may be applied toward
the major and minor programs, but normally students may apply no more than
two course credits with P grades toward a
major and no more than one course credit
with a P grade toward a minor. The
Departments of Education and Social Work
are examples of departments that allow
students to apply more than two course
credits with P grades within the major program (two in major field courses plus student teaching or field work practicums).
2. Completion of a Major —
Requirements for each major are listed
under the departmental headings.
3. Completion of the Augsburg
Core Curriculum — Requirements for the
Augsburg Core Curriculum are listed in
the next section.
4. Grade Point Average — Students
must earn a minimum overall grade point
average of 2.00. Additionally, all majors
and minors require at least a 2.00 grade
point average in course work for the major
or minor. Some majors, licensure, and certification programs require a higher grade
point average or a minimum grade in each
course. See the departmental section for
details about the grade and grade point
average for individual majors and minors.
5. Residence — The last year of fulltime study or equivalent (no fewer than
seven of the last nine credits/requirements)
must be completed at Augsburg or within
an approved ACTC exchange program. No
fewer than a total of nine credits are to be
taken at Augsburg College. Contact the
registrar’s office if an official interpretation
is needed. Some departments have a minimum number of courses that are required
to be taken in residence within the major
and minor. Consult the catalog description
of the major/minor or the chairperson of
the department.
78 Academic Information
■ THE AUGSBURG CORE
CURRICULUM
The Augsburg Core Curriculum is
designed to prepare students to become
effective, informed, and ethical citizens
through their engagement in a curriculum
that:
• Provides a liberal arts foundation and
promotes the acquisition of intellectual
and professional skills;
• Calls for common inquiry into questions of Christian faith and the search for
meaning; and
• Cultivates the transformative discovery of, and appreciation for, the student’s
place of leadership and service in a diverse
world — vocatio and caritas.
The curriculum has three major components:
• The Augsburg Signature Curriculum
• The Liberal Arts Foundation
• Skills Requirements
THE AUGSBURG SIGNATURE
CURRICULUM
Search for Meaning
Augsburg’s Signature Curriculum is
centered on its identity as a college of the
Evangelical Lutheran Church in America.
As a college of the Church, Augsburg
accepts as a basis for its educational program the doctrines of the Christian faith as
revealed in scripture and the creeds
affirmed by the Lutheran Church. It consciously affirms that all students should
reflect upon the Christian scriptures, theological concepts, ethical values, their own
faith and values, and religious concepts
outside of the Christian faith as part of
becoming educated.
In these courses students articulate and
critically reflect upon Augsburg’s concept
of vocation and its meaning; Christian theological concepts as well as concepts from
other religious traditions; and the meaning
of the Bible in Judeo-Christian thought, its
cultural contexts, and concepts of human
identity and vocation.
Two Search for Meaning courses—REL
100 and REL 200—are required.
The Augsburg First Year
In order to help them make the transition to college and their new community,
first-year weekday program students are
required to take courses containing the following components:
• Augsburg Seminar
All students who enter the college as
first-year students in the weekday schedule
program must satisfactorily complete fall
orientation and Augsburg Seminar, a firstyear learning community in their major or
related area of academic interest. Each
week Augburg Seminars devote an hour to
topics relevant to an Augsburg education:
becoming an intentional learner; making
connections to the larger Augsburg learning community; and exploring strategies
for success in the AugSem course(s) and
future college work.
• Engaging Minneapolis
The Engaging Minneapolis requirement
builds on Augsburg’s national leadership in
experiential education as well as its commitment to its urban location. Students
take one course that introduces them to
the city as a resource for intentional learning, typically through civic engagement,
cultural engagement, or service learning.
Most Engaging Minneapolis courses also
fulfill an Augsburg Core Curriculum or
major requirement. They should be taken
Academic Information 79
during the first year, but may be taken in
the second year.
• Many Voices Project
Embedded in ENL 111, 112, and HON
111 (see core skills requirements), the
Many Voices Project engages first-year students in discussion of a common text
addressing themes of cultural diversity and
global awareness. Emphasizing ways in
which written communication can promote understanding and productive
engagement among different cultures and
points of view, The Many Voices Project is
intended to teach skills and methods that
promote successful communication
between diverse writers and readers.
Augsburg Experience
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College’s commitment to experiential education and
active participation in the broader community, both locally and globally. Five categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships, faculty-student
research, community service, study abroad,
and off-campus immersion experiences.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrate experiential learning with academic learning and (2) Link on-campus
learning to the goals, mission, needs, or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, credit/no-credit status, and
grading options for approved Augsburg
Experiences will vary.
Senior Keystone
The Senior Keystone course provides a
final opportunity for exploring the central
themes of an Augsburg education — vocation and the search for meaning in a
diverse and challenging world. Students
will reflect upon the meaning of their educational experiences and consider issues of
transition as they prepare for their lives
after Augsburg. Most Keystone courses also
meet major requirements.
The Senior Keystone course in each
department connects the broad liberal arts
foundation with the professional skills and
in-depth study of the major. It thus asks
graduating students to think critically,
reflectively, and ethically about their place
in the world as leaders and servants.
THE LIBERAL ARTS FOUNDATION
The Liberal Arts Foundation courses
introduce students to knowledge and
modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the traditional liberal arts provide
the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.) The list of courses meeting the
Liberal Arts Foundation requirement is
available online and from the registrar’s
office.
80 Academic Information
Natural Sciences and Mathematics
Two courses from two different departments: Biology, Chemistry, Mathematics,
Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two courses from two different departments:
Economics, Political Science,
Psychology, Sociology
Humanities
Two courses from two different departments/programs:
American Indian Studies, Communication Studies, English, History, Philosophy,
Religion, Modern Languages (literature
and culture courses), Women’s Studies
Note: The signature Search for Meaning
courses do not count as Humanities
Liberal Arts Foundation requirements.
Fine Arts
Two courses or approved activities
from two different departments:
Art, Music, Theatre Arts.
Participation in a music ensemble may
be applied to this requirement. Four
semesters of participation in the same
ensemble — orchestra, concert band, or
choir — fulfills one course requirement in
the Fine Arts domain.
SKILLS REQUIREMENTS
Entry Level Skills Assessments
There are entry level skills assessments
in:
• Critical Thinking
• Mathematics
• Writing
Placement in writing, math, and critical
thinking courses is determined by the
assessments. These tests are a prerequisite
for (not completion of) core and graduation skills course requirements.
• Critical Thinking Assessment and
Requirement
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking assessment.
Students who do not achieve the minimum entry score on the placement exam
are required to take GST 100 Critical
Thinking.
• Mathematics Assessment and
Requirement
All students are required to have their
math placement group (MPG) determined.
In some cases, students who have transferred a mathematics course taken at
another college may have their MPG determined by the registrar’s office. All other
students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during college registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement exam.
Students may retake the Math Placement
Exam once during their first term of
enrollment. Students are required to take
the Math Placement Exam before registering for the first term and should achieve
MPG 3 by the end of their first year at
Augsburg.
Academic Information 81
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG 3.
Students in MPG 3 must take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. A grade of Pass
or 2.0 or higher is required to advance to
the next math level.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4
as a prerequisite.
• Writing Assessment and
Requirement
This entry level assessment determines
readiness for ENL 111 or 112. Students
who do not place highly enough on the
entry level assessment will be required to
take ENL 101 Developmental Writing
before ENL 111.
Students who have transferred in a
course equivalent to ENL 111 are excused
from the entry level exam. Students entering Weekend College or the Rochester
Program do not take the Writing
Assessment.
Core Skills Requirements
• Effective Writing
ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is
required. Attendance the first day of class
is required.
Students should complete Effective
Writing by the middle of their sophomore
year since it is a prerequisite for Writing
Graduation Skill courses.
• Modern Language
For students who have not previously
studied a modern language, completion of
a two-course sequence in the same language with a minimum grade of 2.0 or P in
both courses is required. The BYU-CAPE
language assessment is offered to students
who have had at least one year of study of
French, German, or Spanish language in
high school. For a language previously
studied, successful completion (minimum
grade of 2.0 or P) of one language course
at your placement level (112 or higher)
satisfies the requirement. Students whose
placement test is at 311 or higher will be
exempted from further language study.
Modern language courses accepted in
transfer may be applicable to this skills
area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled the Modern Language Core
Skill.
Students whose first language is not
English and whose score is below the minimum on the ELL placement test must fulfill the English Language Learners (ELL)
requirement. The requirement is satisfied
by successfully completing the ELL
course(s) and achieving a score above the
minimum on the ELL placement exam.
Students who complete the ELL requirement fulfill the Modern Language Core
Skill requirement. Contact Academic
Advising or the English Department for
additional information. More information
about English Language Learners is found
on page 88.
82 Academic Information
CHECKLIST AND SUMMARY OF
GENERAL EDUCATION REQUIREMENTS.
FOR GRADUATION.
This quick reference checklist is an abbreviated version of the requirements for graduation.
As a summary, it is not comprehensive and cannot substitute fully for the complete degree
requirements that begin on page 76. Students
are advised to read carefully the full graduation
requirements and to consult frequently with
their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman and
sophomore transfer students must complete
the following requirements prior to graduation
( t r a n s fe r c r e d i t m a y a p p l y t o t h e s e r e q u i r e ments):
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . . .14.5
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Other maximums are described on page 77.
(Exceptions may be made for specially designed
interdisciplinary Connections courses.)
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
• Humanities
• Fine Arts
Complete Entry Level Skills Assessments
and Core Skills Requirements:
• Critical Thinking Assessment
• Mathematics Assessment
• Modern Languages Assessment
• Writing Assessment
• Achieve a Math Placement Group score of
three.
• Complete Effective Writing
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
• Complete HPE 001 Foundations of Fitness
and one HPE lifetime activity course.
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P. (Courses meeting these requirements
are designated by the major.)
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
• Two courses with Writing components.
❏ Complete a major.
• One course with a Speaking component.
❏ Complete the Augsburg Core Curriculum.
• One course with a Quantitative Reasoning
component.
Complete the Signature Curriculum:
• Complete two (2) Search for Meaning
courses.
• Complete the Augsburg First Year requirements. (Sophomore transfer students are
exempt from these requirements.)
1. Complete the fall orientation and
Augsburg Seminar.
2. Complete an Engaging Minneapolis
course.
• One course with a Critical Thinking component.
A l l a d v a n c e d t r a n s f e r s t u d e n t s ( t h os e
entering with 13 or more credits) must com plete the following requirements prior to graduation (transfer credit may apply to these
requirements):
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
• Complete at least one Augsburg
Experience
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete a Senior Keystone course.
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Music Performance (B.M.) . . . . . . . . . .14.5
Other maximums are described on page 77.
Academic Information 83
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
• Complete REL 300 Bible, Christian
Theology, and Vocation course
• Complete a Senior Keystone course.
• Complete one Augsburg Experience
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
(Exceptions may be made for specially designed
interdisciplinary Connections courses.)
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree must
complete the following requirements prior to
graduation:
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . . .14.5
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Other maximums are described on page 77.
❏ Maintain minimum cumulative grade point
average in major, minor, and in total course s c omp le t e d .
❏ Complete a major.
❏ Complete the Augsburg Core Curriculum.
• Humanities
Complete the Signature Curriculum:
• Fine Arts
• Complete REL 300 Bible, Christian
Theology, and Vocation course.
Complete Entry Level Skill Assessments and
Core Skills Requirements:
• Satisfy entry level skill requirements in
writing.
• Achieve a Math Placement Group score of
three.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment.)
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P. (Courses meeting these requirements
are designated by the major.)
• One course with a Writing component.
• One course with a Critical Thinking component.
• Complete a Senior Keystone course.
• Complete one Augsburg Experience
Complete Entry Level Skills Assessments
and Core Skills Requirements:
• Complete one college algebra course
course (MAT 105) or a Math Placement
Group 3.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment)
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P. (Courses meeting these requirements
are designated by the major.)
• One course with a Speaking component.
• One course in the major that meets a
Writing Graduation Skill.
• One course with a Quantitative Reasoning
component.
• One course that meets the Quantitative
Reasoning Graduation Skill.
All students are required to file a
graduation application with the
Office of the Registrar one year prior to graduation.
84 Academic Information
• Lifetime Fitness
Two lifetime fitness courses are
required. HPE 001 Foundations of Fitness
is required of all students. The second
course may be chosen from a variety of different lifetime activities (HPE 002, 003
Lifetime Activity courses). Students may
test out of the second activity course by
demonstrating proficiency from a selected
lifetime activity. Proficiency exams are
offered through the Health and Physical
Education department each semester.
There is a fee to take the lifetime activity
proficiency test. Intercollegiate athletes and
Health and Physical Education majors may
not test out of this requirement.
Foundations of Fitness and Lifetime
Activity courses are non-credit courses and
are not included in the 32-course graduation requirement.
Graduation Skills Requirements
An Augsburg education includes
enhancement of certain skills during the
years in college. Critical thinking, quantitative reasoning, speaking, and writing
skills are deliberate components of certain
courses. Students are required to have one
course each with Critical Thinking,
Quantitative Reasoning, and Speaking skill
components, and two courses with a
Writing Skill component. These requirements are modified for advanced transfer
students (see pages 76, 82-83). A minimum grade of 2.0 or P is required to satisfy
a graduation skill requirement.
Graduation skill requirements typically
are embedded in required courses in the
major. Some departments, however, designate courses outside the major or elective
courses in the major that fulfill this
requirement. Academic advisers will provide a list of these courses.
All Writing Skill courses have the prerequisite of ENL 111 or its equivalent. All
Quantitative Reasoning Skill courses have
the prerequisite of Math Placement Group
3, and all Critical Thinking Skill courses
have the prerequisite of passing the entry
level Critical Thinking Assessment or GST
100.
Core Curriculum Modifications
Some majors that result in a Bachelor of
Science degree give students the ability to
modify their Core Curriculum requirements in one of the following ways.
1. Bachelor of Science/Liberal Ar ts
Foundation (LAF) Waiver. Students who
elect the Bachelor of Science/LAF Waiver
must complete at least six of the eight LAF
requirements, provided at least one course
is taken in each of the four domains. (e.g.,
two Natural Science and Mathematics
courses, two Social and Behavioral Science
courses, one Fine Arts course, and one
Humanities course) The following majors
are approved for the Bachelor of
Science/LAF Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Elementary Education
• Health Education (teaching licensure
only)
• Mathematics
• Music Therapy
• Nursing
• Physical Education (teaching licensure only)
• Physics
2. Bachelor of Science/Moder n
Language Waiver. Students who elect the
Bachelor of Science/Modern Language
Waiver are not required to complete modern language courses as part of their
degree. The following majors are approved
Academic Information 85
for the Bachelor of Science/Modern
Language Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Mathematics
• Music Therapy
• Nursing
• Physics
EVALUATION AND GRADING
■
EXPLANATION OF GRADES
The official delivery of end-of-term
grades to students is online via the AugNet
Records and Registration website.
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 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
Latin Honors. Transfer students should be
especially aware of this requirement.
• To be eligible for graduation with
Latin Honors, students may elect only 2
P/N credits.
• See P/N limitations under Graduation
Requirements, page 77.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime activities are graded only
P/N).
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.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.5
Pass/No Credit
3.0
Students who choose the P/N option
are cautioned:
2.5
• In order to receive a grade of P, a student must achieve at least a grade of 2.0.
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.
1.5
• Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
0.5
• P-graded courses do not count
1.0
0.0
Achieves above basic course
standards
Meets basic standards for the
course
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
86 Academic Information
not computed in the grade point average.
completed, a grade of 0.0 will be assigned.
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 in the
student’s program. If the work is not completed by the specified date of the following academic term, the grade for the
course becomes 0.0.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
Repeated Courses
A course in which a grade of 0.0, 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 each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Auditing Courses
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their
total credit load is over 4.5 credits. The
charge for part-time and Weekend College
students is listed under Weekend College
Costs in the Financing Your Education section on page 24. The signature of the
instructor is required to register an audit.
Students who audit a course should confer
with the instructor within two weeks of
the beginning of the term to determine
expectations, attendance, and any other
requirements. If expectations have been
met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be
listed with a grade of W. Audited courses
do not count toward graduation and do
not fulfill general education requirements.
Grade Point Average
Academic Information 87
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of credits attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Classification is based on the number of
course credits completed.
• Sophomores—7 completed course
credits.
• Juniors—16 completed course credits.
• Seniors—24 completed course credits.
■ 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 comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student’s previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demon-
strated 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:
International Baccalaureate Program
(IB)—Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit. Credit
granting guidelines are available in the registrar’s office.
Advanced Placement Program
(AP)—Augsburg allows students to earn
credit for scores of 3, 4, or 5 on selected
Advanced Placement tests. For some
exams, a minimum score of 4 is required.
Inquiries should be addressed to the Office
of the Registrar.
The College Level Examination
Program (CLEP)—This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. Students who score at or above the
American Council on Education’s recommended score on an approved examination
may receive academic credit for that subject at Augsburg College. 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 exam available for the subject area in question.
88 Academic Information
• 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 P/N basis
only, and there is a charge per exam of
$400 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 or
systematic study of content material found
within liberal arts coursework.
• The learning has been objectively verified by individuals in addition to the presenting student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four credits of academic work at
Augsburg College with a cumulative
Augsburg GPA of at least 2.50. It is strongly recommended that the process not be
used when four or fewer courses remain
for graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Maximum Credit Accepted for
Previous Learning—While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate
degree) to be obtained through previous
experiential learning. In compiling the
eight credits for previous experiential learning, the student may use any combination
of the five assessment processes available in
the APL Program: AP exams, CLEP exams,
IB exams, departmental comprehensive
exams, and credit granted through portfolio
assessment.
English Language Learners (ELL)
Students whose primary language spoken at home is not English must take the
ELL placement test in conjunction with
the English writing placement test prior to
registering for their first term at Augsburg.
Students’ placement in ELL, ENL 101
Developmental Writing, or ENL 111, HON
111, or ENL 112 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ELL courses) and by a writing sample.
Near the end of each term of the
English Language Learner’s course, an
objective test will be administered to all
Academic Information 89
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ELL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student’s ELL requirement.
All students whose native language is
not English must stay enrolled in ENL
217/218 until such time that they pass the
ELL placement test at 85 percent or higher.
The ELL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ELL requirement, by examination or by course
completion, have completed the Modern
Language Core Skill requirement for
graduation.
■ ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.00 cumulative grade point
average (GPA).
It should be noted that a minimum GPA
of 2.00 is required for graduation, with certain majors requiring a higher minimum
GPA.
Students whose overall academic
achievement falls below a 2.00 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior 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 Student Standing
Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not
to dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission from the Student Standing
Committee to re-enroll. Students who have
been dismissed may apply for readmission
after one year, at which time the Student
Standing Committee will review the application for readmission accompanied by any
statements and evidence attesting to his or
her commitment to academic success.
Students may be removed from probation when the cumulative GPA reaches
2.00. 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 2.00. Students placed on probation as
sophomores for having earned three zero
grades may be removed from probation if
their classification changes to junior and
their cumulative GPA reaches 2.00.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Dean’s List
The Dean’s List, compiled after each
semester, lists undergraduate students
whose grade point average for a semester is
3.50 or better. Students must be full-time
students (a minimum equivalent of three
full course credits for a weekday schedule
student or two equivalent full course credits for a Weekend College student), graded
on the traditional grading system, with no
incompletes in courses offered for credit.
Courses taken outside of a program’s calen-
90 Academic Information
dar (e.g., crossover courses taken in a
Weekend College trimester term by a day
student or in a semester term by a weekend student) are not calculated when
determining the Dean’s List. If permission
is given by the student, an announcement
is sent to the hometown newspaper of each
student on the Dean’s List.
Latin Honors
Augsburg recognizes those students
who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate
degree.
This designation and the standards set
are in effect for all students who complete
degree requirements in May 2004 or later.
Latin honors replaces the previous honors
designation of “With Distinction.” Students
may also receive honors recognition for
departmental honors and for participation
in the honors program. (See individual
department and program descriptions for
details.)
Qualification for Latin honors is determined as follows:
Summa cum laude: 3.90-4.00 GPA plus
successful completion of the summa oral
examination
Magna cum laude: 3.80-3.89 GPA
Cum laude: 3.60-3.79 GPA
To be eligible, a student must complete
a minimum of fourteen traditionally graded credits at Augsburg and have no more
than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N
by the department will not be counted, nor
will “N” grades).
For additional information, including
the guidelines for the Summa Cum Laude
oral examination, go to the Latin Honors
section at <www.augsburg.edu/enroll/
registrar>.
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement if: (1) no
more than three course credits/requirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. A student will not
graduate nor will a degree be conferred
until all graduation requirements are met,
regardless of participation in commencement.
Enrollment/Degree Verification
Augsburg College has authorized the
National Student Clearinghouse to act as
its agent for verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreeverify@studentclearing
house.org
Academic Information 91
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment Center about completion of
enrollment verification and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review education records—You have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review your
records.
Right to request amendment of
education records—You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy. This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to give permission for disclosure of personally identifiable information —You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information
contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission. One
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted
(such as an attorney, auditor, or collection
agent); a person serving on the Board of
Trustees, or a student serving on an official
committee, such as a disciplinary or grievance committee, or assisting another
school official performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review
an education record in order to fulfill his
or her professional responsibility.
Right to withhold disclosure of
“directory information”—FERPA uses
the term “Directory Information” to refer
to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider
very carefully the consequences of any
decision by you to withhold directory
information. Should you decide to inform
Augsburg College not to release Directory
Information, any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
92 Academic Information
“Directory information” includes
the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of
study;
• The student’s academic class level;
• The student’s enrollment status
(FT/HT/LHT);
• The student’s participation in
officially recognized activities and
sports;
• The student’s degrees and awards
received;
• The weight and height of members of
athletic teams;
• The student’s dates of attendance;
• The most recent previous educational
agency or institution attended by the
student; and
• The student’s photograph.
Augsburg College will honor your
request to withhold all Directory
Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no
liability for honoring your instructions that
such information be withheld. The Office
of the Registrar must be notified in writing
of your intent to withhold your Directory
Information. If the notice is not received
by the registrar prior to Sept. 15 (or within
10 school days of the start of a subsequent
term for a new student), it will be assumed
that all Directory Information may be disclosed for the remainder of the current
academic year. A new notice for withholding disclosure must be completed each academic year.
Right to complain to FERPA
Office—You have the right to file a complaint with the Family Educational Rights
and Privacy Act Office, U.S. Department of
Education, 400 Maryland Ave. S.W.,
Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with
FERPA.
Reporting Educational Information
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
Departments and
Programs
Course Descriptions with Major
and Minor Requirements – 94
Department majors and
programs are listed
alphabetically.
Also see index.
94
DEPARTMENTS AND PROGRAMS
A
s a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
COURSE DESCRIPTIONS.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College’s program. A
listing of requirements for individual
majors and minors follows the narrative.
Weekend College classes are published
each spring in a separate booklet and
online.
Since some courses are offered 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 Summer
Session, the Master of Arts in Education,
Master of Arts in Leadership, Master of
Arts in Nursing, Master of Business
Administration, Master of Science in
Physician Assistant Studies, and Master of
Social Work courses are published in separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered. Unless noted, all courses are one
course credit. A full course is valued as
four semester credits or six quarter hours.
Most day program courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work. All full credit
Weekend College courses meet for eight
three-and-one-half-hour sessions during
fall and for seven four-hour sessions during winter and spring term.
Numbering
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall and/or
spring terms unless otherwise indicated.
The schedule of classes offered through the
Associated Colleges of the Twin Cities
(ACTC) for fall and spring terms is only
available online.
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Departments and Programs 95
Prerequisites
■ INTERNSHIPS
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course. Some prerequisites (such as
ENL 111, math placement, and critical
thinking) cannot be waived by the
instructor.
Registration for internships consists of
the following steps:
NOTE: Not all courses are offered in all
schedules. Refer to Augnet Records and
Registration for information on when specific courses are offered.
INTERNSHIPS AND
.
INDEPENDENT STUDIES.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of the Center for Service, Work,
and Learning.
2. Register for the Internship during
the registration period. The signed permission form must be turned in at the time of
registration. (Students may pre-register
without a placement secured, but a suitable internship must be found by the end
of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
196
197
198
199
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the term/registration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
396
397
398
399
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
96 Departments and Programs
the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected.
Prior to the beginning of the term/registration, interested students must consult
with the departmental internship coordinator or a faculty member and the Center
for Service, Work, and Learning regarding requirements and permission to register.
(Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.)
■ DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent Study/Research
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
ACCOUNTING
See listing under Business Administration.
AMERICAN INDIAN STUDIES
A
merican Indian Studies is a major
that gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, cul-
ture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
American Indian Studies Faculty
Eric Buffalohead (Chair), Elise
Marubbio
American Indian Studies 97
Adjunct Faculty
Sophia Jacobson, Richard Gresczyk,
Dale Weston
DEGREE AND MAJOR REQUIREMENTS
American Indian Studies Major
Ten courses including;
AIS 105 Introduction to American
Indian Studies
AIS 205 Contemporary American
Indians
ENL 255 American Indian Literature
or AIS 264 American Indians in the
Cinema
HIS 236 American Indian History
REL 370 American Indian Spirituality
and Philosophical Thought
AIS 499 Senior Research Project
In addition student must complete four
electives. At least five of the courses
toward the major must be upper division.
Minor:
Five courses including AIS 105. At least
two must be upper division.
COURSE OFFERINGS AT AUGSBURG COLLEGE.
AIS 105
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian
Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language.
OJB 111, 112 Beginning Ojibwe I, II
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.
AIS 205
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary
American Indians, including tribal sovereignty and identity politics, treaty
rights, language retention and education, religious freedom, and Indian
activism.
AIS 208
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by put into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary
and fiction films made by and about Native American women.
98 American Indian Studies
AIS 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.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
AIS/ENL 255 American Indian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking
skills through in-class presentation and small group discussion.
AIS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by
Hollywood and television. Focusing on films from the 1910s to the present,
the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century,
and how it is reflective of Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles
and contributions of women in past and present tribal cultures. It explores the
continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how
American Indian women have crossed cultural boundaries and influenced
non-tribal communities through their activism and traditionalism. This course
is cross-listed with Women’s Studies.
AIS 332
Native American Storytelling
The objective of this course is to study Native American Storytelling from a
cultural perspective. An appreciation of oral traditions will be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
American Indian Studies 99
AIS/ENL 355 Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221, or
a 200-level literature course, or consent of instructor.)
AIS 364
Indigenous Filmmakers
Indigenous Filmmakers introduces students at the junior and senior level to
the exciting and expanding field of indigenous media-specifically films made
by Native Americans. We will explore the political and social forces at work
behind the American Indigenous Film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary
range in perspectives and views that inform Native American cultures.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
AIS 408
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by put into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary
and fiction films made by and about Native American women. (Prereq.: WST
201 or any 2xx Women’s Studies course; or AIS 105 or any 2XX American
Indian Studies course; or consent of instructor.)
AIS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Minnesota
Indians, Contemporary Indigenous Issues of North and South America, and
American Indian literature Seminar.
AIS 499
Independent Research
An independently designed research project.
100
ART—ART
A
rt is essential. It teaches us to see,
claim beauty, make sense of pain, explore
the world, and express ourselves.
At Augsburg College, inspiration and
creativity grow from the diversity of ideas
experienced on a small campus in the
heart of a major metropolitan area. We balance a solid foundation of drawing, design,
and history with technical skills, critical
thinking, and creative exploration in a
range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs
creative curriculum for traditional disciplines in drawing, painting, ceramics,
sculpture, and photography with emerging
disciplines in hand papermaking, book
arts, architecture, and digital media. Class
sizes are small; we will get to know each
other.
Galleries and museums surround us;
art club, studio visits, and guest artists provide art in real time; service learning,
internships, and study abroad are integral
to our program. We reach an average of
700 students a year from all disciplines,
graduating 25-30 majors annually with
B.A. degrees in art history, studio art, art
education; and certificates in studio art and
graphic design.
For 40 years, students have been earning degrees in art and art history at
Augsburg College. We’re excited to be here
in the center of the city. We think you will
be too.
Art Faculty
Kristin Anderson (Chair), Lynn
Bollman, Tara Christopherson, John
McCaffrey, Robert Tom
DEGREE AND MAJOR REQUIREMENTS.
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
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
or ART 280 Hand Papermaking and
Book Arts I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in a solo or
two-person show and the annual senior
group exhibition during their senior year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 Modern Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
Art 101
Note: Students planning a double
major in Studio Art and Art History or a
major/minor combination should meet
with a department adviser to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
Architecture Minor
Five courses including ART 105, ART
210, ART 243, ART 244 and ART 249 or
349.
Art History Minor
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Graphic Design
Eight art courses, including four in
graphic design, one art history, and three
electives.
ART COURSES.
Note: All studio courses require work outside of class sessions. Some studio courses have
lab fees.
■ STUDIO ART FOUNDATIONS
ART 102
Design
A study of design is the unifying foundation for the visual arts. Two- and
three-dimensional projects demonstrate theory and application of basic design
elements and principles.
ART 107
Drawing
Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis
is placed on foundational drawing concepts.
■ STUDIO ART
ART 100, 300 Topics
Selected courses dealing with special topics, offered occasionally in the department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing.
102 Art
ART 118
Painting I
Introduction to painting media and technique in acrylic or oil. Emphasis is
placed on color, perception, and expression.
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
$200-225.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission)
ART 215
Web Design I
This course explores the theory and practice of multimedia and digital design.
Emphasis will be placed on the development of effectively designed, valid, and
accessible websites.
ART 221
Sculpture I
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design.
Theory and practice of coordinating visual imagery and typography for print
publications using page layout software.
ART 225
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout, illustration, and imaging software. Emphasis on designing with text
and image.
ART 247
Life Drawing
An introduction to the methods and techniques of drawing the human form
through the use of live models. Emphasis will be placed on perceptual drawing
skills and accurately rendering the human form in a spatial environment.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and throwing techniques combined with theory, concept, and form.
Art 103
ART 280
Hand Papermaking and Book Arts I
Introduction to hand papermaking and book arts emphasizes exploration of
surface (fiber sources, sheet-forming, and casting techniques), book binding
structures, and synthesis of original text and imagery in the artist’s book form.
ART 306
Calligraphy II
Advanced work in calligraphic media and design.
ART 315
Web Design II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterforms using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
ART 330
Graphic Design II
An advanced study of layout, typography, and visual imagery for print production using the computer. Includes identification of design problems and presentation to the client. (Prereq.: ART 225)
ART 340
Digital Imaging
Exploration of the creation of visual images using the computer as a paint
brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course)
ART 351
Ceramics II
Advanced work in ceramics explores clay, glaze and firing technology with a
continued emphasis on throwing and handbuilding techniques combined with
theory, concept, and form. (Prereq.: ART 250)
ART 355
Painting II
Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118)
ART 360
Watercolor Painting
Introduction to transparent watercolor emphasizes the perceptual experience
in developing descriptive and experimental techniques to explore color and
concept. Class sessions often include painting outside on location.
ART 368
Print Making II
Continued exploration of intaglio, relief, and mono/unique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
ART 380
Hand Papermaking and Book Arts II
Advanced exploration in hand papermaking and artist’s books, emphasizing
individual research and expression. (Prereq: ART 280)
104 Art
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
■ ART AND ARCHITECTURAL HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times.
Note: The following courses are offered intermittently, usually two or three sections per year.
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning since 1750, as illustrated by Western
and non-Western examples.
ART 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for ART 349)
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art
spanning from pre-European contact into the present while exploring the
political nature of that trajectory as it encounters cultural change, Western
aesthetics, and Western concepts of art. Students will meet Native artists, visit
a variety of Native American art galleries and exhibitions, and learn about the
cultural, social, and political context surrounding a Native American art.
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 arts of Native American women. (Prereq.: ENL 111 or
112 or HON 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111)
Art 105
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENL 111 or 112 or HON 111)
ART 388
Modern Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENL 111 or 112 or HON 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ART 299
Directed Study
See description on page 96.
ART 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ART 499
Independent Study/Research
See description on page 96.
106
AUGSBURG CORE CURRICULUM—
AUG/KEY/GST
THE SIGNATURE CURRICULUM .
Augsburg Seminar
AUG 101
Augsburg Seminar (.0 course)
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial
to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to
complete the seminar if the student withdraws from the linked content
course(s) is at the discretion of the instructor(s). (P/N grading only)
Senior Keystone
KEY 480
Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by
challenging them to apply the diverse perspectives acquired while studying
abroad and to analyze issues that transcend national boundaries. In English
with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including
in English-speaking countries with consent of instructor).
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where
the major program does not include a keystone element. It draws together all
facets of a student’s education by providing opportunities to reflect upon and
write about the integration of your classes, life, and future. Readings and critical discussions with others in the same and in different majors will add
dimension to your reflection writing.
LIBERAL ARTS FOUNDATION .
Connections Courses
Students may fulfill Liberal Arts Foundation requirements through disciplinary courses
(listed under academic departments) or through interdisciplinary Connections courses.
FIA 130
Arts and the City
Using the arts resources of the city, this course will explore how to understand
and appreciate various art forms: Theatre, music, opera, visual arts, dance, and
film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF)
HUM 120
Medieval Connections: Medieval Life in 12th-century Europe
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli-
Augsburg Core Curriculum 107
gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, Spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences
LAF. Prereq.: SCI 110)
SKILLS.
Entry Skills
GST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability
of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the entry Critical Thinking Assessment are
required to complete GST 100. Students who have passed the Critical
Thinking Assessment may take the class only with the permission of the
instructor.
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
Graduation Skills
GST 200
Quantitative Reasoning/Statistical Literacy
Critical thinking about statistics as evidence in arguments. Focus on association, causation, observational studies, experiments, risk, confounding, bias
and chance. Review common techniques involving statistical opportunism,
Study conditional reasoning using English to describe and compare rates and
percentages presented in tables and graphs. Use standardization to take into
account the influence of confounders. Analysis of statistically-based arguments. Emphasis on interpretation, evaluation, and communication. (Prereq:
MPG 3)
108 Biology
Other General Studies Courses
GST 009
Cooperative Education (.0 course)
A transcript notation is given for the academic learning inherent in an
approved not-for-credit cooperative education/internship work experience.
Reflection activities and work-learning evaluations are conducted by the
Center for Service, Work, and Learning. With approval, a non-credit
coop/internship completed by juniors or seniors will fulfill the Augsburg
Experience graduation requirement.
BIOLOGY—BIO
B
iology is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
In recent decades great strides have
been made in understanding important
biological processes, particularly those at
the cellular, molecular, and ecosystem levels. Biological research has also provided
some extremely important benefits to
humans, including advances in medicine,
agriculture, and food science.
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
For many, an undergraduate major in
biology serves as a basis for further study.
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
Biology Faculty
Mark Strefeler (Chair), Ralph
Butkowski, William Capman, Robert
Herforth, Dale Pederson, Beverly SmithKeiling
Biology 109
DEGREE AND MAJOR REQUIREMENTS.
Students may choose one of the following degree options: Bachelor of Science in
Biology, Bachelor of Arts in Biology, or
Bachelor of Arts in Life Sciences.
Bachelor of Science in Biology
Nine courses including:
BIO 151 Introductory Biology
BIO 152 Evolution, Ecology, and Diversity
BIO 253 Introductory Cellular Biology
and
BIO 361 Plant Biology
or BIO 481 Ecology
and five upper division biology courses
chosen from the following list:
BIO 351
BIO 353
BIO 355
BIO 361
BIO 369
BIO 440
BIO 471
BIO 473
BIO 474
BIO 476
BIO 481
BIO 486
BIO 495
Invertebrate Zoology
Comparative Vertebrate
Anatomy
Genetics
Plant Biology
Biochemistry
Plant Physiology
Advanced Cellular and
Molecular Biology
Animal Physiology
Developmental Biology
Microbiology
Ecology
Immunology
Special Topics in Biology
Bachelor of Arts in Biology
The same biology course requirements
as for the Bachelor of Science degree, but
with the following supporting courses:
Required Supporting Courses for
Bachelor of Arts
CHM 105/106 Principles of Chemistry
or CHM 115/116 General
Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the
Social and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory
Statistics
or PSY 215 Research Methods:
Design, Procedure, and Analysis I
Bachelor of Arts in Life Sciences
This major is appropriate for students
also seeking secondary teaching licensure
in biology.
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four upper division biology courses are required
BIO 491 Biology Seminar (non-credit)
is required of all juniors and seniors.
Two additional science courses are
required, chosen from the following list:
SCI 106
An introductory geology course
Required Supporting Courses for
Bachelor of Science
Transfer course policy for majors and
minors
CHM 105/106 Principles of Chemistry
or CHM 115/116 General Chemistry
CHM 351/352 Organic Chemistry
PHY 121/122 General Physics
MAT 145/146 Calculus
All transfer courses, including ACTC
courses, must be approved in writing by
the chair. Only those biology courses successfully completed (2.0 or above) within
the last 10 years will be considered. No
more than two upper division courses from
other institutions may be applied toward
the major.
110 Biology
Departmental Honors
Graduate and Professional Training
GPA of 3.50 in biology and 3.00 overall, one course of approved independent
study (Bio 499) with both oral and poster
presentation and written report. Project
proposals should be made to the department by Sept. 30 of the senior year or Feb.
28 in the case of students planning to
graduate in the following December.
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Minor
Teaching Licensure Major
A course in general chemistry and five
biology courses including BIO 151, 152,
253, and two upper division courses.
The State of Minnesota has specific
licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg Life Sciences major.
The state requirements may be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure
must be completed before beginning student teaching.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 151 and 152 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 253 and Organic Chemistry
in the second year. Students should complete their math requirements early in their
college careers. A GPA of 2.00 for BIO 151,
152, and 253 is a prerequisite for enrollment in upper division biology courses. A
grade of 2.00 or above is required for all
upper division courses applied toward the
major.
Beta Beta Beta
Membership in the Augsburg Chapter
of this national biology honor society is
open to those students who have completed at least one upper division biology
course and have a GPA of 3.00 in biology.
Cooperative Education
Biology for Pre-Medical Students
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Students should consult members of
the biology faculty for information specific
to medical school application.
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in laboratories and other settings in the Twin
Cities.
Biology 111
BIOLOGY COURSES.
SCI 110
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
BIO 102
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 and propose and test hypotheses are considered.
(Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply
to the major or minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121
and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another
chemistry course strongly recommended. Spring)
BIO 121
Human Biology and Lab
An introduction to basic biological principles with a human perspective and
application. Includes discussion of the molecular and cellular basis of life,
genetics and genetic disease, selected organ systems and disease, and the sustainability of life on earth. (Three hours lecture, one three-hour lab. A student
may not receive credit for both BIO 121 and 103. Does not apply to the major
or minor in Biology. Students are strongly encouraged to take CHM 100 before
taking this class. Fall and Spring)
BIO 151
Introductory Biology
First of a three-semester sequence. An introduction to biology for science
majors, including cell and molecular biology, energy metabolism, genetics. BIO
151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.
Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration
in CHM 105/115. Fall)
BIO 152
Ecology, Evolution, and Diversity
Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and
253 must be taken in sequence except by permission of instructor. (Three
hours of lecture, four hours laboratory. Spring)
112 Biology
BIO 253
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory.
Prereq.: BIO 151, 152. Fall: alternate years)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology
of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151,
152. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253.)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three hours lecture,
four hours laboratory. Prereq.: BIO 151, 152. Fall)
BIO 369
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall)
BIO 440
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253. Spring)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three hours lecture, four hours laboratory. Prereq.: BIO 253.)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions,
emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253, and PHY 116 or 122 strongly recommended.)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur
during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.)
Biology 113
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253,
junior standing.)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.:
BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall)
BIO 486
Immunology
This course is a study of the body’s immune defense. The course investigates
the structure and mechanisms of human body’s three lines of immune defense.
Protection from microorganisms and parasites, and cancer surveillance are
considered. The role of immunity in vaccination and transplantation, and
mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prerequisite: Bio 369 (Three hours of lecture, four hours
laboratory. Spring)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including oral presentations. Guest speakers are often
invited. A noncredit requirement for the major. (Spring)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by our other course
offerings. Topics may vary.
Internships and Independent Study Courses:
BIO 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: BIO 151, 152. P/N only)
BIO 299
BIO 399
Directed Study
Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: BIO 253. P/N only)
BIO 499
Independent Study/Research
(Prereq.: BIO 253. P/N only)
114
DEPARTMENT OF
BUSINESS ADMINISTRATION—
BUS, ACC, FIN, MIS, MKT
O
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
John C. Cerrito (Chair), Nora M. Braun
(MIS Coordinator), C. Lee Clarke, Marc
Isaacson, Amin E. Kader (International
Business Coordinator), Ashok K. Kapoor
(Finance Coordinator), Steven J. LaFave,
Lori L. Lohman, Fekri Meziou, John
Molloy, Thomas Morgan, Magdalena M.
Paleczny-Zapp (Management Coordinator),
Milo A. Schield, David G. Schwain
(Marketing Coordinator), Kathryn A.
Schwalbe, Stuart M. Stoller (Accounting
Coordinator)
GENERAL REQUIREMENTS.
Majors
The Department of Business
Administration offers five majors: business
administration (BUS), accounting (ACC),
finance (FIN), management information
systems (MIS), and marketing (MKT-Day
program only).
Specializations
Specializations provide students majoring in a field of study the opportunity to
deepen their knowledge of a particular
aspect of this major area. Within the business administration major there are four
specializations: management, marketing
(WEC only), music business, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to
students majoring in fields outside the
Department of Business Administration, in
addition to students majoring in other
areas in the Department of Business
Administration. The Department of
Business Administration offers six minors:
business administration, international business, music business, accounting, management information systems, and marketing.
Business Administration 115
Certificate Programs
Advising
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The Department
offers certificates in information technology, business management, and finance
through the Weekend College program.
Students who plan to major in business
administration, accounting, finance, MIS,
or marketing are strongly encouraged to
select a departmental adviser who teaches
in their major. This should be done by the
end of the sophomore year at the latest. In
addition to advising, departmental faculty
can counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimum
number required (see page 77), students
must avoid taking too many electives in
the major or minor or exceeding the 13course limit per academic department (14
courses for accounting majors). Courses
designated as ACC, BUS, FIN, MIS, and
MKT are considered as being in the same
academic department. Taking extra electives, or choosing a particular combination
of major and minor may require students
to complete more than the minimum
number of credits required for graduation.
Exceptions are noted in the major.
Internships
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship
(BUS/ACC/FIN/INS/MIS/MKT 399) during
their junior or senior year. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Advisers should be consulted
about internships.
International Business
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
The international business faculty
actively support international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
116
BUSINESS ADMINISTRATION—BUS
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three 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.
DEGREE AND MAJOR REQUIREMENTS.
Business Core
Nine courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
FIN 331 Financial Management
Note: All business majors are encouraged
to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Specialization in Management
Business core plus four courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Specialization in International
Business
Business core plus four courses:
BUS 362 International Business
BUS 465 International Management
MKT 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). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Specialization in Music Business
Business Core* plus seven courses:
MUS/BUS 105 The Music Business
MUS/BUS 245 Arts Management and
Concert Promotion
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — or — 2 MUS credits and 1
MUE credit, selected from: (2 cr must be
in residence at Augsburg):
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(other MUS courses as approved by adviser)
*Music Business majors are exempt from
BUS 379 and may substitute BUS 254 in
place of BUS 242 or 200.
Specialization in Marketing (Weekend
College students only)
Business core plus three courses:
MKT 352 Marketing Research
MKT 355 Marketing Communications
Business Administration 117
or MKT 357 Advertising
MKT 450 Marketing Management
Combined Major in Business
Administration and Economics
Eleven courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or FIN 331 Financial Management
and one other upper division business
administration, accounting, finance, MIS
or marketing course.
ECO 112
ECO 113
ECO 312
ECO 313
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Macroeconomics
Intermediate Microeconomics
and one other upper division economics
course
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 or 200, MKT 252, FIN 331 or BUS
379. Other configurations may be permitted with the approval of the department
chair.
This minor is automatically completed
while completing a major in accounting,
finance, MIS or marketing.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
200 or MKT 252, and three courses in
international business (one may be in
international economics).
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Minor in Music Business
Eight courses including:
MUS/BUS 105, ECO 113, MIS 260, ACC
221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 301, BUS 254,
plus two additional music course credits
beyond MUS 105 and MUS 395 (maximum
of 1 credit in MUE and/or MUP courses).
This minor is a collaborative program
between the music and business departments. The minor is a course of study
designed both for the music major desiring
additional preparation in business and for
the non-music major interested in pursuing a career in the music industry.
BUSINESS ADMINISTRATION COURSES.
BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing,
Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as MUS 105.
BUS 200
Exploring Business as Vocation
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be
exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and
international business.
118 Business Administration
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/MUS 245 Arts Management and Concert Promotion
A study of the role of the artist manager in career development and the role of
the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry
topics and in benefiting from practical field experience. (Prereq.: BUS/MUS
105)
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully. Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
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 or BUS 200 or consent of instructor)
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or BUS 200 or MKT 252, consent of instructor)
BUS 379
Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics
include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either
MPG 3 or completion of MAT 171. WEC—Additional sessions are required,
usually on a weekday evening.)
Business Administration 119
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or
BUS 200, 379, FIN 331, MKT 252)
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss—its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: FIN 331 and BUS 379)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242 or BUS 200)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242 or BUS 200)
BUS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 299
Directed Study
See description on page 96.
BUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
BUS 499
Independent Study/Research
See description on page 96.
120
ACCOUNTING—ACC
T
he 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 certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) 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. Both the CPA and CMA designation 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
after graduation.
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs). This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year bachelor’s
degree plus a master’s degree.
DEGREE AND MAJOR REQUIREMENTS.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
FIN 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice II
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students should take the courses in the
sequence given above.
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Accounting 121
Minor in Accounting
Six courses including:
ACC 221, 222, FIN 331 or ACC 324, ACC
322, 323
and one of the following: MIS 260, BUS
379, ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
ACCOUNTING COURSES.
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 cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
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)
ACC 323
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)
ACC 324
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 or BUS
200, 379, MKT 252, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPA’s role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
122 Accounting
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or
BUS 200, 379, FIN 331, MIS 260 or 270, MKT 252)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ACC 299
Directed Study
See description on page 96.
ACC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ACC 499
Independent Study/Research
See description on page 96.
FINANCE–FIN
T
he Finance major prepares students
for professional careers in corporate
finance and the financial services industry.
Besides careers in the finance/accounting
area in all businesses large and small, this
major leads to careers in banking, brokerages, insurance, and investment banking.
Courses focus on financial theory and
practice, investments, accounting theory,
money and banking, and international
finance.
Students are encouraged to complete an
internship prior to graduation.
Proficiency in the use of spreadsheets
such as Excel is expected.
Coursework provides a foundation for
graduate school and professional career
examinations such as the Chartered
Financial Analyst (CFA) conducted by the
Association for Investment Management
and Research (AIMR).
Finance 123
DEGREE AND MAJOR REQUIREMENTS
Finance Major
Finance Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
FIN 331 Financial Management
Required Finance Courses
Five courses including:
ACC 322 Accounting Theory and
Practice I (Prereq: ACC 222)
FIN 433 Financial Theory: Policy and
Practice (Prereq: FIN 331)
FIN 438 Investment Theory (Prereq:
ENL 111 or 112 or HON 111
and FIN 331)
FIN 460 International Finance (Prereq:
FIN 331)
ECO 315 Money and Banking (Prereq:
ECO 112)
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
FINANCE COURSES.
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate
planning.
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management.
(Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring, and corporate governance. (Prereq: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331)
FIN 460
International Finance
This course develops tools for practicing multinational financial management
including: currency exchange rates, risk, forecasting, spot and forward
rates, hedging, international monetary and trade flows as represented in
the accounting and macroeconomic identities for current account and
trade deficits. This course extends the framework of financial management
to include international transactions as well as ethical considerations.
(Prereq: FIN 331)
124
MANAGEMENT INFORMATION
SYSTEMS—MIS
T
he 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, accounting, finance, and
marketing as well as from MIS.
DEGREE AND MAJOR REQUIREMENTS.
Management Information Systems
Major
Twelve courses in business, accounting,
marketing, and MIS:
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
FIN 331 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
MKT 252 Principles of Marketing
MIS 260 Problem Solving for Business
MIS 270
MIS 375
MIS 376
MIS 475
MIS 476
Data Management for Business
Management Information
Systems in the Organization
Project Management
Systems Analysis and Design
Information Systems Projects
Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Minor in MIS
Six courses including:
MIS 260, ACC 221, MIS 375, ECO 113,
BUS 242 or 200 or MKT 252, and MIS 376
or ECO 318.
MIS 125
MIS COURSES.
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver, and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3)
MIS 270
Data Management for Business
This course applies database management systems software capabilities to support the design and implementation of databases and related applications for
the purpose of business data management. Students will write, test, and debug
event-driven code in developing relational database applications. Students will
also learn the fundamentals of multi-user data management in network and
Web environments. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111)
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 260, 270, and 375)
126 MIS
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MIS 299
Directed Study
See description on page 96.
MIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MIS 499
Independent Study/Research
See description on page 96.
MARKETING—MKT
T
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects.
Augsburg’s metropolitan location makes it
easy for marketing students to complete
marketing plans, research studies, and
other projects for leading Twin Cities companies and not-for-profit organizations.
DEGREE AND MAJOR REQUIREMENTSS
Marketing Major
Marketing Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 301 Business Law
FIN 331 Financial Management
MIS 260 Problem Solving for Business
BUS 379 Quantitative Methods for
Business and Economics
Required Marketing Courses
127
MKT 350 Consumer Behavior
or MKT 354 Sales Management
MKT 355 Marketing Communications
or MKT 357 Advertising
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Minor in Marketing
Five courses including:
MKT 252, MKT 355 or MKT 357, MKT
352, and two additional marketing courses.
This minor is recommended for anyone
who wishes to further their knowledge of
the marketing field.
Five courses including:
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
MARKETING COURSES.
MKT 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.
MKT 350
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
MKT 352
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379, ECO 113, or consent of instructor. For non-business
majors: An alternative to BUS 379 is another introductory statistics with consent of instructor. Augsburg statistics courses that will automatically fulfill the
BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY
215.)
128 Marketing
MKT 354
Sales Management
Formulation, implementation, evaluation and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas,
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 357
Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as
important elements in modern marketing and communications. Note: Either
MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
MKT 466
International Marketing
Examination of issues and activities unique to marketing in an international
setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252)
MKT 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MKT 299
Directed Study
See description on page 96.
MKT 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MKT 499
Independent Study/Research
See description on page 96.
CHEMISTRY—CHM
C
hemistry is the science that examines and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas
that excite and offer opportunities to better
the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
•To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
•To provide programs of study for professional goals in addition to the traditional positions as chemists.
129
•To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
•To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
•To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Ron L. Fedie (Chair), Arlin E. Gyberg,
David R. Hanson, Joan C. Kunz, Sandra L.
Olmsted
DEGREE AND MAJOR REQUIREMENTSS.
■ BACHELOR OF ARTS
Major in Chemistry
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of Chemistry
I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
and two additional courses from:
CHM 364 Physical Chemistry II
CHM 367 Properties of Polymers
130 Chemistry
CHM 464
CHM 481
CHM 482
CHM 470
BIO 367
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, II
Calculus I, II
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121, 122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Professional
Students
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Other pre-health and preprofessional students (physician assistant,
pharmacy, engineering, etc. — see pre-professional program listings in the Academic
Information section) should consult members from the chemistry department for
assistance in course planning early in their
college careers.
■ BACHELOR OF SCIENCE
American Chemical Society Approved
Major
Twelve courses including:
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of Chemistry
I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361, 363 Physical Chemistry and
Laboratory I
CHM 364, 365 Physical Chemistry and
Laboratory II
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, II, III
PHY 121, 122 General Physics I, II
(should be taken in sophomore year)
Recommended: Modern Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Departmental Honors
Full ACS major; GPA of 3.50 in chemistry, mathematics and physics, 3.00 overall; one course or summer of approved
research; participation in seminar.
Chemistry 131
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351, 352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
CHEMISTRY COURSES.
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor. Not accepted for credit for students who have taken CHM 102. (Prereq.: MPG 2)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100 or 102, MPG 3)
CHM 102
Chemistry for Changing Times I (with Lab)
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor. Not accepted for credit for students who have taken CHM 100. (Prereq.: MPG 2)
CHM 105
Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
132 Chemistry
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 4. Fall)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
CHM 351, 352 Organic Chemistry I, II
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
Physical Chemistry Laboratory I
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration and ENL 111 or 112 or HON 111. Fall)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
Chemistry 133
CHM 365
Physical Chemistry Laboratory II (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent
registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
CHM 470
Principles of Medicinal Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate
years)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352, 361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.0 course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
134 Chemistry
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
CHM 299
Directed Study
See description on page 96.
CHM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
CHM 499
Independent Study/Research
See description on page 96. (Prereq.: junior or senior standing)
CLINICAL LABORATORY SCIENCE—CLS
C
linical laboratory scientists perform
complex biological, microbiological, and
chemical tests on patient samples. They
also use, maintain, and troubleshoot
sophisticated laboratory equipment in the
performance of diagnostic tests. The clinical laboratory scientist analyzes these test
results and discusses them with the medical staff. He/she also possesses the skills
required for molecular diagnostic tests
based on DNA and RNA technologies. In
addition, the clinical laboratory scientist
will find opportunities in test development, experimental design, administration,
and education.
The curriculum requires a minimum of
six semesters on campus to complete the
pre-requisite curriculum. Students spend
an additional 12 months of clinical education in a hospital-sponsored, accredited
program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course
work.
Admission to the clinical laboratory science major is on a competitive basis.
Students apply for admission to the clinical
laboratory science program early in the fall
semester of the academic year just prior to
the beginning of their professional studies,
typically in the junior year. Formal acceptance into the hospital-sponsored program
is based on the submission of an application for admission to the major, personal
recommendations, review of academic performance, and interview with the Program
Admission Committee. A minimum grade
point average of 2.75 overall as well as in
science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the
College. The hospital program affiliated
with Augsburg is the Fairview Health
Services. The program is accredited by the
National Accrediting Agency for Clinical
Laboratory Sciences (NAACLS), 8410 W.
Bryn Mawr, Suite 670, Chicago, IL, 60631,
773-714-8880.
During the clinical component in an
accredited hospital program, students will
register for 12.25 credits. The clinical
phase routinely begins in June with anticipated graduation the following spring.
Graduates of the program are eligible to sit
for certification examinations offered by
national certification agencies.
Hospital affiliates of Augsburg College
Fairview Health Services
Fairview Lakes Medical Center
Fairview Northland Regional
Medical Center
Fairview-Ridges Hospital
Fairview-Southdale Hospital
UMMC, Fairview-Riverside
UMMC, Fairview-University
Generalized four-year academic plan for
Clinical Laboratory Science (CLS) majors
To complete the program in four years,
students must:
a. achieve MPG 3 or 4, AND
b. qualify for ENL 111, AND
c. score above 45 on the critical thinking exam, AND
d. do not require ENL 217/218, AND
e. meet graduation skills requirements
within the major and supporting courses,
AND
f. satisfy the Engaging Minneapolis
requirement with BIO 113/114
135
136 Clinical Laboratory Science
Fi rs t y e a r:
Fall Ter m:
BIO 151: Introductory Biology
CHM 105 or CHM 115: General Chemistry
REL 100: Search for Meaning
Elective
Spring Ter m:
BIO 152: Ecology, Evolution and Diversity
CHM 106 or CHM 116: General Chemistry
ENL 111
Elective
Second Year:
Fall Ter m
BIO 253: Introductory Cell Biology
CHM 351: Organic Chemistry I
REL 200: Search for Meaning
Elective
Spring Ter m
BIO 355: Genetics
CHM 352: Organic Chemistry II
MAT 163: Statistics (QR)
Elective
Thir d Year:
Fall Ter m
BIO 369: Biochemistry
BIO 473: General Physiology
Elective
Elective
Spring Ter m
BIO 476: Microbiology
BIO 486 Immunology
Elective
Elective
Fourth Year: Clinical Program
S um m er S es s i on
CLS 400: Introduction to CLS
CLS 405: Body Fluids
CLS 410: Clinical Hematology/Hemostasis
CLS 415: Clinical Immunology
CLS 425: Clinical Chemistry
Clinical Rotations:
F a l l & S p r i n g S e me s t e r
CLS 450: Applied Clinical Chemistry
CLS 455: Applied Hematology/Hemostasis
CLS 460: Applied Immunology
CLS 465: Applied Immunohematology
CLS 470: Applied Clinical Microbiology
F all S em es te r
CLS 420: Immunohematology
CLS 430: Clinical Microbiology
CLS 433: Virology/Mycology/Parasitology
CLS 435: Molecular Diagnostics
Clinical Rotations
S p ri n g S e m es t e r
CLS 440: Laboratory Management &
Education
CLS 445: Research Design & Methods
CLS 475: Advanced Applications in CLS
CLS 480: Advanced Topics in CLS
CLS 485: Advanced Studies in CLS
BIO 490: Keystone course
Clinical Rotations
Special core requirement courses and
professional courses must be completed
with a grade of “C” (2.0) or above.
Students must meet all College graduation
requirements including General Education,
grade point, College residency, and total
credits.
Clinical Laboratory Science 137
CLINICAL LABORATORY SCIENCE COURSES.
CLS 400
CLS 405
Introduction to Clinical Laboratory Science
Course is designed to provide the CLS student with the basic laboratory skills
required for the laboratory component of the curriculum. This course will also
provide teamwork, leadership, and interpersonal skills needed by healthcare
professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 352;
BIO 355 and 476; and admission to the CLS program)
Body Fluids
Covers concepts related to the formation, distribution, and function of body
fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of
results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program)
CLS 410
Clinical Hematology/Hemostasis
Course is designed to provide the CLS student with the basic knowledge of
hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the
correlation of results will be covered. Laboratory component will focus on
specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO
355, 476 and 486; and admission to the CLS program)
CLS 415
Clinical Immunology
Course in the application of immunologic and serologic techniques used for
the specific diagnosis of immunodeficiency diseases, malignancies of the
immune system, autoimmune disorders, hypersensitivity states, and infection
by specific microbial pathogens. Laboratory sessions offer exercises in methods
for detection of antigens and antibodies in patient specimens. (Prereq.: CHM
353; BIO 476 and 486; and admission to the CLS program)
CLS 420
Immunohematology
Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing,
storage, preservation, components, records, and regulations for blood banks.
The laboratory section includes performance of blood bank procedures, donor
processing, compatibility testing, antibody screening and identification.
(Prereq.: CHM 359; BIO 355 and 486; and admission to the CLS program)
CLS 425
Clinical Chemistry
The focus of the course is on the physiology of body analytes and the organ
systems, with an emphasis on the corresponding clinical laboratory procedures
and human disease states. Discussion will include the clinical correlations of
the analytical procedures data with the diseases. The laboratory section covers
skills necessary to the performance of clinical chemistry test procedures.
(Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program)
138 Clinical Laboratory Science
CLS 430
Clinical Microbiology
Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma
as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of
transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be
placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 352; BIO 369, 476 and 486;
and admission to the CLS program)
CLS 433
Virology, Mycology, and Parasitology
Study of viruses, fungi, and parasites as they relate to diseases in humans.
Topics include clinical signs and symptoms of the disease process, specimen
collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality
assurance, and safety. (Prereq.: CHM 352; BIO 369, 476 and 486; and admission to the CLS program)
CLS 435
Molecular Diagnostics
A course on the composition, structure, function and characteristics of DNA.
Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and
practice. (Prereq.: CHM 352; BIO 355, 473, 476 and 486; and admission to the
CLS program)
CLS 440
Laboratory Management and Education
Course is designed to introduce the clinical laboratory science student to the
principles of laboratory administration. The seminar-format course will focus
on human resource management, operations management, and educational
methodologies appropriate for the supervisor and laboratory manager (Prereq.:
admission to the CLS program)
CLS 445
Research Design and Methods
The course applies scientific method to clinical laboratory research problems,
systematic applications of hypothesis formation and decision making through
research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered.
(Prereq.: MTH 163 and admission to the CLS program)
CLS 450
Applied Clinical Chemistry
Rotation with daily lecture which applies the principles of clinical chemistry
in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS
400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS
program and CLS 400 and 425)
Clinical Laboratory Science 139
CLS 455
Applied Clinical Hematology/Hemostasis
Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience
processing and analyzing patient’s specimens with a wide variety of complex
procedures and instruments. Students will also expand their identification and
diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405 and 410)
CLS 460
Applied Immunology
Rotation with daily lecture which applies concepts and techniques learned in
CLS 415. Using patient specimens, students will gain experience in the clinical
immunological techniques, methods, and management of antigen-antibody
reactions and identify the relationship to diseased states. The rotation also
includes the fundamentals of HLA testing and Flow Cytometry techniques
with interpretation of results. (Prereq.: admission to the CLS program and CLS
400 and 415)
CLS 465
Applied Immunohematology
Rotation with daily lecture which extends the concepts and skills learned in
CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management,
solving of patients’ blood compatibility problems, apheresis, and cell therapy.
(Prereq.: admission to the CLS program and CLS 420)
CLS 470
Applied Clinical Microbiology
Rotation with daily lecture which applies the principles of CLS 430. Student
will process a variety of patient specimens in the microbiology laboratory and
gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS
430 and 433)
CLS 475
Advanced Applications in CLS
Selected study in one aspect of the practice of clinical laboratory science, such
as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and
lecture included. (Prereq.: admission to the CLS program and enrollment in
applied courses)
CLS 480
Advanced Topics in CLS
This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory
testing with an emphasis placed on its impact on current laboratory practice
and outcomes assessment. (Prereq.: admission to the CLS program and CLS
405, 410, 415, 420, 425, 430, 433, 435, and 440)
140 Clinical Laboratory Science
CLS 485
Advanced Studies in CLS
A capstone research project required for satisfactory completion of the CLS
program. Student will complete a research project under the supervision of
a mentor. Course culminates in a major paper and presentation. Area of
emphasis will be in one of the specialty or subspecialty areas included in the
clinical laboratory practice. (Prereq.: admission to the CLS program and senior
standing)
CLS 499
Independent Study in CLS
Individual reading or research under the guidance of a CLS instructor.
(Prereq.: admission to the CLS program; repeatable for maximum of one
credit)
COMMUNICATION STUDIES—COM
O
ur discipline is grounded in rhetorical and scientific principles and is guided
by the need to make communicative choices that are artful, ethical, and effective.
Students who major in communication
studies are concerned with: interpersonal
relationships, mass media, public advocacy
and social influence, group and organizational dynamics, and intercultural dimensions of communication.
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.
Communication Studies Faculty
Deborah Redmond (Chair), Wes
Ellenwood, Robert Groven, Daniel Hanson,
David Lapakko
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Communication Studies Major
Twelve courses overall — eight required
core courses and four courses within one
of eight emphases. For transfer students, at
least six of these courses must be taken at
Augsburg.
Required of all Communication Studies
majors:
Public Speaking
COM 111
COM 280
History of Rhetorical and
Communication Theory
COM 351
Argumentation
COM 352
Persuasion
COM 354
Interpersonal
Communication
COM 355
Small Group
Communication
COM 321
Business and Professional
Speaking
or COM 329 Intercultural
Communication
COM 490 Senior Keystone
Professional Communication Emphasis
This emphasis is intended for students
interested in studying communication from
an artistic and humanities perspective. It is
appropriate for career interests such as:
communication graduate school; other
professional graduate programs (e.g. law
school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional
speaker, or speech writer.
Four additional electives from the following: COM 321 (required), COM 329,
345, 399, 499; THR 350, 360; BUS 242,
301; ENL 220; POL 326, 342, 370; PSY
325, 371; REL 383; SOC 362, 363
Organizational Communication
Emphasis
Appropriate for: business related
careers such as professional manager, sales,
management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate
programs in organizational studies.
Four additional electives from the following: COM 345 (required), COM 321,
326, 329, 399, 410, 480, 499; BUS 242,
340; PSY 325, 371, 373; SOC 265, 349,
375
Supervisory Management Emphasis
Appropriate for students seeking management careers.
Four additional electives from: BUS 242
or 440 (required); COM 321, 326, 329,
399, 410, 480, 499; BUS 340; ENL 223;
MIS 175; PSY 373; SOC 349
141
142 Communication Studies
Human Relations Emphasis
Appropriate for students pursuing the
study of how organizations manage their
internal structure and personnel. People
who work in this area deal with such
issues as discrimination, work rules,
employee relations, etc.
Four additional electives from: BUS 340
(required); COM 321, 326, 329, 345, 399,
410; PSY 373, 485; SOC 265, 349, 375
Marketing Communication Emphasis
Courses in this emphasis focus on the
communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in
an organizational role in marketing communication.
Four additional electives from: MKT
252 (required); COM 321, 326, 329, 399,
410, 480; MKT 352, 355, 357, 450; POL
342
Public Relations and Advertising
Emphasis
Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An
internship in public relations, advertising,
or a related field is required.
Four additional electives from: ENL
227 (required); COM 321, 326, 329, 345,
399, 410, 480; ART 132, 224, 225; BUS
242, 252, 355; MIS 379; PSY 373; SOC
349, POL 342
Mass Communication and Journalism
Emphasis
Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and
production), media criticism and policy, or
graduate school in mass communication or
journalism.
Four electives from the following: ENL
227 (required); COM 247, 321, 329, 343,
348, 399, 499: ART 132, 215, 224, 225,
315, 330, 340; ENL 226, 228, 241, 324,
327; POL 342; THR 232, 233, 325, 350,
360; BUS 254, INS 331
Graduate Study Emphasis
Courses in this emphasis would be
especially helpful for students planning to
do graduate work in such fields as communication studies, education, or law.
Four electives from the following: SOC
362 or ENL 481 (required); COM 321,
329, 499; PHI 230; POL 483; PSY 215,
315; SOC 363, 375
For All Eight Emphases
We encourage all majors to participate
in Augsburg’s interscholastic forensics program. Registering for and completing COM
188 (Forensics Practicum) can be used to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly.
All day majors should plan to include
at least one internship (COM 399) as one
of their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Film Major
The Augsburg film major reflects our
belief that students are transformed
through a well-rounded curriculum that
encourages creativity, critical analysis and
Communication Studies 143
inquiry, ethical considerations, and an
understanding of the synergy between theory and practice. The major explores the
tension between art and commerce
through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist
series. Students will gain experience in
scripting, directing, editing, and acting for
both 16mm film and digital. Students will
be introduced to the study of film theory,
criticism, and culture. Students are encouraged to double major or to seek minors in
related fields such as art, English, theatre,
philosophy, communication studies,
women’s studies, and American Indian
studies, to name a few.
Film Faculty
Deb Redmond (Program Director),
Kristin Anderson, Julie Bolton, Michael
Burden, Robert Cowgill, Cass Dalglish,
Wesley Ellenwood, Darcey Engen, Doug
Green, Martha Johnson, Elise Marubbio,
John McCaffrey, John Mitchell, Robert
Thom
Required of all Film Majors:
Six Core Courses
COM/THR 216 Film Production I
ENL 241
Intro to Cinema Arts
ENL 371
History of Cinema
COM/THR 420 Issues in Contemporary
Cinema
COM 247
Documentary
THR 232
Acting
or THR 233 Acting for Camera
Five electives (three must be upper
division) must be chosen from the three
defined tracks below in consultation with
your advisor who is designated by the
program director. Note that not all elective
courses are offered every year, so alternatives within the track may have to be
chosen.
Film majors should fulfill the Senior
Keystone requirement in either the English
Department or Art Department.
Track #1 Production: This track is
designed for students interested in producing films/videos. Electives include:
COM/THR 312 16mm Film II, COM 343
Studio Production, COM 348 Digital Video
Production, COM 499 Independent Study,
Art 132 Photography, ART 215 Design for
New Media I, ART 315 Design for New
Media II, ART 340 Digital Imaging, ENL
228 Broadcast and Online Journalism,
MUS 130 Intro to Music and the Fine Arts,
PHY 119 Physics for the Fine Arts, THR
328 Stage Design
Track #2 Per for mance: This track is
designed for students interested in acting
and directing. Electives include: THR 233
Acting for the Camera, THR/ENL 325
Playwriting, THR 366 Stage Direction,
THR 328 Theatrical Design, THR 360
Interpretive Reading, THR 350 Voice for
Stage and Screen,THR 499 Independent
Study, ENL 328 Screenwriting, PHY 119
Physics for the Fine Arts
Track #3 Theor y & Culture: This track
is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221
Expository Writing about the Arts and
Popular Culture, ENL 228 Broadcast and
Online Journalism, ENL 240 Introduction
to Literary Study, ENL 430 Advanced
Studies in Theory and Method, COM 499,
INS 495 Indigenous Filmmakers, INS 264
American Indians in Cinema, WST/INS
481 Native American Women & Film, ART
240 Art History, PHI 260 Philosophy and
the Arts, PHI 120 Ethics, PHY 119 Physics
for the Fine Arts, SPA 248 Spanish and
Latin American Culture Through Film,
REL 309 Religion at the Movies
144 Communication Studies
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.50 GPA
in the major and a 3.00 GPA overall, and,
as part of their major program, complete a
substantial independent project of honors
quality (COM 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Communication Studies Minor
Six courses including:
COM 111 Public Speaking
COM 280 History of Rhetorical and
Communication Theory
POL 342 Mass Communication in
Society
or COM 343 Studio Production
COM 351 Argumentation
or COM 352 Persuasion
COM 354 Interpersonal Communication
COM 345 Organizational Communication
or COM 355 Small Group
Communication
Film Minor
Six courses including:
ENL 241 Introduction to Cinema Art
COM/THR 216 Film Production I
THR 233 Acting for Camera
COM 343 Studio Production
COM/THR 420 Issues in Contemporary
Cinema
Plus one of the following:
THR/ENL 325 Playwriting
or THR 328 Screenwriting
THR 328 Stage Design
COM 247 Documentary
COM 348 Digital Video Production
THR 366 Stage Direction
INS 495 Indigenous Filmmakers
Note: For transfer students, at least
three of these six courses must be courses
offered at Augsburg. Prospective minors
must obtain prior approval from a communication studies faculty adviser.
Communication Arts/Literature
Teacher Licensure Major
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.50 in the major. All
requirements in the major must be completed prior to student teaching. The
course requirements for this program are
listed in the Department of English section
of the catalog.
COMMUNICATION COURSES.
COM 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Fall, spring)
COM 188
Forensics Practicum
A non-credit experience in forensics.
Communication Studies 145
COM/THR 216 Film Production I
This course demonstrates the basics of 16 mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
COM 247
Documentary
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
COM 280
Introduction to Communication Studies
An introductory survey course designed to acquaint students with the world
of ideas that serves as the foundation for the field of communication studies.
(Fall)
COM/THR 312 Film Production II
The focus of this course builds on the lessons learned in COM 216 and adds
the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
COM 321
Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111)
COM 326
Building Working Relationships
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following courses —
SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
COM 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years)
COM 343
Studio Production
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
COM 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems.
146 Communication Studies
COM 348
Digital Video Production
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
COM 343 or 347)
COM 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: COM
111 or consent of instructor. Fall)
COM 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: MPG 3;
COM 111 or consent of instructor. Spring)
COM 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
COM 355
Small Group Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
COM 410
Communicating a Self in the Modern Organization
Understanding through 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. Collateral readings, open dialogue, and individual projects. (WEC only)
COM/THR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq: ENL 371)
COM 480
Public Relations/Promotional Communication
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
COM 490
Communication Studies Keystone: Critical Conversations About
Communication and Vocation
A synthesis of communication theories and application of those theories to
each student’s sense of vocation. This course satisfies the Keystone requirement.
COM 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Computer Science 147
Internships and Independent Study Courses.
COM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
COM 299
Directed Study
See description on page 96.
COM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
COM 499
Independent Study/Research
See description on page 96.
ELECTIVES.
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 340
BUS 440
BUS 450
CSC 160
ENL 226
ENL 227
ENL 228
ENL 241
ENL 327
ENL 430
INS 325
PSY 215
PSY 315
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
MIS 175
MIS 379
MKT 252
MKT 352
MKT 355
PHI 230
POL 342
POL 375
SOC 349
SOC 362
SOC 363
SOC 375
THR 232
THR 325
THR 350
THR 360
COMPUTER SCIENCE—CSC
T
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The coursework provides students a strong base in computer science,
with emphasis on concepts rather than on
applications. We encourage students to
strengthen their coursework by electing an
internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such
experiences for students, and allows them
to add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett,
James Moen, Charles Sheaffer, Erik
Steinmetz, Karen Sutherland
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Computer Science Major
Twelve courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
148 Computer Science
and Communications
Algorithms
Principles of Computer
Organization
CSC 385 Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 271 Discrete Mathematical
Structures (recommended)
and two electives from
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
Computational Economics
CSC 320
CSC 345
At least one elective must be an upper division course.
■ BACHELOR OF SCIENCE
Computer Science Major
Sixteen courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 385 Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 145 Calculus I
MAT 146 Calculus II
Two courses from:
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least two electives must be upper division courses.
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science, six from economics, and a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Charles Sheaffer, Department of Computer
Science
Major in Computational Economics
Thirteen courses including:
MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
Computer Science 149
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or EC0 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computational Philosophy
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires seven courses from computer science, six from philosophy, and a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320
CSC 373
Algorithms
Symbolic Programming and
Artificial Intelligence
CSC 385 Introduction to Formal Logic
and Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 History of Philosophy IV:
Twentieth Century Philosophy
PHI 365 Philosophy of Science
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Departmental Honors
GPA of 3.50 in computer science major
courses, GPA of 3.10 overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170,
210, 345, one additional upper division
computer science course, and one of MAT
171 or MAT 145.
A course must be completed with a
grade of 2.0 or higher to be counted as
completing a major requirement. A course
must also be completed with a grade of 2.0
or higher to count as a prerequisite for a
subsequent computer science course.
COMPUTER SCIENCE COURSES.
CSC 160
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3)
150 Computer Science
CSC 170
Structured Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, one-and-one-half
hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and
one of MAT 145 or MAT 171)
CSC 240
Introduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210 and MPG 4)
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 373
Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as
Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210)
CSC 385
Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 122
or MAT 145 or MAT 171)
Computer Science 151
CSC 431
Introduction to AI Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: ENL 111 and CSC 210)
CSC 440
Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCP/IP 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 240 and 345)
CSC 450
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.:
ENL 111, CSC 385 or concurrent registration, and CSC 320)
CSC 451
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, CSC 450, and CSC 385)
CSC 457
Computer Graphics
A study of the foundational algorithms required for computer graphics. Topics
include geometric algorithms, geometric modeling, graphics techniques,
graphical user interfaces, human-centered software development, computer
animation, virtual environments and 3D immersive rendering. (Prereq: CSC
210, MPG 4)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
CSC 299
Directed Study
See description on page 96.
CSC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
CSC 499
Independent Study/Research
See description on page 96.
152
ECONOMICS—ECO
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the field of computer science. The combined economics/business administration
major allows students great flexibility in
order to explore both fields. Finally, the
teaching major in political science/economics allows secondary education licensure students to obtain a solid background
for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management information systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Note: Transfer students must complete
at least three upper division economics
courses for a major and two for a minor.
Transfer classes must have been completed
in the last 10 years with at least a 2.0
grade.
Economics Faculty
Jeanne Boeh (Chair), Keith Gilsdorf,
Stella Hofrenning
DEGREE AND MAJOR REQUIREMENTS.
Major in Economics
Economics Core:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
and three other upper division economics
courses
Supporting Classes
Statistics Class:
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics
Mathematics Class:
MAT 114 Precalculus
or MAT 122 Calculus for the Social and
Behavioral Sciences
or MAT 145, 146 Calculus I & II
Economics 153
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163
ENL 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human Identity
Major in Computational Economics
See Computer Science.
Combined Major in Economics and
Business Administration
Five economics courses:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course.
Six accounting/business
administration/MIS courses:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
MKT 252 Principles of Marketing
FIN 331 Financial Management
or BUS 379 Quantitative Methods for
Business and Economics
and one other upper division business
course.
Teacher Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students, therefore,should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; a senior thesis and comprehensive
oral examination in the major field of concentration.
Minor in Economics
ECO 112, 113, 312, 313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Note: Students who plan to major in the
department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
154 Economics
ECONOMICS COURSES..
ECO 110
Economics of Urban Issues
This course studies the economic implications of many problems facing a
metro-urban environment especially in the areas of education, housing, and
transportation and is designed for those students who do not plan to major in
economics, business administration, or MIS.
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113)
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring and alternate Winter
Trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall and alternate Winter Trimester)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years)
Economics 155
ECO 318
Management Science
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall Trimester and Spring Semester)
ECO 360
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. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. Every
three years)
ECO 413
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122. On demand)
ECO 490
Research Methods in Econometrics
This course provides an introduction to the application of statistical models
and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone
requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON
111)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
156 Economics
Internships and Independent Study Courses:
ECO 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. (P/N Grading only.)
ECO 299
ECO 399
Directed Study
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. (Prereq.: 50% of the major or consent of instructor.
P/N grading only.)
ECO 499
Independent Study/Research
EDUCATION—EED, ESE, EDC, EDU, SPE
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in biology, chemistry, and physics, grades 5-8 in
general science, and K-12 specialist licenses in visual arts, physical education, music,
Note:
and special education: EBD and LD. (N
special education: EBD and LD are available in WEC only.) The K-12 Reading
Licensure Endorsement is also available at
the graduate level to already licensed
teachers.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication arts/literature, social
studies, visual arts, and special education.
Additional teaching majors are available
through the weekday program and open to
weekday and weekend students who can
take courses on a weekday schedule. All
prerequisite, elementary core, and professional education courses except field work
and student teaching are available on a
weekend or weekday late afternoon/
evening schedule. Fieldwork and student
teaching must be completed during regular
weekday hours. All students must have
some time available each term for field
experiences.
A graduate level licensure option is
available in weekend format to those
already holding a B.A. degree. Graduate
courses taken for licensure can be applied
to a Master of Arts in Education degree.
Contact the Education Department or
Weekend and Graduate Admissions for
information.
Students in all degree and/or licensure
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for
licensure: PPST, Principles of Learning and
Teaching Test, and one or more subject
matter tests.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are assigned an education
department adviser at the outset of coursework. All students are expected to become
knowledgeable of programs and follow
through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching program. Those interested in further information should contact the education department at least one year prior to
student teaching. Students who teach
abroad will do part of their student teaching in the Twin Cities area under direct
Augsburg faculty supervision.
157
158 Education
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. No one may be licensed under programs described in catalogs prior to 2002.
Students who entered the College under
earlier catalogs must comply with the
requirements of the new licensure programs.
Education Faculty
Lynn Lindow (Chair), Chris Brown,
Joseph Erickson, Jeanine Gregoire,
Gretchen Irvine, Mary Jacobson,
Christopher Johnstone, Anne Kaufman,
Carol Knicker, Gregory Krueger, Susan
O’Connor, Vicki Olson, Donna Patterson,
Ron Petrich, Linda Stevens, Barbara West
ELEMENTARY EDUCATION—EED/EDC
Elementary Major and Licensure
Requirements:
SCI 110
SCI 111
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the
bachelor of science Liberal Arts
Foundation requirements.
Option B is for WEC and/or transfer students with at least one college level science
course accepted in transfer or for day students who have already started this
sequence.
PHY 103 Conceptual Physics
or EED 495 Elementary Education
Physical Science (summer
school only; does not fulfill
general education requirement)
PHY 114 Earth Science for Elementary
Teachers
or EED 200 Elementary Education Earth
Science (summer school only;
does not fulfill general education requirement)
BIO 102 The Biological World
Non-departmental core courses (requirements subject to change—see Education
Department for most current list):
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Math sequence for non-math specialty
students
MPG 3:
MPG 4:
MAT 137 Math for Elementary
Teachers I (required)
MAT 138 Math for Elementary
Teachers II (required)
MAT 137 (optional)
MAT 138 (required)
Science sequence for non-science specialty
students
Option A is for DAY students who do not
have college level science courses in their
background.
Natural Science I
Natural Science II
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 211 Topics: MN American Indians
(.5)
Foundations Block II (courses from this
point and on require admissions to the
department)
Elementary Education 159
EDC 310 Learning and Development
Methods Block I
EED 311 K-6 Methods: Health (.25)
EED 312 K-6 Methods: Physical
Education (.25)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
Arts/Children’s Literature
Methods Block II
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies/Thematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 The Learner with Special Needs
EDC 490 School and Society
Student Teaching Block
EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major
who do not complete student teaching can
graduate through the elementary education
non-licensure major.
Middle School Specialty Areas (requirements subject to change — see Education
Department for most current list)
Communication Arts Specialty
ENL 220 Intermediate Expository
Writing
ENL 240 Introduction to Literary Study
COM 329 or 351 or 354 or 355
EED 331 Middle School Writing Methods
(.5)
ESE 350 5-12 Methods: Adolescent
Literature/Reading in the
Content Areas
Social Studies Specialty
POL 121 American Government and
Politics
HIS 120, 121
or 122 US History
ECO 113 Microeconomics
Choose 1: HIS 103: HIS 104; PSY 105;
SOC 121; SOC 241
Human or Cultural Geography (take elsewhere — see Education Department for
suggestions)
ESE 311 Middle School Methods: Social
Studies (.5)
Math Specialty
MPG 4 or MAT 114 Precalculus
MAT 122 Calculus for the Behavioral
Sciences
or MAT 145 Calculus I
MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
MAT 252 Exploring Geometry
MAT 271 Discrete Mathematics
MAT 287 History of Mathematics
ESE 331 Middle School Methods:
Mathematics (.5)
Science Specialty
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
CHM 106 Principles of Chemistry II
or CHM 116 General Chemistry II
BIO 101 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
SCI 106 Meteorology
Geology (take elsewhere — see Education
Department for suggestions)
ESE 341 Middle School Methods:
Science (.5)
A minimum GPA of 2.50 overall, 2.50
in the major, 2.00 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
teaching, is the maximum allowed within
the elementary education major requirements.
160 Elementary Education
A graduate-level elementary licensure
option is available through Weekend
College. Licensure is obtained through a
combination of graduate and undergraduate credits. The graduate credits can be
used toward the MAE degree. Contact the
Education Department or Weekend and
Graduate Admissions for information.
SECONDARY EDUCATION—ESE/EDC
I
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication arts/literature, health,
mathematics, music, physical education,
physics, social studies, and grades 5-8 general science.
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Non-departmental requirements:
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
PROGRAM REQUIREMENTS.
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 211 Topics: Minnesota American
Indians (.5)
Foundations Block II (Courses from this
point and on require admission to the education department.)
EDC 310 Learning and Development
Methods Block I
ESE 300 Reading/Writing in the Content
Area
ESE 325 Creating Learning
Environments
Methods Block II
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Capstone Block
EDC 410 The Learner with Special Needs
EDC 490 School and Society
Student Teaching Block
ESE 481, 483, 485 Student Teaching (2.03.0)
A minimum GPA of 2.50 overall, 2.50
in education, 2.50 in the teaching major,
and P in student teaching are required for
licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or
better.
Art, Music, and Physical Education
Licensure (K-12)
Students preparing for licensure in one
of these areas follow the secondary education program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
Elementary Education 161
areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary
levels. Note: Recommendation for teacher
licensure in music is granted only to students who successfully complete the
requirements for the bachelor of music
education major.
Students may no longer license in a
minor field of study.
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Contact the Education Department or
WEC Admissions for information.
Art, music, and physical education
teacher education programs lead to licensure for grades K-12.
EDUCATION CORE COURSES - EDC.
EDC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
EDC 200
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 required. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing)
EDC 206
Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide
an awareness and critical analysis of how prejudice, discrimination, and
stereotypes impact us personally, as well as how these elements impact our
schools and communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural content, worldview,
and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and Summer only)
EDC 210
Diversity in the Schools (.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.
EDC 211
Minnesota American Indians (.5)
An overview of cultural content, world view, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and
culture.
EDC 220
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course.
162 Elementary Education
EDC 310
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
EDC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
EDC 410
The Learner with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis
on techniques and resources to help all students achieve maximum outcomes,
and special focus on needs of urban students. Fieldwork experience required.
(Prereq.: PPST and admission to department or special permission of instructor)
EDC 490
School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and
professional development. Serves as final theoretical preparation for student
teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST
and admission to department)
ELEMENTARY EDUCATION - EED.
EED 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
EED 200
Elementary Education Earth Science (summer, only)
This course is designed to provide hands-on investigations that model modern
inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course.
Plan to spend much time outside of class reading and completing assignments.
EED 299
EED 311
See description on page 96.
K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the
kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 312
K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for physical education
at the kindergarten and elementary levels. (Prereq.: PPST and admission to
department)
EED 320
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 required. (Preq.: PPST and admissions to department)
Elementary Education 163
EED 330
K-6 Methods: Language Arts/Children’s Literature
Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EED 331
Middle School Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing,
and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty.
EED 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. (Prereq.: PPST and admission to depart-
ment)
EED 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)
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department. MAT 137 recommended)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department)
EED 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST
and admission to department. Day students register concurrently with EED
380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to
department)
EED 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
164 Secondary Education
EED 495
Topics: Elementary Education Physical Science
Students will participate in hands-on experiments to explore properties of and
changes in matter; position, motion and force; light, heat, electricity, and magnetism; and kinds of and ways to transfer energy. Taking the physical concepts
learned, students will develop demonstrations and lessons for K-5 classrooms.
Assessment is based on written assignments, a technology project, lessons/
demonstrations, and classroom participation. (Prereq.: PPST and admission to
department; Students must be Elementary Education majors — this course
does NOT meet the Science Lab graduation requirement. Summer only)
SECONDARY EDUCATION - ESE.
ESE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ESE 299
ESE 300
See description on page 96.
Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. (Prereq.:
PPST and admission to department. Note: Students seeking the 5-12
Communication Arts/Literature license do not need to take this course.)
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 required. (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 required. (Prereq.: PPST and admission to department. Note: Students
seeking 5-12 Health and K-12 PE licenses do not need to take this course.)
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 required. (Prereq.: PPST and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
Secondary Education 165
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.
Also required for elementary concentration in communication arts/literature.
Fieldwork experience required. (Prereq.: PPST and admission to department)
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 required.
(Prereq.: PPST and admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required.
(Prereq.: PPST and admission to department)
ESE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Secondary licenses require two courses. K-12 licenses require two to
three. Occurs upon satisfactory completion of licensure program and program
portfolio.
166
SPECIAL EDUCATION:
EMOTIONAL/BEHAVIORAL DISABILITIES
AND/OR SPECIAL EDUCATION:
LEARNING DISABILITIES—SPE
T
Required Education Courses for EBD:
he special education EBD and LD
majors are available only through Weekend
College; ideally, to people who are currently in schools working with students with
this label. These majors lead to Minnesota
teaching licensure in special education
with a specialty in emotional/behavioral
disabilities and/or learning disabilities.
Courses labeled SPE are to be taken during
the final year of coursework while students
are working in an EBD or LD setting.
Variations on this ideal are possible; see the
Education Department for more information.
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Required Non-major Courses:
HPE 115
ENL 111
Chemical Dependency (.5)
Effective Writing
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 211 Minnesota American Indians
(.5)
EDC 220 Educational Technology (.5)
EDC 310 Learning and Development
EDC 410 Special Needs Learner
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts/
Children’s Literature
EED 350 K-6 Methods: Math
EED 360 K-6 Methods: Science
SPE 315 Critical Issues Seminar (.5)
SPE 400 Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 490 Parent and Professional
Planning
SPE 481, 483, 485, 487 Student Teaching
Summer Practicum
Required Education Courses for LD:
All courses for the EBD major, with the
exception of SPE 430, plus:
SPE 424 Etiology and Origins of
Learning Disabilities
SPE 434 Teaching Content Areas to
Students with Learning
Disabilities
Special Education 167
SPE 315
Critical Issues Seminar
(.5 course)
The purpose of this course is to discuss critical issues in the field, create a
final portfolio synthesizing your coursework and experience, and prepare for
student teaching. (Prereq.: PPST and admission to department)
SPE 400
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
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and
how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. (Prereq: PPST and admission to the department)
SPE 420
Planning, Design, and Delivery
This course provides students with skills to write and implement individual
program plans and to create effective learning environments for students
labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST
and admission to the department)
SPE 424
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning disabilities (LD).
This includes an in-depth look at the origin of learning disabilities, as well as
various theoretical models (sociological, biological, psychological, cognitive,
and behavioral) applied to understanding learning disabilities. The course will
also provide a critique of current philosophical positions in the field. Students
will also acquire knowledge related to accessing information relevant to the
field of learning disabilities. (Prereq.: PPST and admission to department)
SPE 430
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)
168 Special Education
SPE 434
Teaching Content Areas to Students With Learning Disabilities
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as
having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in
these areas and the planning process involved. (Prereq.: PPST and admission
to department)
SPE 490
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. This course along with SPE 315 meets the
Senior Keystone requirement in the core curriculum. (Prereq: ENL 111 or 112,
or HON 111, PPST and admission to department).
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Student teaching occurs during the last year of coursework within
an internship context.
SPECIAL EDUCATION MINOR.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor is
available through the weekday program.
Required courses:
EDC 410 The Learner with Special Needs
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
EDC 410
Choose one from the following:
PSY 250 Child Development
PSY 251 Adolescent and Young Adult
PSY 252 Aging and Adulthood
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Assessment
Interested students should contact the
director of special education at the outset
of coursework.
The Learner with Special Needs
(see EDC course descriptions)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
ENGINEERING
A
ugsburg College has cooperative
arrangements with two universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; or Michigan Technological
University, Houghton, Michigan. Because
of the special requirements and opportunities of these programs, early consultation
with the Augsburg engineering adviser is
necessary. Applications for these programs
require the recommendation of the
Augsburg engineering adviser. Contact Jeff
Johnson, Physics Department,
612-330-1070.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Arts/Bachelor of
Engineering (B.A./B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
169
year at Augsburg.
Bachelor of Arts/Master of
Engineering (B.A./M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the
B.A./B.E. curriculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate curriculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A./M.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A./M.E.
program are not guaranteed admission to
the Institute of Technology.
170 Engineering
Michigan Technological University
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University. Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
DEGREE AND MAJOR REQUIREMENTS.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENL 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics II
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351, 352.
ENGLISH—ENL
T
hose 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 all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life’s
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English
Language Learners (ELL) students, or
tutoring in the writing lab.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
171
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Robert
Cowgill, Cass Dalglish, Suzanne Donksy,
Douglas Green, Joan Griffin, John
Harkness, Colin Irvine, Dan Jorgensen,
Dallas Liddle, James McCormick,
John Mitchell, Joe Moses, John Schmit,
Mzenga Wanyama, Cary Waterman, Susan
Williams
DEGREE AND MAJOR REQUIREMENTS.
Choosing a Concentration
The English Literature, Language, and
Theor y concentration provides students
various approaches to the life-enhancing
study of the written word and visual text.
Spotlight courses focus on specific authors,
genres, or themes, and provoke discovery
of new literary experiences. Courses in
African American, Native American, Asian
American, and post colonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English,
American, and World literatures are organized by historical periods and provide a
classically structured framework of study.
Courses in literary theory demand the
intense and intellectually challenging
engagement of text, culture, and self.
While some of our courses foreground
theoretical approaches to literature and
deeply examine race, class, and gender in
the consideration of their subject matter,
all of our courses infuse these concerns
into their engagement with primary works
of fiction, poetry, creative non-fiction, film,
and drama.
All literature classes involve students in
dynamic and enjoyable literary examina-
172 English
tion, and are taught by professors who love
teaching and who love literature. Our
classes develop and demand the skills of
aesthetic receptivity, perceptive and critical
reading, open and clear speaking, and analytical and engaging writing — skills of the
educated and employable citizen.
The literature, language, and theory
concentration offers courses of study crosslisted with American Indian Studies, Art,
Communication Studies, Film, Theatre
Arts, and Women’s Studies.
The English Writing concentration is
for students who intend to develop professional skills in either Creative or Media
Writing. Over the course of their study,
students will master terminology; understand historical, legal, and ethical issues
relevant to the field; and study the works
of established writers and professionals.
The writing major emphasizes expanding
competencies in observation, research, and
analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will
understand the interdisciplinary demands
inherent in creative and media writing
(including issues of design) and will
enhance their appreciation of the aesthetic
possibilities inherent in the writing life.
Writing courses are taught by dedicated
professors who are practicing writers themselves.
The writing concentration offers
courses of study cross-listed with Art,
Communication Studies, and Theater Arts.
The Communication Ar ts/Literature
Teacher Licensure Major is for students
who seek to be licensed to teach in
Minnesota in Communication
Arts/Literature. Students are encouraged to
take courses toward their major during the
freshman and sophomore years, and to
apply for the education licensure program
no later than the spring of their junior year.
Students in both programs must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major. Should licensure not be possible, graduation can be
achieved through an English major, which
requires at least two additional, specific
courses, or through a Communication
Studies major.
MAJOR REQUIREMENTS.
English Literature, Language, and
Theory Concentration
The concentration requires nine
courses above ENL 111, or HON 111, or
ENL 112.
Students must take at least one 200level literature course as a prerequisite for
upper division courses in English, as well
as either ENL 220 or ENL 221. No more
than two 200-level literature courses may
count for the major.
Students must take at least three 300level courses, with one each in British
Literature, American Literature, and World
Literature.
Majors must take at least two 400-level
courses. Any 300-level course serves as a
prerequisite for the 400-level. One 400level course must fulfill the keystone
requirement.
Minor in English Literature, Language,
and Theory
Five courses above ENL 111, or HON
111, or ENL 112 are required. One course
must be ENL 220 or ENL 221; the remaining four must be literature, language and
theory courses, three of which must be
upper division courses.
English 173
English Writing Concentration
Minor in Writing
Students must take 10 or 11 courses
above ENL 111, or HON 111, or ENL 112,
including three Literature, Language, and
Theory courses. At least one of these must
be at the 300-level or higher.
A minor with an open emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112, including
at least one course from the 200-level and
two from the 300-level.
Creative Writing Emphasis
Two introductory writing courses at the
200-level:
ENL 226 (required) and either ENL 220 or
221.
And a 300 level writing sequence:
Either Fiction I and Fiction II (ENL 320
and 321), or Poetry I and Poetry II (ENL
322 and 323).
And one elective from the following:
ENL 227; ENL 228; ENL 320 or ENL 322;
ENL 324; ENL/COM 328; ENL/THR 325;
an approved ACTC Creative Writing
Course; or an internship.
And ENL 420, the Keystone writing course.
An additional art class is required, either
Web Design I (ART 215) or Graphic
Design (ART 225).
Media Writing Emphasis
Media Ethics and Theory (ENL 390) must
be one of the language, literature, and
theory courses; and three introductory
courses:
ENL 227 (required), and a choice from
ENL 220, 221, 226, or 228;
And ENL 327 Quantitative Journalism;
And one elective from the following:
ENL 324; ENL/COM 328; ENL/THR 325;
an approved ACTC Writing/Reporting
Course; or an internship.
And ENL 420, the Keystone writing course.
Additional art classes are required: Web
Design I (ART 215) and Graphic Design
(ART 225).
A minor with a creative emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112 and must
include ENL 226, and at least three upper
division creative writing courses, two of
which must be a 300 two-course writing
sequence.
A minor with a media emphasis
requires six courses above ENL 111, or
HON 111, or ENL 112, and must include
ENL 227 or 228, ENL 390, one design
course, and three upper division media
writing courses.
Communication Arts/Literature
Teacher Licensure Major
Prerequisite: ENL 111, or HON 111, or
ENL 112
Major Requirements (eight courses in
English):
ENL 220 Intermediate Expository
Writing
ENL 240 Introduction to Literary Study
ENL 365 Contemporary Post Colonial
Fiction
ENL 380 Introduction to the English
Language
ENL 396 Internship in Teaching Writing
And three upper-division ENL Literature
courses, one each in British, American, and
World Literature.
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval).
174 English
Additional Courses (outside the English
Department):
COM 112 Contest Public Speaking
COM 343 Broadcast Production I
COM 352 Persuasion
COM 354 Interpersonal Communication
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
ESE 351 5-12 Methods: Speaking and
Listening (.5 course)
ESE 352 5-12 Methods: Media Literacy
(.5 course)
Additional ESE and EDC courses are
required for licensure. They include EDC
200, 210, 211, 220, 310; ESE 325, 350,
351, 352; EDC 410, 490; student teaching.
Contact an education department adviser
for information about education courses.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; submit proposal to department
chair by early Oct. in senior year for
department approval. Submit and defend
paper before faculty committee. Honors
project may be an independent study program (refer to departmental guidelines).
OTHER REQUIREMENTS.
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who 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 Developmental Writing
(ENL 101) where they receive more individual instruction than is possible in
Effective Writing (ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of 2.0 or higher
before enrolling in Effective Writing (ENL
111).
Note: Students should register for ENL
101 during the first semester of attendance
if possible. ENL 111, 112, or HON 111
should be completed, if possible, during
the first year.
Students in Developmental Writing
(ENL 101), Effective Writing (ENL 111),
HON 111, or ENL 112 can elect the traditional grading system or P/N grading in
consultation with their instructor up
through the last week of class (without
special permission/petition). Students who
choose to receive a traditional grade in
either course will receive a grade of N (one
time only) if their work is below a 2.0. A
student who repeats ENL 101 or 111 and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
English 175
ENGLISH COURSES.
Ser vice Courses: The department offers these service courses for students as required by a
placement test. Note: First day attendance in all writing courses is mandatory for a student to
hold his/her place in the course.
ENL 101
Developmental Writing
A preparatory course for ENL 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENL 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.
HON 111
Effective Writing for Liberating Letters
This course takes a problem-based, process-oriented approach to expository
writing. Attention is given to choosing, organizing, and developing topics;
thinking critically; reading closely; and revising carefully for clarity and style.
The minimum passing grade is 2.0.
ENL 112
Advanced Effective Writing
Advanced Effective Writing follows the same purposes and procedures as ENL
111; placement is determined by a writing sample submitted by students upon
entry to the college. The minimum passing grade is 2.0.
ENL 217/218 English for Language Learners
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in
ELL until the requirement is completed but can receive credit for only two
courses.
Literature, Language, and Theory Courses: The 200-level courses in the literature, language,
and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses
require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
ENL 240
Introduction to Literary Study
This course develops students’ critical and analytical skills in reading and
appreciating all kinds of literary texts and genres, including poetry, fiction,
and drama. Emphasis is placed on learning fundamental terms and concepts
that serve future literary inquiry and enjoyment. Required for Communication
Arts/Literature Teacher Licensure Major. (Prereq or co-req.: ENL 111, or HON
111, or ENL 112)
176 English
ENL 241
Introduction to Cinema Arts
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL 250
American Voices
American Literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different
collection of those voices. A specific minority literature, such as Hispanic
American Literature, Asian American Literature, or African American
Literature, is usually emphasized each term; sometimes the course explores
the writing of women or gay writers. Determine which version of the course is
being offered in any given section by checking the departmental web page, or
get a detailed course description in the English department. (Prereq or co-req.:
ENL 111, or HON 111, or ENL 112)
ENL 255
American Indian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature and the ways in which
literature reflects and illuminates American Indian culture and traditions. The
course emphasizes close readings of literature and public speaking skills
through in-class presentation and small group discussion. Course cross-lists
with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or
ENL 112)
Spotlight Courses — Offered Alternating Terms
ENL 260
The Author in Depth
A chance to investigate closely an author of significant influence in various
cultural contexts. Course subjects may include “Shakespeare on Page, Stage,
and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson
Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or
HON 111, or ENL 112)
ENL 270
Rites of Thematic Passage
This course traces a specific theme through changing historical, literary, and
cultural contexts. Course subjects may include “The Heroic Journey,”
“Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111,
or HON 111, or ENL 112)
ENL 280
Literatures of Convention and Change
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course
subjects may include “History of Detective Fiction,” “The Short Story,” “Sports
and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and
English 177
others. Check the departmental Web page for the title of a given section.
(Prereq or co-req.: ENL 111, or HON 111, or ENL 112)
ENL 290
Explorations in Language and Theory
An introductory course in applied literary or language theory. Course subjects
may include “Cinema and Sexuality,” “Strategies in Reading the Novel,”
“Challenging the Gaze,” “Language and Society,” and others. Check the
departmental Web page for the title of a given section. (Prereq or co-req: ENL
111, or HON 111, or ENL 112)
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by
employing techniques, terminology, and research methods of the discipline, resulting in effective
and substantive expository writing about the subject. Students must take ENL 220 or 221 (see
writing courses), or a 200-level literature course, or gain consent of the instructor as a prerequisite.
British Literature
ENL 330
Shakespeare
Study of the bard’s major plays — comedies, histories, tragedies, and romances
— for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or
221, or a 200-level literature course or THR 250, or consent of instructor.)
ENL 332
Renaissance and Reformation
A survey of 14th- to 17th-century British literature, with attention to its
European contexts. Begins with the Reformation of the 14th century and
Canterbury Tales and ends with the Puritan Revolution and Paradise Lost.
Themes include “the enchantment of evil”; the hero as lover and courtier;
utopian dreams and the literature of conquest; the writer as politician; and the
challenges to religious certainty in a post-Ptolemaic universe. Major writers
include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220
or 221, or a 200-level literature course, or consent of instructor.)
ENL 333
British and American Literature of the 17th and 18th Centuries:
Strange Shores
British and American writers of this period are surveyed, with attention to the
historical, intellectual and social influences of the major literary movements
on both sides of the Atlantic. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
ENL 334
British literature: Reason and Romanticism
This class investigates the literary texts now called Romanticism within the
history and culture of late 18th- and early 19th-century Britain. The famous
“big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be
studied in the context of poetic predecessors and influences (Burns, Cowper,
Smith) and contemporary talents in other genres, including Austen,
Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221, or a 200-level literature
course, or consent of instructor.)
178 English
Eng 336
British literature: The Age of Victoria
If America was the world’s cultural and political leader in the 20th century,
Britain was the leader of the 19th century. Students will study the literature
and culture of Queen Victoria’s England and her empire from the 1830s
through 1914 in all four major genres of poetry, fiction, drama, and essay.
(Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
ENL 337
The British Novel: Love and Learn
This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and
19th centuries. The course spans 150 years of literary history, while studying
and critiquing the ways literary theorists and historians have explained and
theorized British fiction. Authors surveyed include Defoe, Richardson, Austen,
Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221, or a 200-level
literature course, or consent of instructor.)
ENL 338
Readings in British and Commonwealth Drama
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include
“Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,”
and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or
221, or a 200-level literature course or THR 250, or consent of instructor.)
ENL 339
Modern British and Irish Writers
Writers of the first half of the 20th century are surveyed, with attention paid
to their contribution to modernism, experimentation, and literary form.
Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H.
Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed.
(Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
American Literature
ENL 350
Readings in American Minority and Alternative Literatures
A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The
course’s focus varies. A specific ethnic literature or a specific writer may be
emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s
emphasis. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
ENL 351
19th Century American Literature
Covers the intellectual and social environment that affected the writers of the
period. Many different genres — slave narratives, romances, tall tales, epic
poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne,
Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
English 179
ENL 352
American Literature from 1900 to 1945
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major
developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
(Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
ENL 353
American Literature from 1945 to the Present
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich,
Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as
well as contemporary fiction writers represented by the Best American Short
Stories anthologies. (Prereq.: ENL 220 or 221, or a 200-level literature course,
or consent of instructor.)
ENL 354
Contemporary American Poetry
A survey of the work of poets who have come into prominence since mid-20th
century as represented in the anthology Contemporary American Poetry.
Attention will be given to younger and/or less prominent poets represented in
the Best American Poetry series. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
ENL 355
Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221, or
a 200-level literature course, or consent of instructor.)
ENL 358
Readings in American Drama
A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include
American Families, Blacks and Whites, and Sex and Self on the American
Stage. Readings range from O’Neill and Treadwell to Shanley and Parks.
(Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.)
World Literature in Translation
ENL 360
The Classical Tradition
A study of the major works of Greek and Roman literature, including Homer,
Virgil, Aeschylus, Sophocles, through Dante. Works are studied with reference
to their mythological foundations, their cultural background, their influence
on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221, or
a 200-level literature course, or consent of instructor.)
180 English
ENL 361
The Medieval World
A survey of medieval literature from the collapse of the Roman Empire to the
14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga,
romance, hagiography); the literature of courtly and profane love; and visions
of heaven and hell. (Prereq.: ENL 220 or 221, or a 200-level literature course,
or consent of instructor.)
ENL 362
Renaissance to Modern Literature
Study of masterpieces of literature, chiefly European, from the renaissance to
the modern period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Prereq.: ENL 220 or 221, or a 200-level literature course,
or consent of instructor.)
ENL 365
Contemporary Post Colonial Fiction
This examination of contemporary world fiction includes work by authors
from Latin America, Africa, Asia, and the Middle East, and fiction written by
indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts.
Cross-listed with Women’s Studies. Required for Communication
Arts/Literature Teacher Licensure Major. (Prereq.: ENL 220 or 221, or a 200level literature course, or consent of instructor.)
ENL 367
Women and Fiction
The course studies novels and short stories by women across cultures.
Emphasis on the conditions that have affected women’s writing (including race
and class), the reflection of women’s unique experience in their writing, and
the ways in which women writers have contributed to and modified the
Western literary heritage. This course is cross-listed with Women’s Studies.
(Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
ENL 368
Readings in World Drama
A variable survey of drama in translation from around the world, organized
historically and/or thematically. Sample topics include Classical Theaters,
Spanish and Latin American Drama from the Renaissance to the Present,
Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221, or a 200-level literature course
or THR 250, or consent of instructor.)
Language, Media, and Theory
ENL 371
History of Cinema
A chronological survey of the development of cinema from the inception of
the moving image in the late 19th century through the emergence of film as
one of the most important popular art forms of the 20th century. Emphasis
will be placed on important international cinematic artistic movements, such
as Italian neo-realism and the French New Wave, on cultural contexts that
influenced the reception of film art, and on technological advancements that
English 181
altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
ENL 380
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Required for
the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or
221, or a 200-level literature course, or consent of instructor.)
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a
means of establishing, maintaining, or revoking power. They will also pay
attention to gender differences in the use of language and analyze ways in
which speakers and writers can both create and revise reality via the language
they use. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent
of instructor.)
ENL 390
Media Ethics and Theory
This course acquaints students with the concepts and functions of the news
media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized
information world. Students will study the special position given the media in
the United States and will consider First Amendment protections and the
media’s responsibilities to inform the public in a free and democratic society.
Cross listed with Communication. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
ENL 394
Composition Theory and Practice
Students will examine composition as a relatively new field of study, one in
which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and
written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks.
Recommended for licensure and potential graduate students. (Prereq.: ENL
220 or 221, or a 200-level literature course, or consent of instructor.)
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and
theory, and ask students to write and speak professionally about literary texts. Any 300-level
literature course or consent of the instructor ser ve as a prerequisite for the 400-level. One
400-level course must fulfill the keystone requirement.
ENL 410
Advanced Studies in Literature
Potential course subjects include “The Beats,” “American Indian Writers
Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black
and White and Red All Over: Film Noir, Communism, and Race,” and others.
Check the departmental web page for the subject of a specific term, and get a
complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor)
182 English
ENL 430
Advanced Studies in Language, Theory, and Method
Through a focus on particular issues and problems in literary studies, this
course engages students in a variety of past and current critical theories.
Possible course topics include “Is There a Gay Literature?” “Realism
Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and
the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course
description in the English Department. (Prereq.: Any 300-level literature
course or consent of instructor)
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her
place in the course.
ENL 220
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing. Its
workshop format stresses style and organization, the process of revision, self
and peer evaluation, and the relationship between reading and writing.
(Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 221
Expository Writing about the Arts and Popular Culture
A variant of English 220, this course also builds on the methods of Effective
Writing, but in this version students work on content related to subjects in the
world of art and literature. Particularly aimed at Art, Theatre Arts, and Film
majors. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 223
Writing for Business and the Professions
This practical course is designed to improve writing skills for those entering
business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111,
or ENL 112)
ENL 227
Journalism
An introductory newswriting course with an emphasis on writing for the print
media. Students consider how to recognize news, gather and verify facts, and
write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 228
Broadcast and Online Journalism
This is an introductory newswriting course with an emphasis on writing for
broadcast and online media. Students use an intensive practice model to learn
the basics of newsgathering, writing, and production for television, radio, and
the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 320
Fiction One
Students draft a collection of short stories and critique others’ work in the
writing workshop environment. Throughout the term, students will also read
English 183
classic and contemporary short fiction, analyzing and examining the work of
established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226)
ENL 321
Fiction Two
A writing workshop in which students will revise a body of short fiction,
redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one
new work of short fiction during this workshop term. (Prereq.: ENL 320 or
review and acceptance by instructor of four story drafts written by the student
and offered as work the student will refine in Fiction Two.)
ENL 322
Poetry One
Students draft a collection of poems and critique others’ work in the writing
workshop environment. Students will learn to identify successful poetry as
they create their own poems; they will read published poetry and listen to new
and established poets reading their own work. (Prereq.: ENL 226)
ENL 323
Poetry Two
A writing workshop in which students will revise a body of poetry, redrafting
and polishing a collection of poems for inclusion in a portfolio of work.
Students will also be expected to create new work during this workshop term.
(Prereq.: ENL 322 or review and acceptance by instructor of a collection of
poetry written by the student and offered as work the student will refine in
Poetry Two.)
ENL 324
Creative Nonfiction
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.: ENL 220 or 221)
ENL/THR 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and
junior or senior standing, or consent of theatre department chair. THR 250 or
ENL 226 recommended.)
ENL 327
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 news reports
and news features. This course is designed for persons wishing to explore the
use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228)
ENL/COM 328 Screenwriting
An introductory course in writing for film, this course will take students from
story outline to the creation of a screenplay draft. In addition to writing their
own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221)
184 English
ENL 420
Advanced Studies in Writing
The writing keystone is a final, summative seminar emphasizing collaboration,
professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page.
(Prereq.: Any 300-level writing course)
ENL 490
English Keystone
(.0 course)
Students seeking keystone credit must register for this no credit, P/N course,
along with ENL 410, 420, or 430.
Directed Studies, Internships, and Independent Studies
ENL 299
ENL 396
Directed Study
On-Campus Internships
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101,
Developmental Writing. Interns prepare class presentations, assess student
writing, and learn methods useful in teaching composition.
ENL 399
ENL 499
Off-Campus Internships
Independent Study and Honors Projects
Honors studies must be directed by a professor chosen by the student and
approved by the department. Independent study projects not designated for
honors must be approved by the Chair of the department.
FILM
See listing under Communication Studies.
FINANCE
See listing under Business Administration.
FOREIGN LANGUAGES
See listing under Modern Languages.
FRENCH
GERMAN
See listing under Modern Languages.
See listing under Modern Languages.
HEALTH AND PHYSICAL EDUCATION—HPE
V
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the recreational
participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education, men’s and women’s intercollegiate
athletic programs, intramural programs for
men and women, and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.00 in all courses with an HPE
prefix applying to the major.
Health and Physical Education Faculty
Marilyn Florian (Chair), Jennifer Britz,
Lisa Broek, Carol Enke, Paul Grauer, Aaron
Griess, Frank Haege, Alvin Kloppen, Mike
Navarre, Joyce Pfaff, Jessica Phillips, Missy
Strauch, Eileen Kaese Uzarek
DEGREE AND MAJOR REQUIREMENTS.
■ HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Fall: even years)
HPE 356 Measurement and Assessment
in HPE
HPE 390 Instructional Methods and
Materials (Fall: odd years)
HPE 410 Administration and Supervision
of the School Health Program
(Fall: even years)
HPE 450 Current Health Issues (Fall:
even years)
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
Must have instructor’s certification for CPR
and first aid.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
185
186 Health and Physical Education
A Bachelor of Science degree is available for the teacher licensure major.
Consult your faculty adviser for Augsburg
Core Curriculum requirements under the
Bachelor of Science option.
Minor
HPE 101, 110, 114, 115, 316, 320, 390,
450, BIO 103. (There is no health teaching
minor in Minnesota public schools.)
■ PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 254 Introduction to Development/
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 324 K-6 PE Games and Activities
HPE 334 7-12 Sport Skills and Activities
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 356 Measurement and Assessment
in HPE
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for the teacher licensure major.
Consult your faculty adviser for Augsburg
Core Curriculum requirements under the
Bachelor of Science option.
Minor
HPE 101, 115, 210, 223, 231, 232, 351.
(There is no PE teaching minor in
Minnesota public schools.)
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114
HPE 275
HPE 280
Health and Safety Education
Prevention and Care of
Athletic Injuries
Coaching Theory
(Fall, even years)
Health and Physical Education 187
HEALTH AND PHYSICAL EDUCATION COURSES.
■ HEALTH EDUCATION
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modern concepts and practices of health and healthful living applied to the
individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
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. (Fall, Spring)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality. (Prereq.: HPE 110. Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of “standards” and
pedagogy for health education, curriculum, and assessment included. (Prereq.:
HPE 110. Fall)
HPE 356
Measurement and Assessment in HPE
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG III, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment.
Evaluation and development of materials included. (Prereq.: HPE 110. Spring)
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Prereq.: HPE 110.
Fall)
HPE 450
Current Health Issues (.5 course)
This course uses “critical thinking” skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall)
188 Health and Physical Education
■ PHYSICAL EDUCATION
HPE 001
Foundations of Fitness (.0 course)
This course is required of all Augsburg students. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and
how they contribute to personal lifelong health and well being. This course is
designed to not only provide knowledge but also to discuss and analyze ways
an individual can assess, monitor, motivate, and discipline him/herself to
maintain a lifestyle of fitness and wellness.
HPE 002, 003 Lifetime Activity (.0 course)
Lifetime Activity courses are designed to improve proficiency in a selected
physical activity. Students will be able to understand and demonstrate basic
skills, strategy, and rules of the activity. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
Introduction to Physical Education
(.5 course)
History, principles, and current trends in physical education, fitness, and sport.
(Spring)
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring)
HPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmental/adapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 275
Prevention and Care of Athletic Injuries
(.5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Spring)
HPE 324
K-6 PE Games and Activities
(.5 course)
This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring)
HPE 334
7-12 Sport Skills and Activities
(.5 course)
Theory and practice in skills, teaching and officiating selected games and
activities. (Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split fall/spring, even years)
Health and Physical Education 189
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
A study of the mechanics of movement with an emphasis on the use of the
muscular system. An analytic approach to the study of movement and how it
relates within the physical education field. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO 103.
Spring)
HPE 356
Measurement and Assessment in HPE
Basic statistical procedures; the use of assessment and evaluation in health and
physical education programs. (Prereq.: MPG III, HPE 101 and either HPE 110
or HPE 210 and 220. Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Prereq.: HPE 101 and 324. Fall)
HPE 368
Physical Education Methods (7-12)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Prereq.: HPE 101 and 334. Spring)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
HPE 299
Directed Study
See description on page 96.
HPE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
HPE 499
Independent Study/Research
See description on page 96. Open only to junior or senior majors.
190
HISTORY—HIS
H
istory 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 that
makes scattered individuals into a community.”
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 many fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Jacqueline deVries (Chair), Phil Adamo,
Bill Green, Don Gustafson, Michael
Lansing
medieval, modern Europe, United States,
and non-Western.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00
overall; except in special instances, application before the end of the first term of
the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one
course credit) to be defended before a faculty committee.
Medieval Studies
The History Department also hosts the
major in Medieval Studies. For more information, please refer to “Medieval Studies”
in this catalog.
OTHER REQUIREMENTS.
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses (including HIS 280 and
480). 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
First-year students should enroll in
one or more of the 100-level courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
History 191
Prerequisites
Transfer Students
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
Transfer students planning a major
must normally take at least three of their
courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
HISTORY COURSES.
HIS 101
The Beginning of 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.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 120
America to 1815
A survey of the relations between Native, European, and African peoples from
first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period.
Themes include the legacies of massive ecological and demographic change,
the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States,
and internal as well as foreign conflicts in that nation’s early years.
HIS 121
19th-Century United States
A survey of United States history from 1815-1900, drawing on social, cultural,
and environmental history as well as political and economic history. The
course will move topically as well as chronologically through the years in
which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system,
and economy, slavery, expansion, and empire-building, regional differences,
the Civil War and its aftermath, and industrialization.
HIS 122
20th-Century United States
A survey of United States history from 1900 to the present, drawing on social,
cultural, and environmental history as well as political and economic history.
The course will move topically as well as chronologically through the modern
era. Themes include industrialization and urbanization, the significance of
gender, race, and ethnicity in American culture, the growth of a strong federal
192 History
government, the emergence of the United States as a world power, the creation
of a consumer society, the rise of identity politics, and the passing of American
hegemony.
HIS 150/350 Latin American History
This course examines the histories of Mexico, Central America, and the
Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin
American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions
shared with the United States. Special attention will be paid to independence
movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350)
HIS/WST 155/355 Cultural Conflict and Change in Latin America
Center for Global Education Course. See International Studies, Sustainable,
Development and Social Change (Guatemala, El Salvador, Nicaragua)
HIS 162/462 20th Century South Asia
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan,
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 195
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 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
History 193
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 HIS 242 with special emphasis on the contributions of
W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood
Marshall, and Martin Luther King, Jr.
HIS 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for HIS 349)
HIS 280
The History Workshop
This course introduces history majors and minors to the historian’s craft.
Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also
gain and sharpen the research and writing skills critical to their success in
upper-level history courses. Guest speakers and off-campus site visits will
enhance course content.
HIS 282
The History of Women Since 1848
This course examines in comparative perspective women’s changing political,
economic, social and sexual status since the 19th century, with attention given
to social, racial and ethnic, and sexual differences among women.
HIS 311
Topics in Women’s History
Exploration of selected topics in women’s history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 316
Environmental History
A chronological exploration of the interactions between Americans and the
nonhuman world. Topics include the commodification of nature, political
movements organized around nature, ways of knowing nature, environmental
justice, and the relationships between American culture and nature.
Additionally, students will use both primary sources and fieldwork to explore
the specific environmental history of an off-campus location.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China’s isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
194 History
HIS 331
Topics in United States History
In-depth exploration of selected topics in United States history not regularly
examined in other departmental offerings. The specific topics to be offered will
be announced prior to registration.
HIS 332
History of United States Foreign Relations
A survey of United States foreign relations from the American Revolution
through the Cold War, emphasizing changing definitions of war and peace,
tensions between internationalism and isolationism, the emergence of the
United States as an economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modern legal system.
HIS 343
The North American West
This course reckons with the contest of colonial powers in North America, the
American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the
important role that the West plays in modern American culture. Themes
include the persistence of Native peoples, ethnicity, race, and gender in western daily and political life, the creation of an international borderlands, and
the ecological transformation of western landscapes.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 215 in
International Studies.)
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
HIS 350
Cultural Conflict and Change in Latin America
For course description, see HIS 150.
History 195
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modern
Germany, focusing on the question of Germany’s sonderweg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and Ireland
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 355
Cultural Conflict and Change in Latin America
A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for
Global Education. Cross-listed with Women’s Studies.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander’s Empire, the Hellenistic kingdoms, and the rise of Rome as the
world’s greatest power, emphasizing personalities, the arts, and Rome’s contributions in law and the political process.
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c. 300
to 1350 AD, and uses a variety of written and visual sources in an attempt to
understand medieval society. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of medieval life.
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 374
Medieval Crusades
This course examines Western Europe’s crusading era (1095-1291 AD), a time
when warriors from the Christian West attempted to “take back” the Holy
Land from its Muslim occupiers. Through a close reading of primary sources,
we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will
pay particular attention to the question of historical representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the
Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and
visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres.
Cross-listed with REL 378.
196 History
HIS 440
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.
HIS 462
20th-Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe’s discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 480
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. This
course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered
Fall and Spring terms.)
Internships and Independent Study Courses:
HIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
HIS 299
Directed Study
See description on page 96. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
HIS 499
Independent Study/Research
See description on page 96. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.50 GPA in history)
HONORS PROGRAM—HON
T
he Augsburg Honors Program offers
an adventurous education where exceptional students with a passion for ideas can
be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to create their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Review of Undergraduate
Scholarship, participate in an intramural
debate league, belong to an Honors House,
and learn through small reading groups,
research projects, and travel around the
world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so you can learn from talented professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program Director.
Honors Program Recognition
Students who finish the Honors
Program requirements satisfy all general
education requirements, except those for
physical education and foreign language.
Honors students also receive special
transcript notation, special graduation
recognition, resumé building positions,
and special access to academic advising
and career options.
Honors Admissions Requirements and
Academic Scholarships
Students with a demonstrated record of
achievement are eligible to enter the
Augsburg Honors Program. Prospective
students may demonstrate achievement in
a variety of ways. Most students who are
admitted have a composite ACT score of
27 or higher (or a combined SAT score or
1250 or higher), and a high school G.P.A.
of 3.50 or higher. However, students without these numeric requirements may be
eligible if they have exceptional records of
extracurricular activity or other exceptional experiences. All students are encouraged
to apply. To apply, students should fill out
the online application located at
<www.augsburg/honors.edu>.
Students applying for the Honors
Program also automatically apply for the
College’s highest academic-based scholarships, the President’s, Regents’, and
Harwick/Agre Scholarships.
Qualifying Advanced Placement,
International Baccalaureate, and PostSecondary Option courses may satisfy
Honors Program requirements, and/or be
granted college credit. Contact Academic
Advising or the Honors Director for further
information.
Students may enter the Honors
Program at three points: first semester of
first year, second semester of first year, or
first semester of sophomore year. Students
who enter during the second semester of
the first year must fulfill all remaining
Honors requirements, may substitute REL
100 for HON 100, and may be excused
from taking HON 120. Students who enter
the first semester of the sophomore year
must fulfill remaining Honors requirements, and may substitute REL 100 for
HON 100, may substitute two non-Honors
Humanities liberal arts foundation courses
197
198 Honors Program
for HON 130, may substitute ENL 111 for
HON 111, and may be excused from taking HON 120.
Scholars Program for Advanced
Transfer Students
Students with more than 16 credits in
transfer work may enter the Scholars
Program but may not enter the Honors
Program. The Scholars Program allows students to enroll in Honors courses, join an
Honors House, and participate in all
Honors Program activities. In order to
graduate with the Scholars Program transcript designation, student must: join an
Honors House and participate in required
meetings, maintain an overall GPA of 3.50
or higher, and take: HON 340, HON 480
and any two other Honors courses.
Honors Co-Curricular Activities
The Pike Stewards House coordinates
public relations, job placement, and fund
raising opportunities for all Honors students. Pike House also organizes events for
alumni and fund raising.
The Grif fin Citizens House coordinates recruiting, social activities, admission
and scholarship applications, and the
Honors website opportunities for all
Honors students. Griffin House also organizes events for recruiting and socializing,
such as banquets, parties, and high school
recruiting trips.
The Hesser Ser vants House coordinates service learning, social justice, experiential learning, and political activity
opportunities for all Honors students.
Hesser House also organizes related events,
such as honors service days and Augsburg
experiences.
Honors Houses: all Honors students
must belong to an Honors House for the
purpose of receiving academic advising
and program information. All Honors students are required to attend mandatory
meetings of the Honors Program or of their
House. These meetings are necessary for
advising, information, and governance.
When students enter the Honors Program
they choose to join one of the four Honors
Houses:
Augsburg Review: students manage,
edit, write, and publish an interdisciplinary
journal of undergraduate scholarship. The
Review accepts submissions from students
at Augsburg and other colleges and universities around the nation.
The Crockett Scholars House coordinates scholarship, research, fellowship,
major award or prize opportunities, and
graduate school placement for all Honors
students. Crockett House also organizes
events related to scholarship such as
College scholarship events and high school
research fairs.
Student House Presidents, Debate
Captains, and Student Councils: students elected to leadership within their
Honors House may serve as House
Presidents or Debate Captains. The House
Presidents sit on the Honors Student
Presidents Council and make critical decisions about program courses and
resources. House Debate Captains organize
the Inter-House Disputations and judge
disputes among the Honors Houses.
Honors Disputation League: students organize, coach, research, write, and
rehearse as teams which then compete in
intramural debate tournaments held four
times each year.
Honors Program 199
Student-Created Learning Experiences
(SCLE)
Honors student may learn through
established courses or through studentcreated learning experiences. These student created experiences may substitute for
any Honors curricular requirement, or may
simply enrich their education. Such student-created experiences may count
toward requirements in majors and satisfy
Honors requirements at the same time, or
simply be an elective.
Student-created learning experiences
may take any form. Some possible forms
include:
• Student Created Courses (created in collaboration with faculty)
• Full course (10-20 students)
• Reading Groups (2-9 students)
• Individual Reading and Examination
(individual study)
• Student/Faculty Research (may be one or
many students)
Process: a student-created learning
experience may be proposed by any
Honors student or by any Augsburg faculty
or staff person. The interested student
should speak with either an Honors
Council Member or the Honors Program
Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the
proposal should be submitted by the student to the Honors Program Director who
will carry the proposal to the Honors
Council for review.
Timeline: Proposals for Fall Semester
must be submitted by March 1 of the preceding academic year, and proposals for
Spring Semester must be submitted by
October 1 of the current academic year.
Honors Established Curriculum
These requirements are normally taken
in the order listed below, but can be taken
out of order if schedule conflicts require it.
HON 005 is required each term.
First Year
Fall
• First-Year Students select Honors House
membership.
• First-Year Students not permitted to join
Augsburg Review or Honors Disputation
League.
• HON 100 Search for Meaning &
Christian Vocation
• HON 120 Scholar Citizen (includes
theatre lab, critical thinking skill)
S pr i n g
• HON 130 Liberating Letters (humanities
LAF & speaking skill)
• HON 111 Effective Writing (or ENL 220
or 221 as determined by advanced placement or transfer)
Second Year
Fall
• Students invited to join HON 450
Augsburg Review and HON 460 Honors
Disputation League
• HON 220: Scholar Scientist, OR students
with two math courses replace with
HON 365 (one natural sciences and
mathematics LAF and quantitative reasoning skill)
S pr i n g
• HON 240: Science, Technology and
Citizenship, OR students with two lab
science courses replace with HON 365
(one natural sciences and mathematics
lab LAF)
Note: Math courses and lab courses
may be taken during this term. Students
with two math courses and two lab courses
only take HON 365 to replace both HON
220 and 240.
200 Honors Program
Thir d Year
• HON 480 Research Seminar
Fall
• Students invited to join HON 450
Augsburg Review and HON 460 Honors
Disputation League
• HON 250: Social Scientist (social and
behavioral sciences LAF)
• HON 340: Junior Colloquium (President
or Dean teaches. P/N, no credit, meets
twice each semester for 90 minutes)
S pr i n g
• HON 480 Research Seminar
• HON 490: Honors Vocation Keystone
S pr i n g
• HON 230: Arts and the City (fine arts
LAF)
• HON 340: Junior Colloquium (same as
Fall semester)
Fourth Year
Fall
• Students may join HON 450 Augsburg
Review and HON 460 Honors
Disputation League in their fourth year,
but may not fulfill the research requirement if joining for the first time.
Summary Notes:
• The Honors recommended sequence satisfies all general education requirements
except foreign language and physical
education.
• Students past first year may take courses
out of the recommended sequence without permission.
• Residency: All Honors Students must
complete seven full-credit courses in the
Augsburg Honors Program to meet the
Honors residency requirement for graduation.
HONORS COURSES.
HON 005
Honors Activities Forum
Honors students must register for this course each term to schedule time for
Honors activities to meet. (0.0 credit, P/N only, exceptions made for scheduling conflicts.)
HON 100
Christian Vocation and the Search for Meaning I
Honors section of REL 100. Some students (e.g. some science majors) may
need to defer the course and take HON 100 in another term.
HON 120
The Scholar Citizen
An introduction to the Honors Program. Course content focuses on “great”
(and significant) primary texts focusing on the connections between learning
and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on
the medieval liberal arts trivium (grammar, rhetoric, logic). (includes lab)
HON 130
The Liberating Letters: The Humanist Tradition
Problem-based or question-based interdisciplinary humanities course.
Emphasizes public uses of knowledge; uses resources of Cities.
Honors Program 201
HON 111
Honors Introduction to Effective Writing
Linked with HON 130, this effective writing course employs a rhetoric-based
and argument focused approach to writing.
HON 220
The Scholar Scientist
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy,
music), this course addresses systems of quantitative thought, including logic,
computing, formal systems. Fulfills graduation QR requirement. Students who
have taken two mathematics courses (MAT 145 or higher), at least one of
which is taken at Augsburg, may replace with HON 365, Philosophy of
Science.
HON 230
Arts and the City
Interdisciplinary fine arts course where students attend museums, galleries,
concerts, plays, and other significant arts events.
HON 240
Science, Technology, and Citizenship
Multi-disciplinary/interdisciplinary lab science course. Students who have
taken two lab science courses, at least one of which is taken at Augsburg, may
replace with HON 365, Philosophy of Science.
HON 250
The Social Scientist
Problem-based/question-based course in social sciences involving at least two
social science disciplines and several faculty. Makes substantial use of the
resources of the Twin Cities.
Travel Seminar
May include a Center for Global Education 10-day seminar, other international travel, or
domestic immersion trip.
HON 340
Junior Colloquium: The Scholar as Leader
Taught by the Dean and/or President of the College, this is similar to the
Frame of Mind series. Meets twice each semester. (P/N; non-credit program
requirement — year long course — fall and spring terms)
HON 380
Student-Created Learning Experience (SCLE)
Following the guidelines set forth above, SCLEs may take many forms as
determined by the student and faculty creating the learning experience (may
be .5 or credit, may be traditional or P/N).
202 Honors Program
HON 450
Augsburg Review: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the Augsburg Review (two .5 credits across
two semesters totaling one course credit, P/N only).
HON 460
Honors Disputation: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving in the Disputation League (two .5 credits across
two semesters totaling one course credit, P/N only).
HON 470
Student/Faculty Collaboration: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the student/faculty research collaboration
(two .5 credits across two semesters totaling 1 course credit, P/N only).
HON 480
Research Seminar: The Emerging Scholar
Research seminar for students in multiple disciplines. Students complete a
substantial research project.
HON 490
Honors Keystone: Christian Vocation
This advanced Honors version of REL 200, designed for students who have
completed four years of the Honors curriculum, and designed to meet keystone requirements. This course integrates and synthesizes the themes from all
four years of the Honors program.
INTERDISCIPLINARY STUDIES—INS
I
nterdisciplinary studies programs draw
upon and combine coursework from multiple academic disciplines to provide both
broad perspective and in-depth focus on an
area of study. Through interdisciplinary
programs and courses, students can gain
greater insight and understanding of cultures and perspectives different from their
own. Augsburg offers a number of majors
that are interdisciplinary in nature. They
include:
American Indian Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
These majors, their descriptions and
requirements are listed alphabetically within the Departments and Programs section
of the catalog. Other interdisciplinary
course offerings are listed under
International Studies.
Interdisciplinary Studies 203
LEADERSHIP STUDIES MINOR.
Coordinator
Norma Noonan
The world of the 21st century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
Required courses: (4)
BUS 242
Principles of Management (no
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor)
COM 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) This course is the
only integrative course in the
minor.
Required electives: (2)
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242 or 200)
HIS 122 20th-Century United States
INS 325 Building Working Relationships
(WEC/Day)
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105)
COM 321 Business and Professional
Speaking
COM 355 Small Group Communication
(no prereq.)
COM 410 The Self and the Organization
(WEC)
MIDDLE EAST STUDIES MINOR.
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
1. Language courses: one year (two
courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
PEACE AND GLOBAL STUDIES MINOR.
See International Relations, page 205.
204 Interdisciplinary Studies
INTERDISCIPLINARY COURSES.
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and
Islamic patterns of life.
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.
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
INTERNATIONAL RELATIONS 205
I
nternational Relations is an interdisciplinary major which provides students
with the basis for informed global citizenship, preparing them for graduate study or
careers in foreign service, nonprofit, or
international business. The student may
focus on a discipline or geographic area of
the world. The program consists of a core
of seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study
opportunities throughout the year.
Competency in one language is required,
and some students study two languages.
All majors complete a significant senior
research project and thesis on a topic of
their own choosing.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business, or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Joseph Underhill-Cady
DEGREE AND MAJOR REQUIREMENTS.
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modern World
or HIS 104 The Modern Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modern language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362, 368, 465
ECO 317, 360, 365
HIS 323, 346, 348, 350, 352, 354, 440, 474
MKT 466
PHI 355
POL 350, 351, 359, 382, 459
REL 356, 420
SOC 241
COM 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modern Languages)
SWK 230
Seminars, independent study, topics
courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as
a fourth term or higher of college work in
a second foreign language.
206 International Relations
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
International Relations Major with
International Business Concentration
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall.
In addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
International Relations Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modern
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor
focuses on the centrality of justice, tolerance and inter-cultural understanding in
moving toward a less violent world; it
takes advantage of the campus resources of
the Peace Prize Forum (co-hosted each
year by Augsburg College) and the Center
for Global Education. The minor is structured as a learning community that
involves students, faculty, staff, and community members; it focuses on experiential
learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw
on study abroad in taking local actions to
address global issues.
The minor consists of two required
courses (POL 160 and SWK 230), two
upper division electives (chosen from ECO
365, REL 366, HIS 332, HIS 350, INS/WST
311, POL/WST 341, REL 313, POL/WST
359, INS 312, REL 346, HIS 346, POL 353,
ECO 495, SOC 240, ENL 365, and other
topics or study abroad courses, with
approval of program director), a senior
keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International
Relations Program Director for full program description.
INTERNATIONAL STUDIES
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College’s strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, general education,
and graduation requirements when
approved by the appropriate program
directors and faculty before departure. An
approved study abroad will also fulfill the
Augsburg Experience.
Students in good academic and disciplinary standing (a minimum GPA of 2.50) at
Augsburg may apply to study off campus
through the study abroad adviser. In addition to semester and year-long programs,
short term programs also provide a number of educational opportunities. Students
interested in these or other external offcampus study experiences should contact
the study abroad adviser. Please contact the
study abroad adviser in the Office of
International Programs for a list of program deadlines. The cost for many programs is comparable to full room, board,
and tuition for on-campus study, plus airfare. Financial aid is granted on the same
basis as on-campus study.
■ THE CENTER FOR GLOBAL
EDUCATION
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
live in the midst of the society they are
studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays,
regional travel, community-based living,
and opportunities for volunteer work and
internships.
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact the semester programs abroad office.
■ INTERNATIONAL PARTNERS
The International Partners program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Norway and Germany.
Under these agreements International
Partner students from abroad receive part
of their academic training at Augsburg, and
qualified Augsburg students are guaranteed
admission to partner institutions, where
courses are pre-approved for credit toward
graduation requirements at Augsburg.
207
208 International Studies
Study abroad through International
Partners emphasizes business, education,
and social work, but offers training in
more than a dozen other fields as well. All
coursework is in English. The study program may be for one year, one semester, or
a summer session. Participation may be on
an individual basis or as part of a student
group. For further information contact the
International Partners office.
impact of social change, civic engagement,
and cross-cultural factors on the human
community. HECUA programs include
intense language experience and field
study. The cost is similar to full tuition,
room, and board for one semester on campus, plus airfare.
■ THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
International study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
Augsburg, in consortium with other
colleges and universities, offers full-semester programs through HECUA in Norway,
Bangladesh, Ecuador, and Northern
Ireland. All programs emphasize the
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
CENTER FOR GLOBAL. EDUCATION COURSES.
■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA
(MEXICO)—FALL
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and learn first-hand from both women and men who are involved
in struggles for sustainable development and social change. The program begins with a
one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week
seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing
approximately six weeks, and with Mexican host families for four to six weeks.
All students will be expected to take POL/WST 359, REL/WST 366, and at least one
Spanish course. In addition, they may choose between taking a second Spanish course or
completing an internship or field research (independent study).
Prerequisite: one college-level Spanish course or its equivalent.
International Studies 209
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
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. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or or equivalent.)
POL/WST 359
Women, Gender, and Social Change in Latin America
An exploration of gender politics in Latin America. Particular attention is
given to women’s organizing efforts around issues of domestic and political
violence, ecology, human rights, democracy, political participation, and revolutionary social change.
210 International Studies
REL/WST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
HIS/INS/POL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequistes: SPA 212 or equivalent, internship application,
and Spanish reference forms)
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES
(MEXICO)—SPRING
This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students will examine the ethics of land distribution, environmental racism, ecofeminism,
social change, and the complexity of gender, class, race, and ethnicity in Latin America.
Credit is available in Spanish, history, political science, religion, and women’s studies.
Internships and independent studies are also available. The program includes a two-week
seminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend
approximately six weeks in Augsburg housing, and six weeks living with Mexican host
families.
All students will be expected to take the following three courses: a Spanish course,
HIS/WST 355, and POL/WST 341 or REL/WST 313. For their fourth course, they may
choose between taking a second Spanish course or completing an internship or field
research (independent study).
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
International Studies 211
SPA 211, 212 Intermediate Spanish I, II
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. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
HIS/WST 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in Mexican and Central American
history. Focuses on the development of gender, class-based, and racial/ethnic
oppression and the history of resistance and social change in Latin America
from the Conquest to the present day.
POL 341/WST 341 Environmental Politics
Explores environmental politics in Latin America from pre-Columbian times
to the present. Applies a gender perspective to analyze environmental issues
and examines political and economic policies that promote and/or hinder sustainable development.
212 International Studies
REL/WST 313 Environmental Theology and Ethics
Explores different approaches to environmental ethics in Latin America,
including indigenous, Jewish and Christian perspectives, liberation theology
and ecofeminism.
HIS/INS/POL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequisites: SPA 212 or equivalent, internship application,
and Spanish reference forms)
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING
This program was created to satisfy the curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice.
Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course
or its equivalent. (Students may choose to study Spanish in Mexico during the month of
January, prior to the start of the semester.) Priority is given to social work majors.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
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. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
International Studies 213
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
SWK 294
International Social Welfare: The Mexican Context
Develops students’ understanding of current social, economic, political, and
cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign
policy in Mexico. Aims to frame students’ knowledge of contemporary social
welfare and social work practice with migrants and immigrants in the
Minnesota and the United States at large.
SWK 316
Social Work Practice II: With Families and Groups
Develops student understanding and working knowledge of human behavior
in families and in groups. The Mexican context of family and group work will
be examined and uniquely Mexican models will be explored and discussed in
relation to current family and group theory. Groups can be used to accomplish
individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A
six-week home stay with a Mexican family will provide an opportunity to
learn about Mexican family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent
participants in efforts to achieve change in social policies and programs. This
course in comparative social policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social
workers and citizens in formulating, implementing and evaluating policy
responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical
analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours to the practicum hours
required for the BSW degree for those students with Spanish language oral
214 International Studies
competency. Involves sharing of experiences with other students in a small
group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent
with SWK 316. P/N grading only).
■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA,
EL SALVADOR, NICARAGUA)—FALL OR SPRING
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua.
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador,
and the final six weeks in Nicaragua. All students will take the following four courses:
1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) ECO 495.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Guatemalan instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
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. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211
for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Guatemalan instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
International Studies 215
Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite:
SPA 311 or equivalent.)
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America.
POL 459
Topics in Comparative Politics: Citizen Participation in Policy
Formulation within a Globalized Economy — A Nicaraguan Case
Study
This course exposes students to key debates shaping contemporary political
economy of development in Nicaragua and the rest of Central America. The
course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING
This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia
won its independence in 1990 after decades of apartheid South African colonization. South
Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by
under and unequal development; and the long-term project of decolonizing the mind.
INS 312
The Development Process — Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people repre-
216 International Studies
senting a variety of religious perspectives and roles within churches and religious organizations.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
HIS 327
Racism and Resistance in Southern Africa and the United States:
Struggles Against Colonialism, Apartheid, and Segregation
This course explores historical parallels of the development in southern Africa
and in the United States, strategies of resistance the successes and limitations
of political victories over apartheid and racism and the lingering economic,
social, political, and psychological effects of racism.
HIS/INS/POL 399 Internship
A limited number of internships will be available to provide students with the
opportunity to gain hands-on work experience in a development agency. This
replaces the Religion and Social Change course.
HIS/INS/POL 499 Independent Study
Students may design a proposal to conduct an independent study of a topic
related to their major or minor
HECUA COURSES.
■
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The curriculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of a social democracy
undergoing major changes in response to immigration. Students explore the relationship
between Scandinavian countries, the emerging democracies of Eastern Europe, the
European Union and broader global politics. Students have the option of Norwegian language study or an independent study project.
INS 372
Norwegian Language
INS 377
Scandinavia in the World
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
INS 394
Urbanization and Sustainable Development in Scandinavia
INS 499
Independent Study (Students may choose either INS 372 or 499)
International Studies 217
■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND
SPRING
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life
and culture. Models of community participation, organization, development, and social
change are compared and contrasted. Students learn first-hand about the social problems
in Ecuadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish.
INS 366
Community Participation and Social Change
INS 399
Internship
INS 499
Independent Study
(2 course credits)
■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE: BANGLADESH
— SPRING
The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field
study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement
plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s
development is at the core of the program, as is hands-on experience through internship
and independent study.
INS 307
Culture, Language, and Religion in Bangladesh (1.5 credits)
INS 313
Sustainable Development in Bangladesh
INS 399
Internship
(1.0 credit)
and
INS 397 Internship
(.5 credit)
(total 1.5 credits)
Or
INS 499
Independent Study/Research
(1.0 credit)
and
INS 497
Independent Study/Research
(.5 credit)
(total 1.5 credits)
218 International Studies
■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace and the
progress being made. Through a seven-week internship, students get hands-on experience
with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO
Centre at the University of Ulster in Coleraine.
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship
(2 course credits)
MANAGEMENT INFORMATION SYSTEMS
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
MATHEMATICS—MAT
M
athematics is the study of structure and relationships and provides tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and
engineering, its applications to actuarial
science, computing, or economics, or in
preparation to teach. Augsburg’s urban
location allows students to gain experience
working with mathematics through internships, cooperative education, and the
practicum and colloquium courses.
219
Mathematics Faculty
Matthew Haines (Chair), Tracy
Bibelnieks, Suzanne Dorée, Rebekah
Dupont, Kenneth Kaminsky, Jody Sorensen
DEGREE AND MAJOR REQUIREMENTS.
Bachelor of Arts
Mathematics Major
Twelve courses including
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
Structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
Two MAT electives numbered above 200,
at least one of which is numbered above
300. Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale presenting a
coherent program of study, typically relating mathematics to another discipline.
CSC 160
Introduction to Computer
Science and Communications
Two supporting courses from the following
list or substitutes with departmental
approval: CSC 170, CSC 320, ECO 112 or
ECO 113 (not both), ECO 318, ESE 330,
FIN 331, MAT 163 or MAT 173 (not both),
PHY 121, PHY 122.
Also required: MAT 491 Mathematics
Colloquium during junior and senior
years.
Depending on the choice of electives, up to
two additional communication skills
courses (one in writing, one in speaking)
may also be required.
220 Mathematics
Students must earn a grade of 2.0 or better
in each course that applies toward the
major.
At least two MAT courses numbered above
250 must be taken at Augsburg.
Bachelor of Science
Mathematics Major
The requirements for the Bachelor of
Science degree are the same as for the
Bachelor of Arts degree with Mathematics
Major except that the two MAT electives
and two supporting courses must be chosen from a focus area approved by the
department. Sample focus areas:
Business, Economics, or Actuarial Science:
Two of MAT 355, 374, or 377; ECO 112 or
113; MAT 173, ECO 318, or FIN 331.
Computational Mathematics: Two of MAT
355, 377, or approved 395; CSC 170; CSC
320.
Physical Sciences: Two of MAT 247, 327,
or 355; PHY 121-122.
Teaching Mathematics: MAT 252; MAT
287; MAT 314; ESE 330.
In addition, an experiential component
in the focus area is required, such as an
internship, volunteer or paid work experience, undergraduate research project, or
other experiences approved by the department. Such experiences may also fulfill the
Augsburg Experience requirement if
approved.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers. The
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the
major, with the electives specified as: MAT
252 Exploring Geometry, MAT 287 History
of Mathematics, MAT 314 Abstract
Algebra, and ESE 330 5-12 Methods:
Mathematics. At the time of publication,
the mathematics requirements for a concentration in mathematics to teach in
grades 5-8 under elementary education
licensure are MPG 4 or MAT 114
Precalculus; MAT 145 Calculus I or MAT
122 Calculus for the Behavioral and Social
Sciences; MAT 163 Introductory Statistics;
MAT 252 Exploring Geometry; MAT 271
Discrete Mathematical Structures; and
MAT 287 History of Mathematics.
Elementary Education majors seeking middle school mathematics licensure are
strongly encouraged to consult with a
mathematics department advisor before
enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics
GPA of 3.50 in MAT courses numbered
above 200, 3.00 overall GPA, an honors
project, and approval of the Mathematics
Department. Specific requirements are
available from the department.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus II
Three MAT electives numbered above 200,
at least one of which is numbered above
300. Alternatively students may complete a
minor by taking the six courses: MAT 145,
MAT 146, MAT 163, MAT 252, MAT 271,
and MAT 287.
At least one MAT course numbered above
250 must be taken at Augsburg.
Mathematics 221
Students must earn a grade of 2.0 or better
in each course that applies toward the
minor.
OTHER REQUIREMENTS.
Math Placement Group (MPG)
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 MPG 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
Academic Advising. The exam is given
during College registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
MATHEMATICS COURSES.
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only.
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business, and
everyday life. Grade of 2.00 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.00 or higher advances student to MPG 4. (Prereq.:
MPG 3)
222 Mathematics
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3)
Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137.
Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138.
Students who have successfully completed a higher number MAT class, a statistics class, or any
other quantitative reasoning class must obtain departmental approval before registering for
MAT 123, 129, 137, or 138.
MAT 123
Mathematics Sampler
An examination of intriguing mathematical ideas including geometrical and
numerical patterns, and axiom systems such as set theory, non-Euclidean
geometries, alternative arithmetic, and infinity with an emphasis on problemsolving strategies, logic, and mathematical reasoning. (Prereq.: MPG 3)
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with
an emphasis on quantitative reasoning including an introduction to probability
and statistics and topics such as the mathematics of finance, graph theory,
game theory, voting theory, linear programming, or cryptography. (Prereq.:
MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I & II
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for
MAT 137; MAT 137 or MPG 4 for MAT 138)
MAT 145-6
Calculus I & II
Concepts of calculus of one-variable functions including derivatives, integrals,
differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics, with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance. (Prereq.: MPG 3)
Mathematics 223
MAT 245
Calculus III
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and
geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, and formal logic, with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or MAT 163 and MAT 145 or MAT 163 and MAT 122 and
MPG 4. Also recommended: CSC 160)
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modern mathematics. (Prereq. : MAT 145 or MAT 122
and MPG 4)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246 and MAT 271)
MAT 324
Analysis
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting. (Prereq.: ENL 111 or 112 or HON 111, MAT 271. Also
recommended: MAT 245, MAT 246 or MAT 247, and at least one MAT course
numbered 300 or higher)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 170 or consent of instructor)
224 Mathematics
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit
Theorem, sampling distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT
245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems
from industrial settings including the simplex method, sensitivity analysis,
duality theory, alternate optima, and unboundedness with an emphasis on
both the mathematical theory and the application to current business practice.
(Prereq.: MAT 246)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of
instructor)
MAT 395/495 Topics/Advanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, complex analysis,
mathematical biology, chaotic dynamical systems, combinatorics, graph theory,
topology, or foundations of mathematics. (Prereq: at least two MAT courses
numbered above 200 and consent of instructor. For 495, an additional upper
division MAT course depending on the particular topic may also be required)
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Internship and Independent Study courses:
MAT 199/399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing) See also description on page 95.
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor.) See also description on page 96.
MEDIEVAL STUDIES
T
he objective of Medieval Studies is to
introduce students to the culture of the
Middle Ages — its diverse history and
beliefs, its arts and literature — and to the
disciplinary and interdisciplinary skills
necessary for its serious study.
The major in Medieval Studies fulfills
the original (medieval) ideal of a liberal
arts education. Since the study of the liberal arts was developed in the Middle Ages,
students majoring in Medieval Studies find
a model context for the pursuit of a liberal
arts degree in the modern world.
As was the case in medieval universities, Augsburg’s major in Medieval Studies
prepares students for life beyond college.
Because of its emphasis on precise reading
and analysis of texts, careful writing, and
spirited discussion, the major in Medieval
Studies offers a solid foundation for graduate or professional study, as well as
employment opportunities that require
abilities in communication, critical and
abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program
Coordinator), Kristin M. Anderson (Art),
Mark L. Fuehrer (Philosophy), Douglas E.
Green (English), Joan L. Griffin (English),
Martha B. Johnson (Theatre Arts), Merilee
I. Klemp (Music), Philip A. Quanbeck II
(Religion), Bruce R. Reichenbach
(Philosophy), Mark D. Tranvik (Religion)
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses, including:
Four (4) core requirements:
HUM 120 Medieval Connections
HIS 369 Early and Middle Ages
HIS 370 Late Middle Ages
HUM 499 Keystone, Medieval Studies
Project
One (1) of the following literature courses:
ENL 330 Shakespeare
ENL 332 Renaissance and Reformation
ENL 360 The Medieval World
ENL 361 The Classical Tradition
One (1) of the following religion or philosophy courses:
HIS 372 Medieval Church
PHI 242 Medieval and Renaissance
Philosophy
REL 361 Church in the First Four
Centuries
REL 362 Theology of the Reformers
One (1) of the following history of arts
courses:
ART 386 Medieval Art
ART 387 Renaissance and Baroque Art
MUS 231 History and Literature of Music I
THR 361 Theatre History and Criticism I
Two (2) electives from the following courses:
HIS 374 Medieval Crusades
HIS 440 Monks and Heretics
POL 380 Western Political Thought
Any literature, religion/philosophy, or history of arts courses not already taken may
be taken as electives.
Minor
Five courses including HUM 120. The
remaining four courses must be in different
disciplines, as grouped above (history, literature, religion/philosophy, and history of
arts).
225
226 Medieval Studies
OTHER REQUIREMENTS.
Language Requirement
Students must take one year of collegelevel Latin or other medieval language
approved by their adviser, which will fulfill
the Modern Languages Graduation Skills
requirement.
Quantitative Reasoning (QR) Skills
Fulfilled outside the major.
Augsburg Experience
As with all majors, an Augsburg
Experience is required for graduation. For
the Medieval Studies major this might
include study abroad, or internships at the
University of Minnesota’s Rare Books
Collection, the Hill Monastic Manuscript
Library, or the Minnesota Renaissance
Festival. Prior approval of advisor is
required for all Augsburg Experiences
related to Medieval Studies.
COURSES.
HUM 120
Medieval Life in 12th-century Europe (Medieval Connections)
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, Spring)
For other course descriptions, please refer to the specific departments elsewhere in the catalog.
METRO-URBAN STUDIES—INS
M
etro-Urban studies is a multidisciplinary major and minor taught by faculty
in sociology, economics, history, political
science, social work, art, and other related
disciplines. Metro-Urban studies is designed
to blend classroom, theory, field studies, and
internships that focus the content of liberal
learning on the metropolitan community
and the process of urbanization.
Metro-Urban studies and general education’s Engaging Minneapolis introduce
students to the wide variety of developing
careers related to urban and metropolitan
affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan
community. The Metro-Urban studies
major and minor also provide undergraduate preparation for postgraduate studies in
planning, architecture, law, public administration, environmental studies, social welfare, government, community organization,
and theology.
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College’s
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies Faculty
Garry Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, Keith Gilsdorf,
Stella Hofrenning (ECO), Michael Lansing
(HIS), Lars Christiansen, Nancy Fischer
(SOC), Michael Shock (SWK), Kristin
Anderson (ART)
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses including:
ECO 113 Principles of Microeconomics
POL 122 Metropolitan Complex
SOC 111 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
or HIS 335 Urban American History
or ART 249/349 HIS 249/349 The
Designed Environment
SOC 362 Statistical Analysis
or POL 483 Political/Statistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses.
SOC 381, taken in conjunction with INS
399, fulfills the Keystone requirement.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics instead of
ECO 110.
Minor
POL 122, SOC 111, HIS 225/249/349,
SOC 381 and one of the following: ECO
110, HIS 335, or INS 399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
227
228 Metro-Urban Studies
METRO-URBAN STUDIES COURSES.
Internships and Independent Study Courses:
INS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
INS 299
Directed Study
See description on page 96. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. Internships place students with sponsoring organizations
that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study—Metropolitan Resources
An independently-designed course developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
INS 499
Independent Study/Research
See description on page 96. (Prereq.: POL 484 or SOC 363)
■ URBAN STUDIES OPTIONS THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for
Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field
learning programs of exceptional quality located in Scandinavia, South America, Central
America, Northern Ireland, and the Twin Cities.
Also see International Studies listings.
URBAN STUDIES COURSES.
■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING
This Semester in the Cities program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
Metro-Urban Studies 229
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 95.
■ II. CITY ARTS—SPRING
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 95.
■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC
POLICY — FALL
Focuses on the social, scientific, ecological, and economic underpinnings of public policy
and conflict over natural resources and environmental quality.
INS 345
Social Dimensions of Environmental Change
INS 346
Adaptive Ecosystem Management
INS 399
Internship (2 course credits)
■ IV. SEE HECUA UNDER INTERNATIONAL STUDIES
230
MODERN LANGUAGES
T
he Department of Modern Languages
at Augsburg College contributes in many
ways to realizing the College’s mission of
providing liberal arts education for service
in today’s world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
The modern languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College’s affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modern languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Modern Languages Faculty
Mary Kingsley (Chair), Molly Enz, Pary
Pezechkian-Weinberg, Susana Sandmann,
Frankie Shackelford, Donald Steinmetz
DEGREE AND MAJOR REQUIREMENTS.
Major
The major consists of nine courses
above 211 (Norwegian only: 211 and
above), including two courses in culture,
two courses in language, two courses in literature, and three electives (from any of
the three areas above). At least seven of
these courses must be taught in the target
language of the major and at least four of
them must be taken on the Augsburg campus.
Minor
The minor consists of four courses
above 211 (Norwegian only: 211 and
above), including one in language and one
in literature or culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
OTHER REQUIREMENTS.
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior
year. Requirements: 3.50 GPA in the major,
3.50 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Modern Languages 231
Study Abroad
Teaching Licensure
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Since spring term 2001, Augsburg
College no longer offers a licensure program in modern languages.
MODERN LANGUAGES COURSES.
■ AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101)
■ CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
■ FRENCH (FRE)
FRE 111, 112 Beginning French I, II
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. Four
class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required)
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212, Prereq.: 211)
FRE 295
FRE 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall,
Prereq.: 212)
232 Modern Languages
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modern period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 411
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
FRE 299
Directed Study
See description on page 96.
FRE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
FRE 499
Independent Study/Research
See description on page 96.
Modern Languages 233
■ GERMAN (GER)
GER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture, and participation
in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional
sessions required)
GER 211, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211)
GER 295
GER 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall,
Prereq.: 212)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
GER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 311 or consent of
instructor. On demand)
GER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
234 Modern Languages
GER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modern age. (Prereq.: 311)
GER 411
Advanced Conversation and Composition
Aims at developing and refining the student’s use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor. Fall)
GER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
GER 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
GER 299
Directed Study
See description on page 96.
GER 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
GER 499
Independent Study/Research
See description on page 96.
■ JAPANESE (JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian studies program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
■ NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112, Prereq.: 111)
NOR 211
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
Modern Languages 235
NOR 295
NOR 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
NOR 411
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
NOR 299
Directed Study
See description on page 96.
NOR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
NOR 499
Independent Study/Research
See description on page 96.
236 Modern Languages
■ OJIBWE (OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern
languages department and as part of the American Indian Studies major.
OJB 111, 112 Beginning Ojibwe I, II
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. (Fall:
111; Spring: 112, Prereq.: 111)
■ SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
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. (Fall: 211; spring: 212, Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
SPA 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice with emphasis
on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor.
Spring: odd years)
Modern Languages 237
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: odd years)
SPA 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
SPA 354
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
SPA 411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SPA 299
Directed Study
See description on page 96.
SPA 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SPA 499
Independent Study/Research
See description on page 96.
238
MUSIC—MUS
T
he Music Department at Augsburg
College offers professional music training
in the context of a liberal arts curriculum
through three music degree programs and
five majors. It also offers a variety of music
courses and ensemble experiences that are
available to non-music majors and courses
that meet Augsburg’s Liberal Arts
Foundation requirements.
Augsburg’s location in the heart of a
major artistic center makes it an ideal place
to study music, and the music faculty seek
and encourage opportunities that connect
the campus and the greater arts communities. These opportunities allow students to
explore the links between theory and
applied knowledge and may take many
forms, including internships; community
performances; music therapy practica;
community-based learning projects;
required off-campus performance and concert attendance assignments; or travel and
study within and outside the United States.
The music department is an institutional member of the National Association of
Schools of Music (NASM) and the
American Music Therapy Association
(AMTA).
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Douglas
Diamond, Stephen Gabrielsen, Peter
Hendrickson, Roberta Kagin, Ned Kantar,
Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Carol
Barnett, Fred Bretschger, Anthony Cox,
Marv Dahlgren, Bridget Doak, Susan
Druck, Lynn Erickson, Dan Fretland, Janet
Fried, Jennifer Gerth, Bradley Greenwald,
Nancy Grundahl, Megan Holroyd, Mary
Horozaniecki, Jim Jacobson, Kathy
Kienzle, Rena Kraut, Caroline Lemen,
Steve Lund, Laurie Merz, Vladan
Milenkovic, Rick Penning, Nicholas Raths,
Andrea Stern, Sonja Thompson, Shannon
Wettstein, Angela Wyatt
Fine Arts Manager
Randall Davidson
Fine Arts Coordinator
Cathy Anderson
Fine Arts Facilities Manager
Karen Mulhausen
DEGREES/MAJORS.
Bachelor of Arts
Music Major
Music Major/Music Business
Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
Music Therapy Equivalency Certificate
Offers students with an undergraduate
degree the preparation necessary to meet
the AMTA requirements for becoming a
certified music therapist.
Music 239
Music Minor
Music
Music business
**All music majors and music
minors** must choose and apply to a
degree program by the end of their fourth
semester of study. Degree and GPA requirements and applications are in the Music
Department Student Handbook. Transfer
students should meet with a music degree
adviser as soon as possible after enrolling
at Augsburg.
DEGREE AND MAJOR.
REQUIREMENTS.
Music Core Curriculum
MUS 101
MUS 111
MUS 102
MUS 112
MUS 201
MUS 211
MUS 202
MUS 212
MUS 231
Materials of Music I
Aural Skills I
Materials of Music II
Aural Skills II
Materials of Music III
Aural Skills III
Form and Analysis
Aural Skills IV
History and Literature of
Music I
MUS 232 History and Literature of
Music II
MUP 1xx-4xx Performance Studies
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145: Chamber Music
One to four semester(s) on the major
instrument in accordance with degree
requirement
MUS 358 Junior Recital and/or
MUS 458 or MUS 459 Senior Recital
MUE 111 or 112 or 114 or 121: Large
Ensemble
Four to eight semesters in accordance with
degree requirement
Piano Proficiency Test (see Music
Department Handbook)
Music Repertoire Tests (see Music
Department Handbook)
■ BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many music
related business fields most often choose
this course of study.
Faculty Adviser: Douglas Diamond
Requirements
Music core curriculum and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
One (1.0) credit of approved courses outlined in the Music Department Student
Handbook.
One (1.0) credit of upper division music
courses.
MUP 1xx-4xx Performance Studies (.25
credit)
Eight semesters of half hour lessons in the
major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142or 143 or
144 or 145
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
240 Music
Music Business Major
The music business major prepares students to enter today’s music industry and
to pursue career opportunity where the
arts and commerce intersect. Courses in
music, performing arts, and business combine with field observations and internships. These experiences prepare students
for careers in fields such as arts management, promotion, the record industry, and
general music business. The program
affords both the performing artist and the
business student the opportunity to pursue
music business studies. The music business major has two tracks: the Bachelor of
A r t s i n M u s i c w i t h M u s i c B u s i n e ss
Concentration (designed for the performing artist) and the Bachelor of Arts in
Bu s i n e s s A dmi n i s t r a t i o n w i t h
Specialization in Music Business
(designed for the music/business student).
Faculty Adviser: Ned Kantar
B.A. in Music with Music Business
Concentration
Requirements:
Music core curriculum and:
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving
ACC 221 Principles of Accounting I
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
MUS 458 Senior Recital
MUP 1xx-4xx Performance Studies (.25
credit)
Eight semesters of half hour lessons in the
major instrument/voice
MUE 111 or 112 or 114 or 121
Eight semesters in a major Augsburg
ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142 or 143 or
144 or 145
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
B.A. in Business Administration with
Specialization in Music Business
Requirements:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
FIN 331 Financial Management
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — OR — 2 MUS credits and
1 MUE credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(Other MUS courses as approved by adviser)
Music 241
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Music Minor
Requirements: 6 credits
MUS 101, 102 Materials of Music I, II
MUS 111, 112 Aural Skills I, II
MUS 341 Basic Conducting
One of the following two:
MUS 231 History and Literature of
Music I
MUS 232 History and Literature of
Music II
One (1.0) credit of additional music
courses
MUE 111 or 112 or 114 or121 &
MUP 1xx-2xx Performance Studies (.25
credit)
Four consecutive semesters in a major
Augsburg ensemble concurrent with four
quarter courses of performance studies on
the major instrument/voice
Pass one music repertoire test
Candidates must submit an application for
admission prior to spring juries of the
sophomore year
Music Business Minor
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry.
With the music business minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today’s
music industry. The minor is a collaborative program between the music and business departments.
Requirements: 8 credits
MUS/BUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
MUS/BUS 399 Internship (approved for the
Music Business Minor)
One of the following:
MUS/BUS 245 Arts Management and
Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
All of the above courses plus two additional music course credits beyond MUS 105
and MUS 245 (maximum of 1 credit in
MUE and/or MUP courses)
■ BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocal/general or instrumental/general
emphasis. In addition to applying to the
Music Department, Bachelor of Music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the Bachelor of Music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.50 in all music courses is necessary for the music education licensure program.
242 Music
F a c u l t y A d v i s e r s:
Robert Stacke-Instrumental
Peter Hendrickson-Vocal
Requirements
Music core curriculum and:
MUS 311 Composition I
MUS 341 Basic Conducting (.5)
MUS 358 Half Junior Recital
MUS 459 Full Senior Recital
HPE 115 Health and Chemical
Dependency Education
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 211 Minnesota American Indians
EDC 220 Educational Technology
EDC 310 Learning and Development
ESE 300 Reading/Writing in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485, 487 Student
Teaching
MUS 359 Music Methods: Choral/Vocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
One of the following two areas of emphasis:
Vocal emphasis:
MUS 251-254 Diction (.25 credit each=1.0)
MUS 342 Choral Conducting (.5 credit)
MUS 129 Improvisation (0.0 credit)
MUS/THR 235 Music Theatre (.5 credit)
Instrumental emphasis:
MUS 344 Instrumental Conducting
(.5 credit)
MUS 129 Improvisation (0.0 credit) two
semesters, or
MUS 129 one semester and
MUS 143 one semester
Music elective (1.0 credit)
MUP 1xx Performance Studies (.25credit)
Two semesters of half hour lessons in the
major instrument/voice (first year)
MUP 2xx-4xx Performance Studies
(.5 credit)
Six semesters of hour lessons in the major
instrument/voice (second, third, fourth
year)
A Music Education major whose major
instrument is piano, organ, or guitar is
required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their
large ensemble requirement.
MUE 111 or 112 or 114 or 121 (.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds
and percussion, Band; strings, Orchestra;
voice, Choir). You must participate in the
ensemble for which you want to teach.
(total= 2.0 credits)
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145
Two semesters in a chamber music course
on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.50 in all
music courses and in the major instrument/voice
Music 243
■ BACHELOR OF MUSIC
Music Performance Major
A focused classical training program
designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and
studio teaching, professional performance
opportunities, auditions, and graduate
school. Acceptance to the program is by
application and audition (see Handbook).
Faculty Adviser
Jill Dawe
Requirements
Music Core Curriculum and:
MUP 1xx Performance Studies
Two semesters of half hour lessons (0.25
credit) in major instrument
MUP 2xx-4xx Performance Studies
Six semesters of one hour lessons (0.5
credit) in major instrument
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145
Chamber Music courses (0.0 credit).
At least four semesters playing major
instrument (see Handbook)
MUS 358 Junior Recital (.0 credit)
MUS 459 Senior Recital (.0 credit)
(see Handbook)
MUE 111 or 114 or 121or 141
Large Ensembles: eight semesters OR for
guitarists, harpists and pianists: four
semesters of large ensemble and four additional semesters of chamber music or other
assignment in consultation with adviser.
Additional coursework as follows:
Voice Majors:
MUS 251-254 Diction (0.25 credit each)
MUS 435 Voice Repertoire (0.5 credit)
MUS359 Music Methods: Voice/Choral
Elective (1.0 credit)
Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music
Theater and/or MUS 394 Opera, Opera.
Keyboard Majors:
MUS 436 Piano Repertoire
MUS 456 Piano Pedagogy
Elective (1.0 credit)
Instrumentalists:
MUS356 MusicMethods:
Brass/Percussion (0.5 credit); or
MUS 357 Music Methods: Woodwinds
(0.5 credit); or
MUS 355 Music Methods: Strings
(0.5 credit)
Electives (1.5 credit)
■ BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B.S. in music therapy is
minimally a four-and-one-half-year degree
program, which includes a full-time (six
months or 1,040 hours) internship in a
clinical facility approved by the American
Music Therapy Association (AMTA). This
course of study is chosen by students who
wish to become professional music therapists.
Faculty Adviser:
Roberta Kagin
Requirements
Music core curriculum and:
MUS 271 Music Therapy Techniques and
Materials
MUS 274, 275 Music Therapy Practicums
MUS 372, 375 Psychological Foundation
of Music I, II
MUS 374, 375 Music Therapy Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
244 Music
MUS 474, 475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half Senior Recital
EDC 410 The Learner with Special Needs
PSY 105 Principles of Psychology
PSY 262 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 340 Music Therapy Methods I:
Strings, Brass, Woodwinds
MUS 345 Music Therapy Methods II:
Voice, Piano, Percussion
One of the following two:
SOC 362 Statistical Analysis
PSY 215 Research Methods: Design
Procedure, and Analysis I
MUP 1xx-4xx Performance Studies (.25
credit)
Eight semesters of half hour lessons in the
major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Music Therapy Equivalency/
Certification Program
The music therapy equivalency program is available to students who already
have a bachelor’s degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student’s degree and skill level,
individual requirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
• submit an application for admission during the first semester of residency at
Augsburg
• submit a copy of a current academic
transcript and transferred credits with
the application
• submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
• complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student’s performance at his or her first jury.
Music 245
Departmental Honors
Students may apply for departmental
honors by submitting an honors project
proposal to the music faculty during the
first semester of the senior year.
Students submitting a proposal should
include a transcript showing a cumulative
GPA of 3.00 or higher in music courses,
and a brief resume outlining their experience, performances, work, research, leadership roles, and study.
The honors proposal should clearly
outline a project that goes well beyond
required coursework, and could include
but is not limited to one of the following:
defending a senior thesis, presenting an
additional recital, composing a substantial
piece(s), conducting a program, presenting
a research paper, or some combination of
any of the above.
• B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
• B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
• B.A. and B.S. degree senior recitals (MUS
458) will be one-half hour in duration.
■ EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music
Student Handbook for piano major and
non-piano major requirements and test
dates.
Student Recitals
Students planning a recital should carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Registration in performance
studies in the major instrument/voice is
required during the semester in which a
degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate
junior and senior recitals. Recitals are graded on a pass/fail basis.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or Honors program will be sponsored by
the music department. Other non-degree
student recitals may be considered for
departmental sponsorship. All music
degree recitals must meet the academic
guidelines set forth in this catalog.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
246 Music
MUSIC COURSES.
Many music courses are offered alternate years. Consult the registrar’s website
<www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each
term.
■ THEORY AND MUSICIANSHIP
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part
writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement
Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
MUS 112
Aural Skills II
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 201
Materials of Music III
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS
201 and 211 with a minimal grade of 2.00)
MUS 211
Aural Skills III
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
MUS 311
Composition I
(.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS
202 and 212 with a minimal grade of 2.0)
Music 247
MUS 312
Composition II
(.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm and form.
Serialism, exoticism, indeterminacy, electronic minimalism, special effects.
Related literature (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or
permission from instructor)
■ HISTORY AND LITERATURE
MUS 130
Introduction to Music and the Fine Arts
Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not
required.
MUS 220
Worlds of Music
A survey of non-Western music, this course explores diverse musical styles
and instruments from many cultures.
MUS 231
History and Literature of Music I
An intensive survey of the evolution of music from antiquity to 1750, studying
music in its historical and cultural contexts as well as basic knowledge of
repertory. (Prereq.: MUS 101, 102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,
201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Each course in the MUS 331-334 sequence (Baroque, Classical, Romantic, Contemporary) offers a
detailed investigation of the music of each era focusing on its cultural, historical, and musical significance. In addition to incorporating performance/performance practice and attendance at designated
Twin Cities concerts, the course satisfies the “writing in the major” skills component with the preparation of a major research paper.
MUS 331
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231, 232)
MUS 332
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 334
Music of the 20th Century
(Prereq.: MUS 231, 232)
(.5 course)
248 Music
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire (.5 course)
A survey of standard art song repertoire from Eastern and Western Europe,
Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253,
254 or permission from instructor)
MUS 436
Piano Repertoire (.5 course)
A study of piano literature from the 17th century to the present. (Prereq.: MUS
231, 232)
■ MUSIC THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
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.
MUS 274, 275 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 340
Music Therapy Methods I: Strings, Brass, Woodwinds
Basic techniques for strings, brass, and woodwinds with application for the
use of these instruments for music therapy.
MUS 345
Music Therapy Methods II: Voice, Piano, Percussion
Basic techniques for voice, piano, and percussion with application for the use
of these instruments for music therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
Music 249
MUS 374, 375 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 472
Human Identity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 474, 475 Music Therapy Practicums
(.25 course each)
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano,
guitar and vocal proficiency test)
MUS 479
Music Therapy Clinical Internship (.0 course)
Full-time placement in an AMTA-approved internship site for six months
(1040 hours). Application for internship must be made nine months in
advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire
tests)
MUS 480
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music. This course satisfies the Keystone requirement.
■ MUSIC BUSINESS
MUS 105
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theater, arts administration, copyright, licensing, and recording. This course is
also offered as BUS 105.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry,
and differentiation between the for-profit and non-profit sectors are discussed.
Emphasis is placed on developing a working vocabulary of industry topics and
in benefiting from practical field experience. (Prereq.: MUS/BUS 105)
■ METHODS AND PEDAGOGY
MUS 355
MUSIC METHODS: STRINGS
(.5 course)
MUS 356
MUSIC METHODS: BRASS/PERCUSSION
MUS 357
MUSIC METHODS: WOODWINDS (.5 course)
(.5 course)
250 Music
MUS 359
MUS 456
MUSIC METHODS: VOCAL
(.5 course)
Piano Pedagogy (.5 course)
Explores methods, materials, and techniques for teaching piano. This course
has a community service-learning requirement that pairs each Augsburg student with one-to-two students whom they will teach.
■ APPLIED SKILLS AND GROUP LESSONS
MUS 129
Improvisation (.0 course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists.
MUS 152
Class Voice (.25 course)
Fundamentals of tone production and singing.
MUS 155A
Class Piano (.25 course)
This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading and improvisation. It will help music majors prepare
for the piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar Class Guitar (.25 course)
Beginning techniques of classic guitar.
MUS 235
Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of Music Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254) (each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music education majors.
MUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
MUS 342
Choral Conducting (.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
Music 251
MUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
MUS 394
Opera, Opera
This course combines the study and performance of opera and music theatre,
and techniques of singing for the stage. Student assignments will include reading, discussion, and performance of opera/musical theatre scenes; going to
performances; and visiting performing organizations in the Twin Cities.
“Opera, Opera” will culminate in a performance of opera/music theatre scenes.
■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING
MUP 1xx-4xx Performance Studies
Performance Studies provide a unique opportunity for Augsburg students to study on
an individual basis with artist/teachers who are active performers in this region.
Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background and goals of the student.
Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits
(one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). Freshmen may
qualify to have their lesson fee waived (one instrument per semester for half-hour weekly
lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a
large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department.
Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is
two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit
must be registered by ADD/DROP for m, signed, and delivered to Registrar’s Office by
the student. Please check with the music office or use the search option on AUGNET
Records and Registration to get the correct course section for instruments with more than
one teacher.
MUP 111-211-311-411 Voice
MUP 132-232-332-432 Bassoon
MUP 116-216-316-416 Electric Bass
MUP 133-233-333-433 Clarinet
MUP 121-221-321-421 Violin
MUP 134-234-334-434 Saxophone
MUP 122-222-322-422 Viola
MUP 135-235-335-435 Flute
MUP 123-223-323-423 Cello
MUP 137-237-337-437 Horn
MUP 124-224-324-424 Bass
MUP 141-241-341-441 Trumpet
MUP 131-231-331-431 Oboe
MUP 142-242-342-442 Trombone
252 Music
MUP 143-243-343-443 Baritone
MUP 181-281-381-481 Organ
MUP 144-244-344-444 Tuba
MUP 191-291-391-491 Harp
MUP 152-252-352-452 Piano
MUP 192-292-392-492 Improvisation
MUP 161-261-361-461 Guitar
MUP 193-293-393-493 Composition
MUP 171-271-371-471 Percussion
The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber
music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor.
MUE 113
Vocal Chamber Music (.0 course)
MUE 122
String Chamber Music (.0 course)
MUE 125
Guitar Chamber Music (.0 course)
MUE 131
Woodwind Chamber Music (.0 course)
MUE 142
Brass Chamber Music (.0 course)
MUE 144
Percussion Chamber Music (.0 course)
MUE 145
Piano Chamber Music (.0 course)
MUE 143
Jazz Ensemble (.25 course)
The Augsburg Jazz Ensemble is a group that performs extensively in a wide
variety of venues. The literature performed reflects the cultural diversity and
historical context of jazz. Placement is by audition or by arrangement with the
director. Preference is given to Concert Band members.
MUS 358
Junior Recital (.0 course)
B.M. candidates only. One-half hour recital at repertoire level III for Music
Education majors, one hour recital at level IV for Music Performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital (.0 course)
One-half hour recital at repertoire level III for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital (.0 course)
B.M. candidates only. One hour recital at repertoire level IV for Music
Education majors, one hour recital at level V for Music Performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUP 159
Piano accompanying
Professional accompanying/weekly coaching for singers and instrumentalists.
Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and
coaching with a professional pianist. MUP fee schedule applies. (see
Handbook)
Music 253
LARGE ENSEMBLES
Please note that only large ensemble participation (Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit
will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts
Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional
or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble
participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency.
Auditions for membership in a large ensemble are scheduled during the first week of
each semester or by contacting the ensemble director.
MUE 111
Augsburg Choir
(.25 course)
MUE 112
Riverside Singers of Augsburg
(.25 course)
MUE 114
Masterworks Chorale
(.25 course)
MUE 121
Orchestra
(.25 course)
MUE 141
Concert Band
(.25 course)
■ INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MUS 299
Directed Study
See description on page 96.
MUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 499
Independent Study/Research
See description on page 96. Open only to advanced students upon approval of
the faculty.
254
NATURAL SCIENCE TEACHING
LICENSURES
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distribution/general education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Dale Pederson (Biology), Sandra Olmsted
(Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
LICENSURE REQUIREMENTS.
Broad Base Requirements (also for 5-8
General Science licensure)
GEO XXX Introductory Geology (taken
off-campus)
SCI 106 Introductory Meteorology
BIO 101 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
Biology Major—B.A. in Life Sciences
(for licensure in biology 5-12)
Broad base requirements (substitute BIO
113 and 114 for BIO 101/103 and 102),
plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Anatomy
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 369 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
One math course:
MAT 114, 122, 145, or 163
Natural Science Teaching Licensure 255
Chemistry Major
(for licensure in chemistry 9-12)
Broad Base Requirements, plus Graduation
major in chemistry:
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, II
Two courses from:
CHM 364, 367, 464, 470, 481, 482
One year of general physics — PHY 121,
122
General Science
(for licensure for grades 5-8)
If added to life science Chemistry or
Physics, will expand license to 5-12
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
BIO 102 Biological World
BIO 121 Human Biology
SCI 106 Introduction to Meteorology
GEO XXX Introductory Geology (taken
off-campus)
Physics Major (for licensure in physics
9-12)
Broad Base Requirements, plus Graduation
major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two additional physics courses above 122;
PHY 261 recommended
MAT 145, 146, 245 Calculus I, II, and III
PHY 327 Special Functions of
Mathematical Physics (Prereq.:
MAT 245 or equivalent)
256
NORDIC AREA STUDIES—NAS
N
Other Requirements
ordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency. Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modern Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology, or social work.
Minor
Four upper division courses.
NORDIC AREA STUDIES COURSES.
NAS 121
Fire and Ice: Introduction to Nordic Literature
This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity
against the broad backdrop of Scandinavian history, social democratic values,
and globalization.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
Nordic Area Studies 257
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
NAS 299
Directed Study
See description on page 96.
NAS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
NAS 499
Independent Study/Research
See description on page 96.
NORWEGIAN
See listing under Modern Languages.
258
NURSING—NUR
T
he Augsburg Department of Nursing
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 practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community
organizations, or in their own private practices. Wherever they work, nurses provide
comprehensive health care for persons,
groups, and communities of diverse cultures and socioeconomic levels throughout
the life span.
The bachelor’s degree equips nurses to
synthesize knowledge from the liberal arts
with the art and science of nursing. The
nursing program at Augsburg also provides
educational opportunities to increase skills
in critical thinking, clinical investigation,
and decision-making in preparation for
challenging new nursing positions in
emerging care systems.
Augsburg’s nursing program, which
leads to a bachelor of science degree with a
major in nursing, is accredited by the
Commission on Collegiate Nursing
Education (CCNE). Graduates of the program are eligible to apply for a public
health nurse registration certificate
through the Minnesota State Board of
Nursing.
Nursing Faculty
Cheryl Leuning (Chair), Ruth Enestvedt,
Joyce Miller, Sue Nash
Adjunct Faculty: Marty Aleman, Katherine
Baumgartner, Linda Holt, Barb Knutson,
Mary O’Connell, Deborah Schumacher,
Pauline Utesch, Luann Watson
Emerita: Beverly Nilsson
Program Assistant: Sharon Wade
DEGREE AND MAJOR REQUIREMENTS.
Major
Seven courses including:
NUR 330 Trends and Issues in Nursing
NUR 305 Communication
NUR 306 Paradigms in Nursing
NUR 403 Families and the Life Cycle
NUR 410 Community Health Nursing I
NUR 411 Community Health Nursing II
NUR 490 Leadership/Management
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.50 are
required. Students also must complete
Augsburg’s residence and general education
requirements.
The program has been planned so that
the major can be completed over 15
months with a summer break; however,
students may pursue their studies at a
slower pace.
Courses in the nursing major are
offered on weekday evenings with a
practicum course (NUR 411) requiring
additional weekday time. More time may
be required to complete the total course of
study depending on the number of liberal
arts (general education) courses needed to
complete the BSN degree, and the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with BSN Admissions staff in Weekend
College for program planning.
Departmental Honors
Admission to the honors major
requires: a GPA of at least 3.60 in the
major and 3.30 overall, application to the
department chair by November 1 of the
senior year, recommendation by nursing
faculty, and honors thesis to be presented
Nursing 259
before a faculty committee by April 15.
Candidates register for NUR 499 to complete the honors requirement.
Note regar ding Latin honors: To be eligible for Latin honors, a student must meet
minimum GPA standards as well as complete a minimum of fourteen traditionally
graded credits at Augsburg and have no
more than two elective pass/no pass graded
credits at Augsburg (classes offered only as
P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on
page 90.
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. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.20
GPA.
2. Graduation from a nationally accredited nursing program: Applicants must
have graduated from a nationally accredited associate degree or diploma nursing
program with a 2.50 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
5. Applicants must have their own malpractice insurance and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing a BSN.
Nursing courses at Augsburg are available evenings and weekends through
Weekend College. Nursing classes usually
meet on alternate weekday evenings for
one three-and-one-half-hour time block.
Clinical practicum requirements usually
occur on weekdays.
It is recommended that most liberal arts
courses be taken before starting the nursing major. Nursing majors can complete
courses toward the baccalaureate at the
Minneapolis campus; at United, Mercy,
Unity and Children’s Hospitals in St. Paul,
Coon Rapids, and Fridley, MN; and in
Rochester, MN.
NURSING COURSES.
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
260 Nursing
NUR 305
Communication
Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
NUR 306
Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory
and conceptual models for nursing practice are studied and applied to practice
and research.
NUR 403
Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and
explores theories related to family structure and function throughout the life
span.
NUR 410
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, groups, and communities.
(Prereq: Math Placement 3 or MAT 105)
NUR 411
Community Health Nursing II*
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and public
health principles with culturally diverse clients. (Prereq: NUR 410)
NUR 490
Leadership/Management
The capstone course for the nursing major. Integrates concepts from nursing
and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied.
Application of theory occurs in selected practice settings with a professional
nurse preceptor. This course satisfies the Keystone requirement. (Prereq.:
Senior status and completion of 300 level nursing courses and REL 300.)
NUR 495
Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
NUR 499
Independent Study/Research (optional)
See description on page 96.
Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult
with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
* This course involves an additional clinical tuition and clinical practicum hours.
PHILOSOPHY—PHI
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the
“big” questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by the study of
philosophers from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Philosophy Faculty
Markus Fuehrer (Chair), David Apolloni,
Bruce Reichenbach
DEGREE AND MAJOR REQUIREMENTS.
Philosophy Major
Eight courses including:
PHI 230 Logic
or PHI 385 Intro. to Formal Logic and
Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 20th Century Philosophy
261
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing
on page 149.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student’s
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy Minor
Five courses, including two from
PHI 241, 242, 343, and 344.
262 Philosophy
PHILOSOPHY COURSES.
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we
know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical
vocabulary, and to critical thinking and what it means to view the world
philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students
who receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
The nature and history of romantic love. The ethics of sex in relation to love,
marriage, the institution of monogamy, and homosexuality are considered.
PHI 230
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 informal
logic and inductive reasoning.
PHI 241
History of Philosophy I: Ancient Greek Philosophy
Central philosophical questions that concerned the Greek philosophers from
Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of
truth and human knowledge, and the nature of the good life.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy. Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
Philosophy 263
PHI 260
Philosophy and the Arts
Philosophical issues raised and illustrated by painting, sculpture, literature,
music, architecture, and film: the truth and falsehood of aesthetic judgment,
the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its
relation to the rest of the artistic tradition. For arts majors and students with a
strong background in the arts.
PHI 343
History of Philosophy III: Early Modern and 19th-Century
Philosophy
The major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction
to it (Marx, Kierkegaard, Nietzsche and Mill).
PHI 344
History of Philosophy IV: 20th-Century Philosophy
A survey of major philosophical schools in the 20th-century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy.
Focus of study is on major texts of these movements.
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of
reality, the self, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist’s
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: one course in natural science)
PHI 370
Existentialism
Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
264 Philosophy
PHI 380
Ethics of Medicine and Health Care
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
PHI 299
Directed Study
See description on page 96.
PHI 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
PHI 499
Independent Study/Research
See description on page 96.
PHYSICAL EDUCATION
See listing under Health and Physical Education.
PHYSICS—PHY
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called “natural philosophers,”
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society’s understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments in science with
heightened awareness and comprehension.
265
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor’s and advanced degree
levels, and administers Augsburg College’s
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Biophysics, with support
from the National Science Foundation,
NASA, and other private and public
sources. Several students work as research
assistants in these efforts during the academic year and in the summer. Cooperative
education, internship, and undergraduate
research programs provide opportunities
for students to apply their knowledge and
problem-solving skills in practical situations in industrial, governmental, and academic settings.
Physics Faculty
Stuart Anderson, Mark Engebretson,
Kenneth Erickson, William Jasperson,
Jeffrey Johnson, Ben Stottrup, David Venne
Physics Research Staff
Jennifer Posch
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Major
Thirteen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
266 Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, II
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
■ BACHELOR OF SCIENCE
Major
Seventeen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics II
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory II
PHY 486 Quantum Physics
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, II
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
■ BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
Eighteen course credits. It is the same
as the B.S. major, with the addition of PHY
320 and PHY 420, and the omission of the
elective physics course.
Departmental Honors
A GPA of 3.50 in physics and 3.30
overall. An original research project on a
significant topic in physics with an oral
presentation and written report. Project
proposals should be made to the department by Sept. 30 of the senior year.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
Physics 267
Teaching Licensure Major
Society of Physics Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics II
Sigma Pi Sigma
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.00 in physics and overall, and
rank in the upper third of their class.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, II
PHYSICS COURSES
PHY 101
Introductory 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 is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3.
Fall, spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include
winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and
hurricanes, climate and climate change, global warming, and ozone depletion.
(Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall,
spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
268 Physics
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
PHY 114
Earth Science for Elementary Education Teachers
A practical and hands-on approach to earth and space science for students
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour laboratory/lecture periods. Prereq.: elementary education major and
MPG 3. Fall, spring)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 119
Physics for the Fine Arts
A scientific study of sound, light and the mechanics of structures and the
human body relating to music, the visual arts, and theatre. Explores the
physics of phenomena and perception fundamental to these disciplines. (Three
one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, ENL 111, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modern physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY
122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
Physics 269
PHY 320
Introduction to Space Science
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHY/MAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and
electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory I (.5 course)
Students work in small groups on advanced experiments from various physics
subfields (including modern physics, electronic instrumentation, magnetism,
and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software
for computerized data acquisition and experiment control. (One three-hour
laboratory and an occasional one-hour seminar per week. Prereq.: junior or
senior standing or consent of instructor. Fall)
270 Physics
PHY 396
Comprehensive Laboratory II (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and
software design (LabVIEW) for computer-controlled experiments followed by
application of these techniques to advanced experiments in high vacuum
physics and technology, modern optics, biophysics, and other areas. (One
three-hour laboratory and an occasional one-hour seminar per week. Prereq.:
PHY 395, junior or senior standing or consent of instructor. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including de Broglie’s postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245, 351. Spring)
Internships and Independent Study Courses:
PHY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
PHY 299
Directed Study
See description on page 96.
PHY 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
PHY 499
Independent Study/Research
See description on page 96. Open to juniors and seniors with departmental
approval.
POLITICAL SCIENCE—POL
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy, psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student’s potential for graduate study and a successful
career.
Political Science Faculty
Andrew Aoki (Chair), Milda Hedblom,
Norma Noonan, John Shockley, Joseph
Underhill-Cady
DEGREE AND MAJOR REQUIREMENTS
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 Political/Statistics/Methodology
POL 484 Political Analysis Seminar
Required elective—one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Pre-Law Concentration in Political
Science
Major: 11 courses required
Specific Required Courses — six total
POL 121
POL170
POL 483
POL 484
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
SPC 111
271
272 Political Science
Electives — five total
Three courses from the choices below:
POL 350
POL 370
POL 371
POL 380
POL 381
Plus two additional upper level courses in
Political Science (can come from the list
above, or be any other upper level Political
Science course).
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student’s GPA must
be 3.50 in the major and 3.00 overall; the
student must take an honors independent
study and a seminar, and must submit an
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Two Electives:
Two courses from the choices below:
POL 350
POL 370
POL 371
POL 380
When necessary, substitutions can be
approved by the chair (e.g. if a required
course has to be cancelled).
Teaching Major in Political Science
and Economics
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division economics
course
Pre-Law Minor: six courses required
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
ESE 310 5-12 Methods: Social Studies —
Capstone course (required for
licensure)
Four Required Courses:
POL 121
POL170
Political Science Courses:
POL 121 American Government (social
science core course)
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
SPC 111
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
In addition, in order to graduate with this
major, a student must have been admitted
Political Science 273
into the Department of Education. To be
licensed in social studies, additional education courses and the social studies core are
required.
Political Science Areas
(I) American Government and Politics,
(II) Comparative Politics and Analysis,
(III) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
POLITICAL SCIENCE COURSES.
■ I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government — including Congress,
the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed.
POL 323
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
274 Political Science
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
■ II. COMPARATIVE POLITICS AND ANALYSIS
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.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
Political Science 275
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
■ III. INTERNATIONAL POLITICS
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.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.:
four courses in the international relations sequence)
■ IV. PUBLIC LAW
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.
POL 370
Constitutional Law
The legal-political-philosophical role of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
276 Political Science
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
■ V. POLITICAL THEORY AND ANALYSIS
POL 140
Social Justice in America
Examines social justice in urban policies such as housing and education
(issues may vary). Students develop their own arguments about social justice.
Emphasis on class discussion; substantial participation required.
POL 158
Political Patterns and Processes
(See Section II for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at the struggle to define
Asian Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor)
Political Science 277
■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses:
POL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. P/N grading unless internship supervisor grants exception.
POL 299
Directed Study
See description on page 96.
POL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
POL 499
Independent Study/Research
See description on page 96.
278
PSYCHOLOGY—PSY
P
sychology 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. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community. The
curriculum’s emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg’s active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
Psychology Faculty
Bridget Robinson-Riegler (Chair),
Barbara Curchack, Grace Dyrud, Stacy
Freiheit, David Matz, Nancy Steblay
DEGREE AND MAJOR REQUIREMENTS.
Major
The major is 10 courses
Foundations of Psychology (five courses)
PSY 105 Principles of Psychology
PSY 215 Research Methods: Design,
Procedure, and Analysis I
PSY 315 Research Methods: Design,
Procedure, and Analysis II
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
Professional Perspectives (two courses)
PSY 399/396 Internship
At least one course from the following:
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 263 Sports Psychology
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
PSY 410 Clinical Neuropsychology
Electives (three courses in psychology)
Majors are strongly encouraged to take
more than the minimum 10 required psychology courses; no more than 13 course
credits can count for graduation.
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 199, 299, 399/396, and
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.
Psychology 279
All psychology majors must have an
adviser in the psychology department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Psychology and Law
The field of psychology and law
involves the application of scientific and
professional aspects of psychology to questions and issues relating to law and the
legal system. This field encompasses contributions made in a number of different
areas — research, clinical practice, public
policy, and teaching/training among them
— from a variety of orientations within the
field of psychology, such as developmental,
social, cognitive, neuropsychology, and
clinical. Students in this concentration will
participate in at least three experiential
learning venues: laboratory research, a
community-based internship, and study
tours to Hennepin County Courts.
See department Chair for specific
requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strengthen a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Departmental Honors
GPA of 3.00 in the major and 3.50
overall, and completion of a high-quality
research project. Formal application must
be made during the junior year. Please
consult the department chair for more
detailed requirements.
Minor
Five courses, including PSY 105, and
four electives. A minimum of two courses
must be from Augsburg. No more than two
courses from among PSY 299, 399/396,
and 499 may be counted.
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.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 105)
280 Psychology
PSY 215
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one
course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research
design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status)
PSY 235
Psychology and Law
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: PSY 105)
PSY 250
Child Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105)
PSY 253
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 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 105)
PSY 261
PSY 262
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 105)
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 105)
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: Psy 105)
PSY 271
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 105)
PSY 295
Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 105)
Psychology 281
PSY 315
Research Methods: Design, Procedure, and Analysis II
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken
in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of
2.0 or higher, ENL 111 or 112 or HON 111)
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,
attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior
standing)
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 215, or PSY 105 with junior
standing)
PSY 355
Biopsychology
Relationship between biology and behavior. Considers biological bases of
learning and cognition, emotions, abnormal psychology, personality, normal
and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior
standing)
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 215, or PSY 105 with junior standing)
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 215, or PSY 105 with
junior standing)
PSY 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required.
(Prereq: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY
105 with junior standing)
PSY 381
Historical Perspectives
Focus on the people in psychology’s history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual history. (Prereq.:
PSY 215 or PSY 105 with junior standing)
282 Psychology
PSY 385
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215,
or PSY 105 with junior standing)
PSY 410
Clinical Neuropsychology
The exploration of human behavior when the brain is altered by traumatic
brain injury and diseases such as stroke, epilepsy, and dementia. Learn human
neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including
neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent
of instructor)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students’
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or consent of instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 315 or consent of instructor)
Internships and Independent Study Courses.
PSY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. (Prereq.: PSY 105 and one other psychology course).
PSY 299
Directed study
See description on page 96. (Prereq.: PSY 105)
PSY 399/396 Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. Participation in a concurrent seminar is required.
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus
internship. The internship satisfies the Keystone requirement. (Prereq.: PSY
315, ENL 111 or 112 or HON 111)
PSY 499
Independent Study/Research
See description on page 96. (Prereq.: PSY 315)
RELIGION, YOUTH
MINISTRY—REL, YFM
R
eligion asks questions and seeks
answers fundamental to humanity’s search
for meaning: Who are we as human
beings? (Who am I?) What is our relationship with each other, with the natural
world, and with God? (What is my place in
the world? What am I called to do?) What
do good and evil mean in this time and
this place? (Do I — or how do I — understand these concepts differently than those
from different times and ages?)
The study of religion, including inquiry
into the history and traditions of
Christianity, exploration of other major
world religious traditions, study and interpretation of the Hebrew Bible and New
Testament, and reflection on vocation, is
central to the mission and vision of
Augsburg College. At the center of the
AugCore, Augsburg’s general education
program, are courses in the Religion
Department. In these courses, students are
challenged and equipped to articulate what
they believe and to see that what they
believe matters. These courses also ground
students who wish to major or minor in
Religion or Youth and Family Ministry,
where they may more explore more deeply
the interpretation of the Bible, church history, theology, world religions, spirituality
and spiritual practices, as well as the practical aspects of the life and work of the
church.
Augsburg is a college of the Evangelical
Lutheran Church in America (ELCA), and
this means that we are eager to engage in
dialogue with Christians of all denominations and with people who practice other
spiritual traditions or claim no religious
beliefs. We challenge all our students to
respect and learn from one another and to
AND
FAMILY
think critically about matters of faith and
reason.
Religion Faculty
Philip Quanbeck II (Chair), Lori Brandt
Hale, Bradley Holt, Russell Kleckley, Lynne
Lorenzen, Mary Lowe, Beverly Stratton,
Mark Tranvik, Hans Wiersma
GENERAL REQUIREMENTS.
Majors
The Religion Department offers two
majors: Religion (REL) and Youth and
Family Ministry (YFM).
Prerequisites
Religion 100 (or 300 for advanced
transfer students) is prerequisite to all
other courses.
Graduation Requirements
Courses designated REL and YFM are
offered by the religion department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Transfer Courses
All transfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last ten years will be
considered. In general, courses that meet
the transfer guidelines may only be applied
to elective credit for the major. Students
who have taken an approved introductory
course in Bible and/or Christian theology
283
284 Religion
at another college may take REL 300 in
place of the college REL 100 and 200
requirement; consult the registrar’s office.
Advising
All majors must have an adviser in the
department.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall, research project approved by the
department, and colloquium with the
department. Application must be received
by the department by Dec. 30 of the student’s senior year.
RELIGION—REL
A religion major serves as a strong
foundation in the liberal arts. It prepares
students for professional work and/or graduate studies in a wide array of fields.
Certainly, students interested in seminary
and ministry are well-served by an undergraduate religion degree. Students who
wish to pursue graduate studies in theology, religious studies, sacred scripture, or
church history are also good candidates for
a religion major. Students interested in
graduate studies in most any field in the
humanities and social sciences could
choose a religion major. Law schools and
other professional schools, including medical schools, are attracted to students with
a religion degree and the skills of analytic
reading, critical thinking, writing, and
speaking acquired in pursuit of that
degree.
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 200 Christian Vocation and the
Search for Meaning II
or REL 300 Bible, Christian Theology,
and Vocation
REL 210 Research Methods in Religion
REL 495 Religion Keystone
Five additional electives
Note: Keystone, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
Religion Minor
Five religion courses including REL 100
and 200. (Advanced transfer students take
REL 300 and four electives.)
Note for majors and minors:
Students are required to have at least a
2.00 GPA in courses counted toward the
major or minor. One or two courses in
Youth and Family Ministry (YFM) may
count toward the religion major or minor.
Religion 285
RELIGION COURSES.
REL 100
Christian Vocation and the Search for Meaning I
This introductory course will explore some of the biblical and theological
resources that the Christian tradition, seen through the lens of vocation,
brings to the search for meaning. Not accepted for cr edit for students who
h a v e t a k e n R E L 3 0 0 o r 33 1 .
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
REL 120
Religion and Science in Popular Culture
This course explores the relationship between religion and science through
issues that emerge in public discussion through news and popular media.
Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its
relationship to religion.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. (Prereq.: REL 100)
REL 205
Exploring Topics in Religion
This course introduces students to various topics within the field of religion.
Students will explore primary texts on topics such as gender, economics, and
politics and investigate and analyze the contemporary debates involving these
complex issues. Students will develop their own perspectives on the topic
under investigation. (Prereq.: REL 100, 111, 221, 300, or 331 and ENL 111 or
112 or HON 111)
REL 206
Apostles of Hope
This course will explore how Israel adapted, resisted, fractured into sects, and
was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman
empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a
threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of
the Roman order?
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic
study of Christianity (Bible, theology, and church history), including methods
and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON
111)
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible,
Christian tradition, and vocation. Students will articulate their own theological
questions and positions and begin to recognize and evaluate religious claims
in a world of many religions. Open only to advanced transfer students. Not
accepted for credit for students who have taken REL 100, 111, 221, or 331.
286 Religion
REL 301
Interpreting the Old Testament
An investigation of the Torah, Prophets, and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or
300 and critical thinking entry level skill pass or GST 100)
REL 302
Interpreting the New Testament
Historical, literary, and theological interpretation of Paul’s letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modern communities.
REL 306
Non-Western Christianity
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
REL 309
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
REL 313
Environmental Theology and Ethics
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program.
REL 320
Buddhism and Christianity in Thailand
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand’s contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
REL 343
Theology of Marriage and Family
An examination of the nature of modern marriage and family relationships
within the context of the faith and practice of the Christian church.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia.
REL 353
Denominations and Religious Groups 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.
Religion 287
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
REL 362
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
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 100 or 300 and ENL 111 or 112 or HON
111)
REL 363
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.
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin
American culture and politics. Focuses on the relationship between theology
and social/political transformation.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111,
junior standing, and REL 100 or 300)
REL 378
REL 383
Medieval Church (See description under HIS 378)
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology.
288 Religion
REL 405
Lilly Scholar Seminar I
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 406
Lilly Scholar Seminar II
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 425
Christian Spiritual Practices
A practical forum on “habits of the heart” that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
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.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST
100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community.
REL 480
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and
contemporary culture. Students will be challenged to make vocation the lens
through which they view their lives and communities. This course satisfies the
Keystone requirement.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL
111 or 112 or HON 111)
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
Religion 289
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Religion Keystone
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: REL 210 and ENL 111 or 112 or HON 111)
Internships and Independent Study Courses:
REL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. Limited to special cases.
REL 299
Directed Study
See description on page 96.
REL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
REL 499
Independent Study/Research
See description on page 96. For religion majors only.
See department listing for a description of the following approved electives:
PHI 350
Philosophy of Religion
SOC 260
Religion and Society
YOUTH
AND
FAMILY MINISTRY—YFM
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training.
Students are accepted into the program
through a two-step candidacy process. Contact the youth and family ministry coordi-
nator in the religion department about
when and how to apply for candidacy.
This major requires 150 hours of supervised contextual education (YFM 207) as
preparation for a 150-hour internship
(YFM 399) with a congregation or ministry
organization. YFM majors are encouraged
to plan class schedules to allow for either
extending the internship experience for a
full year, or completing the internship
semester while carrying only one additional class. Consult the youth and family ministry coordinator for advising.
290 Youth and Family Ministry
Youth and Family Ministry Major
Eleven courses including:
Theology core:
REL 200 Christian Vocation and the
Search for Meaning II
or REL 300 Bible, Christian Theology,
and Vocation
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 495 Religion Keystone
Youth and family ministry core:
YFM 207 Contextual Education
[required non-credit field experience]
YFM 232 Peer Ministry: Principles and
Leadership
YFM 235 Basics in Youth and Family
Ministry
YFM 358 Life and Work of the Church
or YFM 316 Church and Culture in
Context
YFM 399 Internship
REL 343 Theology of Marriage and
Family
REL 425 Christian Spiritual Practices
and three supporting courses:
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
PSY 250 Child Development
or PSY 252 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major or minor may not also
major or minor in religion.
Youth and Family Ministry Minor
The minor consists of the following six
courses:
REL 200 Christian Vocation and the
Search for Meaning II
or REL 300 Bible, Christian Theology,
and Vocation
YFM 235 Basics in Youth and Family
Ministry
YFM 232 Peer Ministry
one Bible survey course from:
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
one upper division YFM course from:
REL 343 Theology of Marriage and
Family
YFM 316 Church and Culture in Context
YFM 358 Life and Work of the Church
one formal, supervised field work experience:
YFM 207 Contextual Education (noncredit requirement)
YFM 399 Internship
or field work with youth and families,
supervised through another major and
approved by the religion department youth
and family ministry coordinator.
Youth and Family Ministry 291
YOUTH AND FAMILY MINISTRY COURSES.
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
YFM 207
Contextual Education (.0 course)
Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during
150 hours in an approved congregational setting. They discuss ministry issues
with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two
to three semesters. (Prereq.: Candidacy step #1)
YFM 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
YFM 235
Basics in Youth and Family Ministry
A study in the basics of Christian ministry, especially with regard to children,
youth, and families. Biblical and theological foundations in ministry are
explored. Conceptual models and basic skills of ministry with children, youth,
and families in congregations and other ministry settings are also explored.
YFM 316
Church and Culture in Context
A study of culture, church life, and the contemporary religious situation in
another country. An exploration of the roles of households, congregations, and
other ministry organizations in shaping and nurturing faith as compared to the
United States. Short-term travel seminar, available as offered.
YFM 358
Life and Work of the Church
An overview of the manner in which Christianity has carried out its mission
throughout the centuries. An exploration of the issues and challenges facing
the “postmodern” church. A study of the role of households, congregations,
and other ministry organizations in shaping and nurturing the Christian faith.
YFM 399
Internship
Supervised practice of youth and family ministry during 150 hours in an
approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2)
YFM 499
Independent Study/Research
See description on page 96.
SCANDINAVIAN STUDIES
See Nordic Area Studies.
292
SOCIAL STUDIES TEACHING LICENSURE
S
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinators
Don Gustafson, degree-seeking students.
Anne Kaufman, licensure only and MAE
graduate students.
Social Studies Teaching Licensure
Broad base requirements:
ECO 113 Principles of Microeconomics
HIS 120 America to 1815
or HIS 121 19th-Century United States
or HIS 122 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields—economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor’s degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
SOCIAL WORK—SWK
T
he social work major prepares graduates to work with individuals, groups,
families, communities, and organizations.
Graduates are social work professionals
prepared for practice that promotes social
and economic justice and encourages individual and group empowerment. The
social work undergraduate receives a bachelor of science in social work (BSW)
degree and is eligible to apply for licensure
as a generalist social worker. We also offer
a graduate masters degree in social work
(MSW). Both the baccalaureate and graduate social work programs are accredited by
the Council on Social Work Education.
Social work graduates embody the
Augsburg College motto, “Education for
Service.” Service learning and practica
assignments are integral to the curriculum.
The Twin Cities region offers a variety of
innovative and professional community
agencies. Bringing the local social welfare
resources into the classroom through presentations and internships allows students
to train with and learn from local, regional
and national social work leaders. Students
also work within social, cultural, ethnic,
and economically diverse communities,
becoming better able to practice in a global
society.
The social work major at Augsburg
College provides each student with a
strong foundation for graduate studies in
social work and other human service
fields. The social welfare minor and social
work electives offer students from other
disciplines the opportunity to gain knowledge about human needs, growth and
development, experience with urban
human services, and an introduction to
global issues of peace and justice.
293
Social Work Faculty
Anthony Bibus (Chair), Laura Boisen
(MSW Field Coordinator), Lois Bosch
(MSW Program Director), Francine
Chakolis, Christina Erickson, Annette
Gerten, Barbara Lehmann, Rosemary Link,
Sharon Patten, Curt Paulsen, Nancy
Rodenborg (BSW Field Coordinator),
Glenda Dewberry Rooney, Michael Schock
(BSW Program Director), Maryann Syers
(Field Education Coordinator), Tan Ngoh
Tiong
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten 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 II:
With Families and Groups
SWK 317 Field Work II:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research II: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice III:
With Communities and Policies
SWK 407 Field Work III:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 490 The Social Worker as
Professional
and seven supporting courses:
BIO 121 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
294 Social Work
SOC 265
SWK 257
SWK 260
SWK 280
Race, Class and Gender
Exploring Human Services
Humans Developing
Diversity and Inequality in
Professional Practice
A minimum grade of 2.0 is required for
each core course and a 2.00 GPA is
required in the supporting program. A statistics course is recommended for students
planning on graduate school.
In accordance with accreditation standards, the Social Work Department does
not grant social work course credit for life
experience or previous work experience.
Admission to the Major
Students must apply to be admitted to
the BSW degree program. This application
process, called candidacy, is subsequent to
and separate from admission to Augsburg
College. The initial candidacy application
is completed in the spring term of the
sophomore year or in the summer months
for junior transfer students. Each social
work major must complete the application
materials and be officially admitted to the
BSW program before beginning the first
field practicum in the junior year.
Admission to the program is required as a
pre-requisite for those 300 and 400 level
courses restricted to social work majors
only. Contact the Social Work Department
for details.
Departmental Honors
The social work department offers students the opportunity to earn
Departmental Honors through the completion of an applied or scholarly project.
Students may apply for Departmental
Honors if they have earned and maintain
an overall GPA of 3.30 and maintain a
cumulative GPA of 3.60 in all social work
classes at the 300 level and above. Honors
applicants may take up to two courses as
P/N (in addition to the integrative field
seminars, which are graded P/N) and must
complete a minimum of 14 traditionally
graded Augsburg courses. Other requirements include the successful completion of
a paper or project designed to demonstrate
critical understanding of one area in the
field of social work or social welfare. A faculty mentor will guide and supervise work
on this paper or project. Please consult
with your advisor or BSW program director for complete details and deadlines.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice III:
With Communities and Polices
SOC 265 Race, Class, and Gender
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Politics and Public Policy
Social Work 295
SOCIAL WORK COURSES.
■ COURSES OPEN TO ALL STUDENTS
SWK 230
Global Peace and Social Development
This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and
are vital to fostering peace, human rights, and well-being.
SWK 257
Exploring Human Services
In this service learning course, students explore human services and especially
social work as a major and as a career. In addition to attending class, students
work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups.
SWK 280
Diversity and Inequality in Professional Practice
This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural
competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or
concurrent registration: SOC 265 Race, Class and Gender)
SWK 260
Humans Developing
This course helps students to examine critically factors influencing human
growth and development within diverse and oppressed groups. Students come
to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals,
groups, and families.
SWK 301
History and the Analysis of Social Policy
The history of social workers, social movements, and changing social norms in
Europe, North America, and globally profoundly affects social welfare policy
today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs.
(Prereq.: junior standing or consent of instructor)
SWK 406
Social Work Practice III: With Communities and Policies
Students learn how community organizations, human service agencies, and
social policies emerge in western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt,
and how to influence local, regional, and national policies. (Prereq.: senior
standing or consent of instructor)
296 Social Work
■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY
SWK 306
Social Work Practice I: With Individuals
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual
clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist
social work practice with individuals, families, and groups. Emphasis is on
holistic practice applying the strength-based problem solving approach and
working with diverse populations.
SWK 307
Field Work I: Integrative Seminar
Students begin applying practice knowledge and skills in their first social
work practicum. Social work professionals in regional human service agencies
supervise students in a full-year field placement. Students also synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the fall term. (SWK 307 is concurrent with SWK 306
and is the first of two courses required in the junior year practicum, P/N grading only.)
SWK 316
Social Work Practice II: With Families and Groups
Students continue to develop generalist social work practice knowledge, skills,
and values while learning to interview families and facilitate groups. Emphasis
is on holistic practice applying the strength-based problem solving approach
and working with diverse groups and families.
SWK 317
Field Work II: Integrative Seminar
This course is a continuation of SWK 307. Students apply practice knowledge
and skills in their first social work practicum. Students synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the spring term. (SWK 317 is concurrent with SWK 316
and is the second of two courses required in the junior year practicum, P/N
grading only.)
SWK 402
Research I: Fundamentals of Social Work Research and Evaluation
(0.5 course)
Students are introduced to basic social research methods commonly used in
social work research. Students learn how to access and understand current
knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing
research strategies as applied to practice evaluation. (This half course is in
sequence with SWK 403 and is concurrent to SWK 406.)
Social Work 297
SWK 403
Research II: Evaluation of Social Work Practice and Programs (0.5
course)
Building on the work in SWK 402, students plan and complete an evaluation
of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative
and qualitative information. (Prereq.: SWK 402 and MPG 3)
SWK 407
Field Work III: Integrative Seminar
Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced
course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 406 and is
the first of two courses required in the senior year practicum, P/N grading
only.)
SWK 417
Field Work IV: Integrative Seminar
This course is a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120
hours of supervised practice in the spring term. (SWK 417 is concurrent with
SWK 419 and is the second of two courses required in the senior year
practicum, P/N grading only.)
SWK 490
The Social Worker as Professional
This course, which meets the senior keystone course requirement in the
Augsburg Core Curriculum, is the summative seminar in the social work
major. Students learn organizational analysis and methods for agency change
as well as reflect on vocation in social welfare, engage in career planning,
study ethical practice principles, and prepare to engage in professional social
work practice. (Prereq.: senior social work status required)
Internships and Independent Study Courses:
SWK 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 96.
SWK 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SWK 499
Independent Study/Research
See description on page 96.
298
SOCIOLOGY—SOC
S
ociology is the scientific 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.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg’s metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in research, management, and
human resources departments of both government and private corporations, in the
criminal justice field, and as professors of
sociology. Others have used the major as
preparation for advanced study in areas
such as law, the ministry, social work,
urban planning, and human services.
Sociology Faculty
James Vela-McConnell (Chair), Lars
Christiansen, Nancy Fischer, Garry Hesser,
Diane Pike, Tim Pippert
DEGREE AND MAJOR REQUIREMENTS.
Students may choose to pursue the core
sociology major or they may opt for a specialized, interdisciplinary concentration
within the major.
Core Major
Sociology has a long-standing tradition
as an excellent undergraduate major that
applies to a number of fields from human
services to criminal justice to business to
public service. The foundation of the
major at Augsburg is that it provides a
clearly organized curriculum that is challenging, develops over the course of the
major, and integrates and reinforces an
excellent set of important skills; those
skills include abstract thinking, writing,
critical analysis, basic research, integration
of theory and data, and the connection of
the individual and collective perspectives
in the unique way of the sociological imagination. The five core courses intentionally
develop those skills in our students and
serve them well. Thus, these required and
sequenced courses are also the core of the
concentrations that allow students to pursue their electives in a direction that adds
other skills related to areas of interest.
Those concentrations include: Community
Studies, Crime and Deviance, Cultural
Anthropology, Organizational Studies, and
Social Psychology.
The major includes a total of ten courses: five required core courses and five electives, at least two of which are upper division courses from the specified list below:
Core major:
SOC 121 Introduction to Human Society
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 485 Sociological Theory
SOC 490 Senior Seminar
Sociology 299
At least two of the following upper-division
courses (Prereq: SOC 121):
SOC 349 Organizational Theory
SOC 375 Social Psychology
SOC 381 City & Metro-Urban Planning
SOC 390 Social Problems Analysis
SOC 410 Field Studies of Organizations
SOC 300 Special Topics: Organizational
Deviance
SOC 300 Special Topics: Juvenile
Delinquency
SOC 300 Special Topics: Sociology of
Law
Three additional sociology electives. SOC
399 (Internship) is highly recommended.
Note: Majors must have a 2.0 or better in
each required course to receive credit in
the major.
Concentration in Community Studies
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. Courses required beyond the
core major requirements are: SOC 111,
SOC 381, SOC 399 and one additional
elective. See Garry Hesser for advising and
visit the department website for details.
Concentration in Crime and Deviance
Students interested in the traditional
aspects of criminal justice — courts, prisons, probation, and law enforcement — as
well as community crime prevention will
be served by this concentration in the
major. Courses required beyond the core
major requirements are: SOC 265, SOC
277, a topics course in Deviance and
Juvenile Delinquency or Organizational
Deviance, PSY 335, and an upper division
Internship approved by the department.
See Diane Pike for advising and visit the
department website for details.
Concentration in Cultural
Anthropology
This concentration offers sociology
majors an opportunity to examine and
develop the methods and theoretical perspectives used by cultural anthropologists
to study and understand the dynamics of
culture. To complete the concentration, the
sociology major must complete five additional courses beyond the core sociology
courses. Two of those courses must be
SOC 141 and SOC 499. The remaining
three courses must be selected one each
from three course groupings: World
Cultures, Anthropological Research, and
Theoretical Perspectives. See Eric
Buffalohead for advising and visit the
department website for details.
Concentration in Organizational
Studies
This concentration is designed for students who plan to work in organizational
settings including corporate, government,
and non-profit sectors. Students will learn
how organizations are structured, function,
and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This
concentration seeks to equip students with
skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career
and professional goals. Courses required
beyond the core major requirements are:
Work and Society (SOC 222),
Organizational Theory (SOC 349), Field
Studies in Organizations (SOC 410), and
three courses in related fields — BUS 340,
one from BUS 242 or ECO 113, and one
from INS 325, COM 345, or COM 410.
Organizational Deviance (SOC 300) may
be a substitute for either BUS course. See
Lars Christiansen for advising and visit the
depart website for details.
300 Sociology
Concentration in Social Psychology
The intent of the social psychology
concentration is to provide sociology
and/or psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in public relations, law, consulting,
research, social policy, and more. Courses
required beyond the core major requirements are: SOC 375, SOC 390, SOC 499,
PSY 105, PSY 325, and PSY 491. See James
Vela-McConnell for advising and visit the
department website for details.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Departmental Honors
To complete departmental honors in
sociology, the student must have a minimum GPA of 3.50 in the major and overall.
In addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair and website for specific requirements. An application for
departmental honors/graduation with distinction must be completed by spring of
the junior year.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.00 GPA in courses counting toward the minor.
SOCIOLOGY COURSES
SOC 111
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one’s place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 141
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
Sociology 301
SOC 222
Work and Society
Why does a doctor get paid handsomely, and a burger-flipper get paid poorly?
Can workplaces be functional, or are they inherently conflictual? How does
the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society.
SOC 231
Family Systems
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United
States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns.
(Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What impacts
do social movements have on social institutions, the state, culture, and even
personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over
the last two centuries. (SOC 121 and courses on 19th or 20th century U.S.
history recommended, but not required)
SOC 260
Religion and Society
An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological
research on the role of religion and religious organizations in American society. (Fall)
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 290
Cultures of Violence
What are the dynamics underlying different forms of violence? This course
takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on
rotating schedule)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
302 Sociology
SOC 349
Organizational Theory
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. Spring)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
SOC 363
Research Methods
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
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. Fall, spring)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to urban planning
and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent
of instructor. Spring)
SOC 390
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: SOC 121 or consent of instructor)
SOC 410
Field Studies in Organizations
In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as
explore the challenges, strategies, and rewards of doing projects as a group.
(Prereq: SOC 222 and SOC 349, or permission of the instructor)
Sociology 303
SOC 485
Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
SOC 490
Senior Seminar and Keystone
This Keystone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity. Pass/No Pass grading. Senior sociology majors only. (Spring)
Internships and Independent Study Courses:
SOC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SOC 299
Directed Study
See description on page 96.
SOC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SOC 498
Independent Study—Metropolitan Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring)
SOC 499
Independent Study/Research
See description on page 96. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modern Languages.
304
THEATRE ARTS—THR
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speech/communication, art, music, history, English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts
Department offer valuable cross-disciplinary connections for the campus while
also providing a solid base in classical,
modern, contemporary, and multicultural
theatre.
Augsburg’s location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students), and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, edu-
cation, business, communication, and journalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department encourages a
second major or minor in such fields as
art, English, education, film, music, history, sociology, or religion.
Theatre Arts Faculty
Michael Burden (Chair), Julie Bolton,
Martha Johnson, Darcey Engen, Lisa
Anderson, Sandra Agustin, David DeBlieck,
Karen Mulhausen, Sandy Nei Schulte
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
The Theatre Arts Department currently
has two concentrations within the major:
Performance Concentration and Theatre
Design/Technical Theatre Concentration.
Both concentrations consist of the Theatre
Core Curriculum supplemented by electives specific to each concentration.
Theatre Arts Major
Performance Concentration
This concentration within the Theatre
curriculum is designed to serve students
hoping to pursue graduate studies in
Theatre (M.A./Ph.D. and M.F.A.) and professional work as a performer. Students
choosing this concentration will enroll in
the eight core theatre major courses taken
by all theatre majors and will supplement
the core with courses identified as theatre
electives. Students in the performance concentration are encouraged to consult with
their adviser when selecting electives.
Advisers will assist students in identifying
the year and semester elective courses are
Theatre Arts 305
offered. Students are strongly encouraged
to also complete a professional Internship
at a local Twin Cities Theatre.
Ten THR courses — eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Eight core courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism II
THR 366 Stage Direction
Two electives from:
THR 226 Movement for the Theatre
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Ten Production Practicum Units (THP)—
See Practicum Units
Technical Design/Technology
Concentration
This concentration within the Theatre
curriculum is designed to serve students
hoping to pursue graduate studies or professional work as a theatre designer or
technician. Students choosing this concentration will enroll in the eight core theatre
major classes taken by all theatre majors
and will supplement the core with at least
two electives from the Art Department.
Students in the emphasis are strongly
encouraged to also take an Independent
Study in their area of focus and to do a
professional Internship at a local Twin
Cities Theatre.
Ten THR courses-eight required core
courses and
Two electives chosen from ART electives,
Plus 10 theatre practicum units taken as
THP.
Eight Core Courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
II
THR 366 Stage Direction
Two Electives from:
ART 107
or
ART 105
Drawing
Introduction to Architectural
Drawing
ART 240 Art History Survey
or
ART 243 or 244 History of Architecture
Ten Production Practicum Units (THP) See
Practicum Units
The following courses are strongly recommended:
THR 228 Directed Study
ART 340 Digital Imaging
THR 339 Internship
THR 499 Independent Study
Theatre Practicum Units (THP)
All Theatre Arts Majors in either
Concentration are required to complete 10
practicum units (THP) from three established areas.
Area 1 Per for mance
Each major will complete between one and
five THPs from this area.
The Performance Area THPs are:
306 Theatre Arts
THP 111
THP 121
THP 131
THP 141
THP 151
Fall Acting/Performance
Winter Acting/Performance
Spring Acting/Performance
Studio Acting/Performance
Misc. Performance
Area 2 Production
Each major will complete between four
and eight THPs from this area.
The Production Area THPs are:
THP 112, 122 or 132 House Management
THP 113, 123 or 133 Set, Lights, Costumes
Crew
THP 114, 124 or 134 Running Crew
THP 115, 125 or 135 Assistant Stage
Manager
THP 116, 126 or 136 Stage Manager
Area 3 Artistic/Production Management
Each major will complete one THP from
this area.
The Production Area THPs are:
THP 117 Fall Artistic Assistance
THP 127 Winter Artistic Assistance
THP 137 Spring Artistic Assistance
Please note that all theatre practicum
courses count as one theatre practicum
unit except for the following because of
exceptional time requirements:
THP 115, THP 125 and THP 135 Assistant
Stage Manager counts as two units
THP 116 ,THP 126 and THP 136 Stage
Manager counts as three units.
The following courses are encouraged, but
not required:
THR/MUS 235 Skills of Music Theatre
THR/ENL 325 Playwriting
THR 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 or 005 is recommended to fulfill
one of the lifetime sports requirements.
Students may take a maximum of 13
credits in the major.
Freshmen planning to major in theatre
arts should begin with courses THR 228,
232, 250; sophomores: THR 226, 228, 245,
361, 362; juniors: THR 325, 328, 350, 360,
361, 365; seniors THR 365, 366.
Note: Some courses are offered alternate years only. Incoming students should
meet in the Fall of Freshman year with a
theatre adviser to ensure proper sequence
of classes to be taken based on odd or even
year of entry.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.75 GPA in the major and a 3.50 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser early spring semester of their
junior year to develop a proposal for the
honors project.
Transfers: Transfer students should
meet with a transfer adviser upon acceptance to determine what credits taken at
another institution will transfer into the
major. The majority of core classes should
however be taken at Augsburg.
Additionally transfers are required to take a
minimum of three upper division theatre
arts courses. Ten practicum units are also
required. Transfers must also complete a
minimum of five THP credits within the
department. No more than five units can
be credits from others schools.
Theatre Arts Minor
Five courses including:
THR 250 Script Analysis: Foundations of
Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
Theatre Arts 307
THR 232 Acting
THR 362 Theatre History Criticism II
THR 366 Stage Direction
The Theatre Arts Minors also must complete five practicum units. Students must
take a minimum of one performance unit
and a minimum of three production units.
Refer to the practicum categories listed
below the curriculum concentrations.
Film Major and Minor
See a description and requirements for
the film major and minor in the
Communication Studies section of the catalog.
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 250 Script Analysis: Foundations of
Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism II
A directed studies course in dramaturgy or
theatre criticism or theatre history
Dance and Theatre Teacher Licensure
Major
Currently the Theatre Arts Department
does not offer teaching licensure.
Depending on developments and state policy changes, the department may add such
a major in the future.
THEATRE ARTS COURSES.
THR/HPE 002 Lifetime Sports—Introduction to Dance
(.0 course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modern
dance.
THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation
(.0 course)
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor’s permission. NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004,
or 005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and Improvisation
A study of theatrical movement, voice, mime, mask, improvisation, acting
with an emphasis on active participation and reflective writing. This course is
primarily designed for non-majors and does not fulfill credit toward the theatre arts major.
THR/COM 216 Film Production I
This course demonstrates the basics of 16 mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
308 Theatre Arts
THR 222
Introduction to Theatre
Introduction to Theatre is an examination of theatre as an artistic form and
focuses on the appreciation and value of theatre in society. Focus on historical
periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major.
THR 226
Movement for the Theatre
This course will explore principles of movement used in the art of acting. The
goal will be to improve the actor’s physical energy, concentration, balance,
control, clarity, timing, spontaneity, and energy. This course will use established theory and techniques in neutral mask, Asian martial arts, and physical
and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. (Alternate years)
THR 228
Introduction to Stagecraft
An introduction to the backstage world of the theatre; its organization, crafts,
and creative processes. Students will execute practical projects, attend theatre
tours, see professional productions, and participate on the Theatre
Department’s fall production. Open to all students. Forty-hour lab requirement.
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental, and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama, culminating in public performance. Students attend
and review local professional productions. (Prereq.: Theatre major or consent of
instructor)
THR 233
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years)
THR/MUS 235 Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of music theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Aalternate years)
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers.
Theatre Arts 309
THR 250
Script Analysis: Foundations of Theatre
This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as
a way of interpreting a dramatic script for academic and artistic applications.
Close readings of plays from each genre (comic, tragic, realistic, absurd and
post-modernism) will enable students to learn and apply basic terminology for
literary and artistic processes.
THR/COM 312 Film Production II
The focus of this course builds on the lessons learned in COM 216 and adds
the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
THR 325
Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or
HON 111, and junior or senior standing, or consent of theatre department
chair. THR 250 or ENL 226 recommended. Alternate years)
THR 328
Theatrical Design
Introduction to the design process for the stage. Each student will execute
four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two
Augsburg College productions. Forty-hour lab required, materials needed.
(Prereq.: THR 228, junior or senior status)
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of narrative verse and dialogue forms of
drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, research
paper, and attendance at local theatre productions are required. Need not be
taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON 111. Fall:
alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 361. (Spring: alternate years)
310 Theatre Arts
THR 365
Advanced Acting
This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from
the classics (Shakespeare, French neoclassicism, restoration comedy, realism,
and non-realism), culminating in a public recital. (Prereq: THR 250 and THR
232 and 362 or consent of instructor. Fall/Spring)
THR 366
Stage Direction
The goal of the course is to understand and master basic principles and skills
of stage direction: directing concepts, stage techniques, terminologies, script
analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also
examined. (Prereq.: THR 362, or consent of instructor)
THR/SPC 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241
and junior/senior standing)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
THR 299
Directed Study
See description on page 96.
THR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
THR 499
Independent Study/Research
See description on page 96.
Theatre Arts 311
THEATRE PRACTICUM COURSES.
THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre
arts major/minor. All THP theatre
practicum courses are taken for non-credit
with Pass/No Pass grading. Evaluation by
the faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered; 2. positive and professional attitude and work
ethic demonstrated by the student; and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
THP courses require:
• Consent of instructor
• Supervision by theatre faculty
• A minimum of 30 hours of assessed participation by the student
• Registration for THP course for semester
when practicum is completed
• Registration for practicum before deadline dates set by the registrar’s office
Please note:
• All majors will complete at least one
THP unit in costumes.
• All majors will complete one THP in
lighting.
• THP courses may be repeated.
• Crew work required for classes/coursework does not count towards practicum.
• Work-study hours do not count towards
practicum.
• Completion of THP 115 and 116 count
as two and three practicum units respectively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
• Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Five practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
THEATRE PRACTICUM COURSES.
Area One: Performance
THP 111/121/131/141/151 Theatre Practicum: Acting/Performance
1 Practicum unit (.0 course)
Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dance/licensure majors
only); or substantial participation as an actor in a senior directing project, in final
scenes for Stage Direction (THR 366), or in interpretive presentations at two
Forensics tournaments (at least 30 hours coaching and competition).
Area Two: Production
THP 112/122/132 Theatre Practicum: House Management
1 Practicum unit (.0 course)
Substantial participation (30 hour minimum) in house management, ushering, or
box office.
312 Theatre Arts
THP 113/123/133 Theatre Practicum: Set, Lights, Costumes
1 Practicum unit (.0 course)
Set or costume building, light hanging, for main stage production.
THP 114/124/134 Theatre Practicum: Running Crew
1 Practicum unit (.0 course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
THP 115/125/135 Theatre Practicum: Assistant Stage Management
2 Practicum units (.0 course)
Assistant stage management for main stage production.
THP 116/126/136 Theatre Practicum: Stage Management
3 Practicum units (.0 course)
Stage management for main stage production.
Area Three: Artistic/Production Management
THP 117/127/137 Theatre Practicum: Artistic Assistance
1 Practicum unit (.0 course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project.
URBAN STUDIES
See Metro-Urban Studies.
WOMEN’S STUDIES—WST
T
he Women’s Studies Program provides students with the opportunity to
examine critically women’s contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women’s experiences. The
Women’s studies program offers both a
major and a minor, and provides students
with academic preparation for careers in
human services, education, and social
work as well as graduate study.
Women’s Studies Faculty
Cass Dalglish (Coordinator), Kristin M.
Anderson, Janelle Bussert, Jacqueline
deVries, Grace B. Dyrud, Darcey Engen,
Nancy Fischer, Doug Green, Milda
Hedblom, Sophia Jacobsen, Barbara
Lehmann, Lynne Lorenzen, Mary Lowe,
Anita Lutterman-Aguilar, M. Elise
Marubbio, Kathleen McBride, Norma
Noonan, Pary Pezechkian-Weinberg,
Timothy Pippert, Judy Shevelev, Beverly J.
Stratton, Kathryn Swanson, James VelaMcConnell
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses that must include WST 201
Foundations in Women’s Studies, a midlevel course in feminist theory or feminist
philosophy selected from an approved list,
WST 495 (Seminar), and WST 199 or WST
399 (internships).
The remaining six electives are to be
selected from approved women’s studies
courses, and should include at least two
courses in the social sciences, two in the
humanities, and one with a racial, ethnic,
or global emphasis. At least three courses
must be upper division courses. Students
may take courses at any of the colleges
participating in the Women’s studies program. However, at least three courses must
be completed at Augsburg. The writing
component of the graduation skills
requirements for the women’s studies
major must also be completed at Augsburg.
Each student’s program must have the
written approval of the women’s studies
program coordinator. Both majors and
minors are encouraged to participate in
one of the gender-focused semester study
abroad programs offered through
Augsburg’s Center for Global Education.
Two programs have been pre-approved for
women’s study credit: Crossing Borders:
Gender and Social Change in Mesoamerica
(offered fall semester) and Social and
Environmental Justice: Latin American
Perspectives (offered spring semester).
Minor
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student’s program must have the written
313
314 Women’s Studies
approval of the women’s studies program
coordinator.
Transfer Students
Students who transfer to Augsburg
College and wish to complete a major or
minor in women’s studies are urged to consult with the director of women’s studies
immediately upon transfer.
The Women’s studies program has an
articulation agreement with Century
College that governs Century College students with a women’s studies certificate
who transfer to Augsburg. Transfers from
other colleges and universities must consult with the director of women’s studies
for approval of courses for the major or
minor.
WOMEN’S STUDIES COURSES.
WST 201
Foundations 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.
WST 281
WST 305
Topics in Women’s Studies
Issues in Gay and Lesbian Studies
A study of basic issues surrounding sexual orientation in the contemporary
U.S. culture including various disciplinary perspectives and theory. The course
may include guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well
as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history,
sociology, psychology) or consent of the instructor(s).
WST 313
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Social and Environmental Justice:
Latin American Perspectives)
WST 341
Environmental Politics
(CGE Course. See International Studies, Social and Environmental
Justice:Latin American Perspectives.)
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
(CGE Course. See International Studies, Sustainable Development and Social
Change (Guatemala, El Salvador, Nicaragua))
WST 359
Women, Gender and Social Change in Mesoamerica
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Women’s Studies 315
WST 366
Latin American Liberation Theologies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 481
WST 490
Topics in Women’s Studies
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 satisfies
the Keystone requirement. It is also required of minors who do not elect to do
an independent study (499). It is offered at a different college each semester.
AIS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
AIS 320
American Indian Women
(See American Indian Studies for course description.)
Internships and Independent Study Courses (Must be approved in writing by the women’s studies
coordinator):
WST 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
WST 299
Directed Study
See description on page 96.
WST 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
WST 499
Independent Study/Research
See description on page 96.
316 Women’s Studies
See department listings for descriptions of the following approved electives:
AIS 208/408 Native American Women and Film
ART 352
Women and Art
ENL 365
Contemporary Post Colonial Fiction
ENL 367
Women and Fiction
HIS 282
History of Women Since 1850
HIS 311
Topics in Women’s History
HPE 316
Human Sexuality
POL 124
American Women and Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology of Gender
SOC 231
Family Systems
SOC 265
Race, Class, and Gender
REL 441
Feminism and Christianity
YOUTH
AND
See listing under Religion.
FAMILY MINISTRY
College Information
Board of Regents – 318
ELCA Program Unit for Vocation
and Education – 319
Faculty and Administration – 320
Officers – 320
Administration – 320
Faculty – 322
Faculty Emeriti – 339
Campus Maps – 342, 343
318
BOARD
OF
REGENTS
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Dan W. Anderson ’65 (2009)
President, Swenson Anderson Financial
Group, Minneapolis, MN
*Gar y E. Benson ’70 (2008)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
*Jackie Cherr yhomes ’76 (2010)
Government Relations Consultant,
Cherryhomes-Tyler LLC, Minneapolis, MN
*Ruth E. Johnson ’74 (2006)
Consultant, Department of Internal
Medicine, Mayo Clinic & Mayo Medical
School, Rochester, MN
Dean Kennedy (2009)
President, Texacoma Oil & Gas
Corporation, Dallas, TX
Dean C. Kopperud (2009)
Consultant, Miramar Beach, FL
Michael O. Freeman (2006)
Attorney, Lindquist & Vennum,
Minneapolis, MN
Gloria C. Lewis (2011)
President/CEO, Big Brothers Big Sisters of
the Greater Twin Cities, St. Paul, MN
*Anthony Genia ’85 (2008)
Emergency Dept. Physician, Fairview
University Medical Center, Minneapolis,
MN
Jennifer H. Martin (2007)
Senior Vice President, Corporate
Administration, Thrivent Financial for
Lutherans, Minneapolis, MN
*Michael R. Good ’71 (2007)
President and Chief Operating Officer,
Sotheby’s International Realty, Parsippany,
NJ
Marie O. McNef f (2009)
Professor Emeritus and Dean (retired),
Augsburg College, Minneapolis, MN
*H. Theodore Grindal ’76 (2008)
Attorney/Partner, Lockridge Grindal Nauen
P.L.L.P., Minneapolis, MN
Nor man R. Hagfors (2009)
Founder & President (retired), Norsen,
Inc., North Oaks, MN
*Paul S. Mueller ’84 (2009)
Internal Medicine Consultant, Mayo
Clinic, Rochester, MN
*Ronald G. Nelson ’68 (2008)
Retired, Mendota Heights, MN
*Beverly Oren ’55 (2008)
Retired, Roseville, MN
James E. Haglund (2006)
President/Owner, Central Container
Corporation, Brooklyn Park, MN
Wayne Popham (2006)
Attorney, Popham Law Office,
Minneapolis, MN
Jodi Harpstead (2009)
Chief Advancement Officer, Lutheran
Social Service of Minnesota, St. Paul, MN
Paul C. Pribbenow, Ex Of ficio
President, Augsburg College, Minneapolis,
MN
Board of Regents 319
Rev. Peter Rogness (2008), Ex Of ficio
Bishop, St. Paul Area Synod, ELCA, St.
Paul, MN
Emily Anne Tuttle (2009)
Retired, Wayzata, MN
Rev. Harold Usgaar d (2008), Ex Officio
Bishop, Southeastern Minnesota Synod,
ELCA, Rochester, MN
Glen J. Skovholt (2006)
President, Government & Community
Strategies, St. Paul, MN
Sandra L. Var gas (2008)
County Administrator, Hennepin County,
Minneapolis, MN
*Philip Styrlund ’79 (2006)
President, The Summit Group, Apple
Valley, MN
*Jean M. Taylor ’85 (2006)
President, Taylor Corporation, Eagan, MN
*Joan L. Volz ’68 (2006)
Attorney, Welch, MN
*P. Dawn Taylor ’78 (2008)
Chief Operating Officer, Silver Glade
Properties LLC, Des Moines, IA
ELCA PROGRAM UNIT
EDUCATION
Executive Director
The Rev. Dr. Stanley N. Olson
Director for Colleges and Universities
Dr. Arne Selbyg
Asst. Director for Colleges and
Universities
Ms. Marilyn Olson
FOR
VOCATION
AND
320
AUGSBURG COLLEGE FACULTY
ADMINISTRATION
AND
Beginning year of service of faculty and staff is indicated with parenthesis.
Officers of the College
Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of
Chicago.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certified Public Accountant.
Tracy Elftmann (2005). Vice President of Institutional Advancement. B.A., Augsburg
College; J.D., Drake University Law School; L.M.M.N. Masters of Law, Columbia
University Law School.
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of Saint
Benedict, M.B.A., Ph.D., University of Minnesota.
Ann L. Gar vey (1998). Vice President of Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg
College.
Administration
Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota.
Tracy Beckman (2003). Director, Government and Community Relations. B.S., Mankato
State University; M.P.A., John F. Kennedy School of Government, Harvard
University.
Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University
of Wisconsin – Superior.
Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead.
Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University.
Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul
Seminary School of Divinity-University of St. Thomas.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College.
David Draus (2000). Director, Facilities and Risk Management.
James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W.,
University of Minnesota – Duluth.
Trena Bolden Fields (2002). Director, Pan-Afrikan Center. B.A., Augsburg College.
Marilyn E. Florian (1980). Women’s Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
Or val J. Gingerich (2001). Associate Dean for International Programs. B.A., University of
Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Men’s Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Augsburg College Administration 321
Joan L. Grif fin (1986). Associate Dean for General Education. Professor of English. A.B.,
Washington University; M.A., Ph.D., Harvard University.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Herald A. Johnson (1968). Director, Advancement Programs. B.A., Augsburg College.
William Jones (2002). Director, Augsburg/Capella Alliance. B.A., University of
Pennsylvania; M.A., M.S., Indiana University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Benjamin G. Kent (1996). Director, Academic Advising and Achievement. B.A., University
of Wisconsin-Madison; M.S., University of Oregon.
Robert Kramarczuk (2004). Director, MBA Program. B.A., University of St. Thomas; Ph.D.,
University of Minnesota.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Gaye Lindfors (1993). Special Assistant to the President. B.S., Mankato State; M.A.I.R.,
University of Minnesota.
Ann Lutter man-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Christopher Moquist (2005). Director of Marketing and Communications. B.A., St. Olaf;
M.B.C., University of St. Thomas.
Thomas F. Morgan (1983). Special Assistant to the President. Professor of Business
Administration. B.S., Juniata College; M.B.A., University of Denver; M.S.,
University of Oregon; Ph.D., University of Minnesota.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College.
Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of
Minnesota.
Stephen Preus (2004). Director of Development. B.A., Luther College; C.L.U., Ch.F.C.,
American College.
Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A.
Saint Mary’s University.
John S. Schmit (1990). Dean of Graduate and Adult Academic Programs. Associate
Professor of English. B.S., St. John’s University; M.A., University of New Orleans;
Ph.D., University of Texas.
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
322 Augsburg College Faculty
Marcus Skjer vem (2004). Director, Activities and Orientation. B.A., Concordia College –
Moorhead; M.S., Illinois State University.
Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg
College; M.A., University of Minnesota.
Jeffrey S. Swenson (1989). Controller, Administrative Accounting. B.A., Augsburg College.
Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St.
Olaf College; Ph.D., University of Minnesota.
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part time, Theatre Arts. B.S., University of
Wisconsin-Madison.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and
D.Pharm., University of Minnesota.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Stuar t M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A.,
Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of
Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota.
Alexandre A. Ar dichvili (2004). Instructor, part time, Master of Arts in Leadership and
M.B.A. Programs. B.A., University of Tbilisi, Georgia, USSR; Ph.D., Moscow State
University; M.B.A., Ph.D., University of Minnesota.
Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global
Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate
degree, Colegio Angloamericano.
Augsburg College Faculty 323
B
Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education.
B.A., Universidad Centroamericana; M.A., Tufts University.
Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of
Michigan.
R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa
University; M.S., Minnesota State University, Mankato.
David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A.,
University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of
Nebraska, Omaha.
Carol E. Bar nett (2000). Studio Artist/Composition, part time, Music. B.A., M.A.,
University of Minnesota.
Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Tracy A. Bibelnieks (2002). Assistant Professor of Mathematics. B.A., St. Olaf College;
M.S., Ph.D., Clemson University.
Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas;
M.A., University of Virginia; Ph.D., University of Minnesota.
Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician
Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University.
William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State
University.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.F.A., University of Minnesota.
Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota.
Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Michele R. Braley (2002). Instructor, part time, Social Work. B.A., Oberlin College;
M.S.W., Augsburg College.
Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., A.B.D., University of Minnesota.
Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina
School of the Arts; Cleveland Institute of Music; The Juilliard School.
Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College;
M.Ed., St. Mary’s University.
324 Augsburg College Faculty
Lisa A. Broek (1993). Instructor, part time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison,
Instructor of Education. B.S., Bemidji State University; M.Ed., University of
Sydney, Australia.
Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State
University.
Eric L. Buf falohead (1997). Associate Professor of American Indian Studies. B.A., M.A.,
A.B.D., University of Minnesota.
Michael R. Bur den (1990). Associate Professor of Theatre Arts (Designer and Technical
Director). B.A., Augsburg College; M.F.A., University of Minnesota.
Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University;
M.S., Mankato State University.
Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A.,
Luther College; M.Div., Yale University.
Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University;
M.S., Ph.D., University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees,
University of Minnesota.
Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of
Dallas; M.A., New York University Graduate School in Spain.
John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills
Adviser. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Tara K. Christopherson (1992). Assistant Professor, part time, Art. B.S., University of
Wisconsin-Stout; M.F.A., Minneapolis College of Art and Design.
Anthony J. Clapp (2001). Instructor, part time, Physician Assistant Studies. A.A., Golden
Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas
State University; Ph.D., University of Alabama.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Augsburg College Faculty 325
Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University;
M.S.W., University of Minnesota.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Anthony Cox (2005). Studio Artist/Electric Bass, part time, Music. B.A., Metropolitan State
College.
Larr y J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of
Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson.
D
Mar vin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail
School of Music.
Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
M.F.A., Vermont College; Ph.D., The Union Institute.
Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education.
B.F.A., Washington University; M.A., School for International Training.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education.
B.A., University of the North, South Africa; M.S., Mankato State University.
Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State
University; P.A., Bowman Gray School of Medicine.
Jacqueline R. deVries (1994). Associate Professor of History. B.A., Calvin College; M.A.,
Ph.D., University of Illinois-Urbana.
R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.D., University of Minnesota.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M.,
The Mannes College of Music; A.B.D., University of Missouri – Kansas City
Conservatory.
Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A.,
Saint Mary’s University.
Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A.,
University of Iowa.
Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
326 Augsburg College Faculty
E
Gar y T. Egbert (2004). Instructor, part time, Physics. B.S., Western Illinois University;
M.S., University of South Dakota – Vermillion; Ph.D., University of Nebraska –
Lincoln.
Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
Wesley B. Ellenwood (2002). Instructor, part time, Theatre Arts. B.A., University of
Minnesota; M.F.A., Syracuse University.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey K. Engen (1997). Assistant Professor of Theatre Arts. B.A., Augsburg College;
M.F.A., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Molly K. Enz (2006). Assistant Professor of Modern Languages. B.A., Concordia CollegeMoorhead; M.A., Ph.D., University of Wisconsin-Madison.
Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of
Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of
Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas;
M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College;
M.F.A., D.M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central
Michigan University; M.M., University of Minnesota.
Kevin G. Ewert (2002). Assistant Professor of Business Administration. B.S., North Dakota
State University; M.A., M.S., Saint Mary’s University-Rochester; A.B.D., Nova
Southeastern University.
F
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of St.
Benedict; M.B.A., Ph.D., University of Minnesota.
Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University.
Sarah M. Ferguson (2005). Assistant Professor of Social Work. B.A., Drake University;
M.A., M.S.W., Ph.D., University of Minnesota.
Augsburg College Faculty 327
Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A.,
The American University; Ph.D., State University of New York – Albany.
Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of
Montana.
Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
B ruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Michael O. Freeman (2002). Instructor, part time, Political Science. B.A., Rutgers College;
J.D., University of Minnesota.
Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central
Florida; M.A., Ph.D., Case Western Reserve University.
Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas
College.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.P.A., University of Rhode Island.
G
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Ann L. Gar vey (1998). Vice President of Student Affairs. Instructor, part time, Business
Administration. B.A., College of St. Catherine; M.A., Loyola University; J.D.,
University of Minnesota.
Annette M. Ger ten (1997). Assistant Professor of Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Keith F. Gilsdor f (2001). Associate Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown
University.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The
University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
328 Augsburg College Faculty
Cher yl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of
Minnesota; M.A., College of St. Thomas.
Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages.
B.S., M.Ed., University of Minnesota.
Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester
Program. B.S., M.S., Winona State University.
Joan L. Grif fin (1986). Associate Dean for General Education. Professor of English. A.B.,
Washington University; M.A., Ph.D., Harvard University.
Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa;
M.A., Luther Seminary.
Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia
College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Gr undahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Assistant Professor of Religion. B.A., University of Iowa; M.A.,
University of Chicago; Ph.D., University of Virginia.
Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College.
Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg
College; M.A., University of Minnesota.
David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of
Minnesota.
John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota;
Ph.D., Harvard University.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Her for th (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garr y W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Augsburg College Faculty 329
Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Mar y A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M.,
Indiana University.
Mar y A. Hunt (2000). Studio Artist/Piano Accompaniment, part time, Music. B.A., Fort
Wright College of the Holy Names; M.M., Boston University; D.M.A., University
of Wisconsin-Madison.
Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of
Wisconsin-River Falls.
I
Colin C. Ir vine (2003). Assistant Professor of English. B.A., Carroll College; M.A.,
University of Notre Dame; Ph.D., Marquette University.
Gretchen Kranz Ir vine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf
College; M.S., Rensselaer Polytechnic Institute.
Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin,
LaCrosse; M.A., University of Nebraska.
J
Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England
Conservatory of Music; M.M., University of Minnesota.
Mar y J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A., Ed.D., Hamline University.
Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North
Dakota State University; M.S., Virginia Polytechnic Institute and State University;
M.S., Iowa State University; Ph.D., University of Minnesota.
Sophia J. Jacobson (1999). Instructor, part time, American Indian Studies. B.A.,
Metropolitan State University; M.A., University of St. Thomas.
Kia M.G. James (2003). Associate Professor of Nursing. B.A., B.S.N., St. Olaf College;
M.P.H., Ed.D., University of Minnesota.
William H. Jasperson (1990). Atmospheric Science. Assistant Professor of Physics. M.B.A.,
University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D.,
University of Minnesota.
Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of
Wisconsin-Madison.
330 Augsburg College Faculty
Christopher J. Johnstone (2006). Assistant Professor of Education. B.S., State University of
New York-Plattsburgh; M.S., Syracuse University; Ph.D., University of Minnesota.
Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State
University.
K
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammer man (1986). Instructor, part time, Business Administration. B.A.,
University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M.,
Harvard Graduate School of Education; Ed.D., National-Louis University.
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Mar y Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin,
Eau Claire; M.Ed., Bethel College.
Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Mar y A. Kingsley (1965). Associate Professor of Modern Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College;
M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., Eastman School of Music.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Carol M. Knicker (2002). Assistant Professor of Education. B.S., Southwest State
University; M.S., Mankato State University; Ed.D., University of St. Thomas.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther Seminary.
Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg
College; M.A., Middlebury College; J.D., University of Minnesota.
Augsburg College Faculty 331
Gregor y P. Kr ueger (2000). Instructor of Education. B.A., Southwest Minnesota State
University; M.A., Hamline University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State
University; M.A., University of Michigan; M.B.A., University of Minnesota.
Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and
Mary; M.A., Utah State University; Ph.D., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Velma J. Lashbrook (2000). Instructor, part time, Master of Arts in Leadership and
Nursing. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West
Virginia University.
Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S.,
Valparaiso University; M.B.A., Ph.D., Indiana University.
Edward Bok Lee (2002). Instructor, part time, Communication Studies. B.A., University of
Minnesota; M.F.A., Brown University.
Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Cher yl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University
of Minnesota; Ph.D., University of Utah.
Karoline M. Lewis (2003). Instructor, part time, Religion. B.A., Northwestern University;
M.Div., Luther Seminary; A.B.D., Emory University.
Robert E. Lewis (2004). Instructor, part time, Business Administration. B.A., M.B.A.,
University of St. Thomas.
Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Assistant Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemar y J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M.,
DePauw University; M.M., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
J. Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont
Graduate School.
Edward D. Lotter man (2005). Assistant Professor of Economics. B.A., M.S., University of
Minnesota.
332 Augsburg College Faculty
Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A.,
Augsburg College; M.Phil., Ph.D., University of Swansea, Wales.
Mar y E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University;
M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological
Union.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., P.A. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A.,
University of Nebraska; E.D., University of St. Thomas.
Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of
Minnesota.
Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin,
Superior; M.Div, Luther Seminary.
Ann L. Lutter man-Aguilar (1993). Interim Academic Director, Instructor, Center for
Global Education. B.A., Earlham College; M.Div., Yale University.
M
Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S.,
Purdue University; M.S., Colorado State University; Ph.D., Utah State University.
M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A.,
Cleveland Institute of Art; M.A., Ph.D., University of Arizona.
David C. Matz (2001). Assistant Professor of Psychology. B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Craig D. Maus (2002). Instructor, part time, Business Administration. A.A., North
Hennepin Community College; B.S., Mankato State University; M.B.A., University
of St. Thomas.
Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global
Education. B.A., George Mason University; Ed.M., Harvard University.
John C. McCaffrey (2000). Assistant Professor of Art. B.F.A., University of WisconsinMadison; M.F.A., University of Miami-Coral Gables.
Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.S., Ph.D., University of Oklahoma.
Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of
Iowa.
Mar y Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota;
M.Div., Luther Seminary.
Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood
College; M.A., Tulane University.
Laurie H. Mer z (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Augsburg College Faculty 333
Diane M. Mikkelson (1997). Instructor, part time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Joyce P. Miller (2004). Assistant Professor, part time, Nursing. A.A., Rochester State Junior
College; B.S., M.A., Augsburg College.
Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of
Minnesota.
John W. Molloy (2003). Assistant Professor of Business Administration. B.B.A., M.S.,
University of Wisconsin, Madison.
Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of
Minnesota; M.S.W., Augsburg College.
N
Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A.
degrees, Ogongo Agricultural College and United Lutheran Theological Seminary;
M.A., Trinity Lutheran Seminary; Ph.D., Natal University.
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician
Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary;
M.D., University of Minnesota.
Justin R. Newhall (2005). Instructor, part time, Art. B.F.A., Minneapolis College of Art and
Design; M.F.A., University of Minnesota.
Nor ma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
O
Mar y F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community
College; B.S., Bethel College; M.A., Augsburg College.
Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University
of Minnesota; M.B.A., Minnesota State University.
Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota.
Jack Osber g (1991). Instructor, Health and Physical Education. B.A., Augsburg College.
P
Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed.,
University of Minnesota.
Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College;
B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D.,
University of Durham, England.
334 Augsburg College Faculty
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A.,
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed.,
University of Minnesota.
Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of
Minnesota.
Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St.
Olaf College; M.A., Lone Mountain College [now part of University of San
Francisco].
Cur tis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College;
M.A., St. Mary’s University.
Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Par y Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaf f (1966). Associate Professor, part time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
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Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Theological Seminary.
R
Larr y C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Augsburg College Faculty 335
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A.,
University of Minnesota.
B ruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College.
M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology. B.S., Indiana
University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University;
M.S.W., University of Minnesota; Ph.D., Arizona State University.
Glenda Dewberr y Rooney (1992). Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Barr y D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair
State University.
S
Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Dean of Graduate and Adult Academic Programs. Associate
Professor of English. B.S., St. John’s University; M.A., University of New Orleans;
Ph.D., The University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts.
B.A., M.A., M.F.A, University of Minnesota.
David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathr yn A. Schwalbe (1991). Associate Professor of Business Administration. B.S.,
University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of
Minnesota.
Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College,
Moorhead; M.Ed., University of Minnesota.
Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian
University; Ph.D., University of Texas.
N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus
Adolphus College; M.S., University of Wisconsin-River Falls.
Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s
College; Ph.D., University of Minnesota.
Charles M. Sheaf fer (1995). Associate Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education.
B.A., University of California, Davis; M.A., Columbia University.
John S. Shockley (2002). Visiting Professor, part time, Political Science. B.A., University of
Texas; M.A., Ph.D., University of Wisconsin.
336 Augsburg College Faculty
Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College;
M.A., Saint Mary’s College.
Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State
University.
Beverly L. Smith-Keiling (2004). Assistant Professor of Biology. B.S., East Central
University; Ph.D., University of Minnesota.
Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Sandra F. Soltis (2005). Instructor of Education. B.S., Moorhead State University; M.S.,
Winona State University; Ph.D., University of Minnesota.
Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A.,
Ph.D., Northwestern University.
Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota;
M.A., Mankato State University.
Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John P. Stein (1992). Instructor, part time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University
of Minnesota.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. B.A., Augsburg
College; M.S., University of Minnesota.
Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern
Colorado; M.S., Mankato State University.
Stuar t M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island
University.
Theresa A. Stoller (2003). Instructor, part time, Business Administration. B.A., Augsburg
College.
Benjamin L. Stottr up (2005). Assistant Professor of Physics. B.A., University of Minnesota,
Morris; Ph.D., University of Washington.
Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A.,
D.Th., Luther Seminary.
Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S.,
North Dakota State University; M.S., University of Wisconsin-LaCrosse.
Mark S. Strefeler (2003). Associate Professor of Biology. B.S., Pennsylvania State
University; M.S., North Carolina State University; Ph.D., Cornell University.
Karen T. Sutherland (1999). Professor of Computer Science. A.B., Augustana College; two
M.S. degrees; Ph.D., University of Minnesota.
Augsburg College Faculty 337
Kathr yn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Mar yann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University;
M.S.W., Ph.D., University of Minnesota.
T
B renda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S.,
University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University
of Nebraska Medical Center.
Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore;
M.S.W., University of Pennsylvania; Ph.D., University of Minnesota.
Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of
Minnesota; M.S.W., Fordham University; Ph.D., Pacific University.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Robert K. Tom (2002). Associate Professor, part time, Art. B.F.A., University of Hawaii;
M.F.A., Temple University.
Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College;
M.A., University of Minnesota.
Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester
Institute of Technology; M.A., Gallaudet University.
Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A.,
Luther College; M.Div., Yale University; Th.D., Luther Seminary.
Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education.
B.A., Francisco Marroquin University; M.Div., St. Paul Seminary.
Katherine A. Tunheim (2005). Instructor, part time, Business Administration. B.A.,
Concordia College, Moorhead; M.A., University of Wisconsin, Milwaukee.
U-V
Joseph Underhill-Cady (1998). Associate Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University.
John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin.
James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S.,
University of Minnesota; Ph.D., Iowa State University.
Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
338 Augsburg College Faculty
W
David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State
University.
Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of
Nairobi, Kenya; Ph.D., University of Minnesota.
Andrew War d (2001). Instructor, part time, Business Administration/Philosophy. B.A.,
Luther College; M.A., Ph.D., University of Kansas.
Martha A. (Car y) Water man (1991). Instructor, part time, English. B.A., University of
Denver; B.S., M.A., Minnesota State University-Mankato.
Luann Watson (2003). Instructor, part time, Nursing. A.A., Normandale Community
College; B.S., M.A.L., Augsburg College.
David R. Weiss (2002). B.A., Wartburg College; M.A., Wartburg Theological Seminary;
M.A., University of Notre Dame.
Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline
University.
Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of
Minnesota.
Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California,
San Diego; M.Div., Ph.D., Luther Seminary.
Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of
Minnesota.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
X-Y-Z
Steven M. Zitnick (2000). Assistant Professor of Business Administration; Associate
Director, M.B.A. Program. B.A., Shimer College; M.S., University of Utah.
Faculty Emeriti 339
FACULTY EMERITI
Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Er nest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Ver n M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Nor man B. Fer guson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henr y G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerr y Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
340 Faculty Emeriti
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Edwina L. Hertzber g. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
Nor man D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A.,
University of Iowa.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley.
Marie O. McNef f. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Er win D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gor don L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of
Minnesota.
Faculty Emeriti 341
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of
Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
Ph.D., Cornell University.
Mar y Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of
Pennsylvania.
342
CAMPUS MAP
CAMPUS LOCATION
343
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the North—
Take Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 22nd Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
I-94 East from Minneapolis—
Take 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 22nd Avenue South.
PUBLIC TRANSPORTATION
I-94 West from St. Paul—
Take Riverside exit, turn right at Riverside
Avenue, turn left at 22nd Avenue South.
I-35W from the South—
Follow the I-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 22nd Avenue South.
Augsburg College is located near two
Metro Transit Light Rail stations: the
Cedar-Riverside station and the Franklin
Avenue station. In addition to light rail,
four Metro Transit bus lines keep Augsburg
easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more
information about Metro Transit schedules
and routes, call 612-373-3333 or go online
to <www.metrotransit.org>.
344
Index
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 its students.
346
INDEX
A
About Augsburg 10, 18
Academic Advising 42
Academic Calendar 4-7, 54
Academic Divisions 56
Academic Excellence Scholarships 29
Academic Information 53
Academic Internships 67
Academic Policies and Procedures 70
Academic Progress, Probation and
Dismissal 89
Academic Skills Coaching 43-44
Access Center 45
Accessibility 18
Accounting 120-122
Accreditation and Memberships 11, 17, 18
Achievement Scholarships 30
Admissions 14, 20-22
Administrative Officers of the College 320
Advanced Placement Program Test (AP) 87
Advanced Transfer Students 76, 82
African American Student Services (see
Pan-Afrikan Student Services) 47
American Indian Studies 96-99
American Indian Student Services 46
American Sign Language 231
Anderson Hall 14, 50
Anne Pederson Women’s Resource Center
42
Application Procedures 20, 28
Applied Economics 153
Architecture Minor 101
Art 100-105
Art History 100, 104-105
Asian American Student Services (see Pan
Asian Student Services) 47
Assessment of Previous Learning (APL)
Program 87-88
Associated Colleges of the Twin Cities
(ACTC) 60, 62
Associated Support Organizations 16
Athletic Affiliation 18
Athletics and Sports 42
Audit Fee 24
Auditing Courses 86
Augsburg Core Curriculum 78-85, 106-107
Augsburg Experience 79
Augsburg First Year 78-79
Augsburg Seminar 78, 106
Augsburg Signature Curriculum 78-79, 106
B
Bachelor of Science (Liberal Arts
requirement modifications) 84-85
Beta Beta Beta 110
Biology 108-113
Board of Regents 318-319
Business (Master of Business
Administration) 69
Business Administration 114-119
Business Administration and
Economics Major 117, 153
Business Administration (Music Business
Specialization) 116, 240
Business Management Certificate 115
C
Calendar 4-7, 54
Campus Location 14, 18, 342-343
Campus Map 342-343
Campus Ministry 40
Campus Tours 20
Canadian Program 70
Career Services 68
Carlson (Jeroy C. Carlson) Alumni Center 15
Center for Global Education 64-65, 207-218
Center for Learning and Adaptive Student
Services (CLASS) 43
Center for Service, Work, and Learning
66-68
Certificates 69 (MBA), 101, 115
Change of Program 73
Chemistry 129-134
Chinese 231
Chapel 15, 42
Choir 253
Christensen Center 14, 41
Class Schedule 94
Classification (Class Year) 87
Clinical Laboratory Science 135-140
Coaching Endorsement 186
College Costs 2006-07 Day 24-25,
WEC 25-26
College Level Examination Program
(CLEP) 87
College of the Third Age 16, 70
Commencement 90
Commons 50
Communication Studies 141-147
Communication Arts/Literature Teacher
Licensure 60, 144, 160
Community Service-Learning 67
Community Studies Concentration
(Sociology) 299
Computational Economics 148-149
Computational Philosophy 149, 261
Computer Science 147-151
Concert Band 253
Connections Courses 106-107
Continuing Education Program 70
Cooperative Education 67, 108
Index 347
Core Curriculum 78-85, 106-107
Costs 24-26
Counseling 48
Counseling and Health Promotion 48
Course Descriptions 94-316
Course Numbers 94
Credits 94
Crime and Deviance Concentration
(Sociology) 299
Crossover Registration 72
Cultural Anthropology Concentration
(Sociology) 299
D
Dance and Theatre Teacher Licensure Major
307
Dean’s List 89
Degrees Offered 18, 54
Departmental Comprehensive Exams 87
Departmental Honors (see each major)
Departments and Programs 94-316
Deposits 25
Development 8
Directed Study 96
Directory 8
Directory Information 91-92
Disability Services 43-44, 45-46
Dismissal 89
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 14-16, 49-50
Dual Degree Programs 59, 169-170
E
Early Admission of Freshmen 21
Economics 152-156
Economics/Business Admin. Major 117, 153
Economics/Political Science Teaching Major
272
Edor Nelson Field 15
Education 157-168
Education for Service 11
Education (Master of Arts) 68
Elementary Education 158-160, 162-164
Emotional/Behavioral Disabilities 166-168
Employment 33
Engaging Minneapolis 78
Engineering 169-170
English 171-184
English Language Learners (ELL) 88-89
English Placement Test 174
Enrollment 18
Enrollment Center 8, 72
Enrollment Degree Verification 90
Enrollment Deposit 25
Ensembles 253
Entry-level Skills 80-81, 107
Ethnic Student Services 46-47
Evaluation and Grading 85-87
Evangelical Lutheran Church in America
(ELCA) 11, 18, 319
Experiential Education Programs 66-68
Explanation of Grades 85-87
Exploring Our Gifts (Vocation) 40
F
Facilities and Housing 14-17, 50
Facts and Figures 18
Faculty 18, 55, 322-341
Faculty Emeriti 339-341
FAFSA (Free Application for Federal Student
Aid 28
Family Educational Rights and Privacy Act
(FERPA) 51, 91-92
Federal Work Study Program 33
Fees 24-26
Film 142-143
Finance 122-123
Finance Certificate 115
Financial Aid 18, 28-38
Financial Policies 26-28
Fine Arts 41
Fitness Center 49
Food Service 50-51
Foreign Languages (See Modern Languages)
Forensics 142
Former Students 22, 74-75
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Foundations of Fitness 84,188
French 230-232
Freshmen 20-21
G
Gage Center for Academic Achievement 42
German 230, 233-234
Gift Assistance 31
GLBTQA 48
Global Education Center 15, 64-65,
207-218
Global Education Program
Courses 64-65, 207-218
Grade Point Average 77, 87
Grading 85-86, 87
Graduate Programs 68-69
Graduation (Applying for) 76-77
Graduation Skills Requirements 80
Graduation Requirements 76-85
Grants 31
Graphic Design Certificate 101
Gymnasium (Melby Hall) 15
348 Index
H
L
Health and Physical Education 185-189
Health Clinic Services 48
Health Education 185-187
Health Insurance 48
Health Promotion 48-49
HECUA Courses 65-66, 208, 216-218
Higher Education Consortium for Urban
Affairs (HECUA) 65-66, 208, 216-218
Hispanic/Latino Student Services Program
47
History 190-196
History of Augsburg College 10-12
Honors (Departmental—see each major)
Honors (Latin) 90
Honors Program 62, 197-202
Housing 14-16, 25, 49-50
Hoyt Messerer Fitness Center 49
Human Relations (Communication Studies)
142
Language Courses 230-237
Latin Honors 90
Leadership (Master of Arts) 68
Leadership Studies Minor 203
Leadership, Service, and Performance
Scholarships 30
Learning Disabilities (Special Education)
166-168
Learning Disabilities Program 43
Liberal Arts (Bachelor of Science Waiver)
84-85
Liberal Arts Foundation 79-80, 82-83
Library and Information Technology 15,
18, 55-56
Licensure (Teaching) 60, 157-168, 254-255,
292
Life Sciences 109
Lifetime Fitness 84, 188
Lindell Library 15, 18, 55-56
Loan Assistance 32
Location 14, 18, 342, 343
Lutheran Congregational Scholarships 31
I
Ice Arena 15
Incomplete Grade 86
Independent Studies 95, 96
Information Technology Certificate 115
Information Technology Services 55-56
Inter-Institutional Programs 62-63
Inter-Race 16
Intercollegiate Athletics 42
Interdisciplinary Studies 202-204
International Baccalaureate Program (IB) 87
International Business Minor 117
International Business Specialization
(Business Administration) 110
International Business Concentration
(International Relations) 206
International Partners 65, 207-208
International Relations 205-206
International Student Advising 49
International Students 22, 49
International Studies 207-218
Internships 66-67, 95-96
Intramural Athletics 42
J
Japanese 234
Jeroy C. Carlson Alumni Center 15
John Evans Learning Laboratory 44
K
Karen M. Housh Tutor Center 44
Keystone (Senior Keystone) 79, 106
M
Majors and Minors 10, 56-60, 94-316
Management Information Systems 124-126
Management Specialization (Business
Administration) 116
Managerial Accounting 120
Many Voices Project 79
Maps 342, 343
Marketing 116 (WEC), 126-128
Marketing Communication (Communication
Studies) 142
Mass Communication and Journalism
(Communication Studies) 142
Master’s Degrees 54, 68-69
Math Placement Group (MPG) 80-81, 221
Mathematics 219-224
Medical Refund 27
Medieval Studies 225-226
Melby Hall 15
Memberships 17, 18
Memorial Hall (Sverdrup-Oftedal Memorial
Hall) 16
Metro-Urban Studies 227-229
Middle East Studies Minor 203
Military Called to Active Duty 73-74
Minnesota Indian Teacher Training
Partnership (MNITTP) 46-47
Minnesota Work Study Program 33
Minors 59, 94-316
MIS Courses 124-126
Mission Statement 10
Index 349
Modern Language Skill 81
Modern Languages 230-237
Mortensen Hall 15, 50
Murphy Place (2222 Murphy Place) 15
Murphy’s Grill 51
Music 238-253
Music Business 116, 240
Music Education Major 241-242
Music Ensembles 251-253
Music Hall 15
Music Performance Major 243
Music Repertoire Tests 245
Music Therapy Equivalency/Certification
244
Music Therapy Major 243-244
N
National Student Clearinghouse 90
Natural Science Teaching Licensures
254-255
New Hall 15, 50
No-Credit Grades 85-86
Nordic Area Studies 256-257
Norwegian 230, 234-235
Notification of Admissions Decision 21
Numeric Grades 85
Numbering of Courses 94
Nursing 258-260
Nursing (Master of Arts) 68
O
Off-Campus Programs 18
Officers of the College 320
Official Notices 51
Ojibwe 236
Old Main 16
Orchestra 253
Organizational Studies Concentration
(Sociology) 299
Organizational Communication
(Communication Studies) 141
Orientation 41
P, Q
Pan-Afrikan Student Services 47
Pan-Asian Student Services 47
Part-Time Students 24
Pass/No Credit 77, 85-86, 90
Pastor 40
Payments 26
Peace and Global Studies Minor 205
Performance Studies 251-253
Philosophy 261-264
Physical Disabilities Program (Access Center)
45
Physical Education 186, 188-189
Physical Science Teaching Licensure 60,
130, 254-255, 267
Physician Assistant Studies (Master of
Science) 69
Physics 265-270
Piano Proficiency Test 245
Policies 17, 18, 26-28, 51-52, 70-76, 85-87,
89-92
Political Science 271-277
Political Science/Economics teaching major
272
Portfolio Assessment Program 88
Pre-Law Concentration (Political Science)
271-272
Pre-Professional Programs 60-61
Prerequisites 95
President’s Greeting 2
Probation 89
Psychology 278-282
Psychology and Law Concentration 279
Public Accounting 120
Public Relations and Advertising
(Communication Studies) 142
R
Re-Admitted Students 22, 74-75
Recitals 245
Refunds 26-27
Regents 318-319
Registration 70-73
Religion 283-291
Religious Affiliation 11, 18, 319
Repeated Courses 86
Research Opportunities 45
Residence Life Program (see also
Housing) 49-50
Residence Requirements 77
Retaking courses 86
Rochester Program 13-14, 71-72
Room and Board 24
ROTC 62-63
S
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies Team 65, 216
Scholarships 29-31, 33-38
School Year 4-7, 18
Science Hall 16
Secondary Education 160-162, 164-165
Senior Keystone 79, 106
Service-Learning 67
Sigma Pi Sigma 267
Skills Requirements 80-81, 84-85, 107
Social, Cultural, Recreational Activities 41
Social Psychology Concentration 279, 300
350 Index
Social Studies 292
Social Welfare Minor 294
Social Work 293-297
Social Work (Master of Social Work) 69
Society of Physics Students 267
Sociology 298-303
Space Physics 266
Spanish 230, 236-237
Special Education 166-168
Special Interest Housing 50
Special Students (Non-Degree or Second
Degree) 22
Sponsored Scholarships 33-38
Sports 42
StepUP Program 46
Student-Designed Major 56-57
Student Employment 33
Student/Faculty Ratio 18
Student Government 40-41
Student Life 39-52
Student Rights 51-52, 91-92
Student Standards of Behavior, Complaints,
Records 51
Student Standing Committee 74
Student Support Services (TRIO) 44-45
Student Teaching Abroad 66, 157
Studio Art 100-105
Study Abroad 63-66, 207-218
Summer Session 8, 66
Supervisory Management (Communication
Studies) 141
Support Programs 42-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 16
T
Teaching Licensure (see also individual
majors) 60, 157-168, 254-255, 292
Test Scores 20
Theatre Arts 304-312
Theatre Practicums 305-306, 311-312
Transcripts 20, 21, 25
Transfer Students 21-22, 75-76
TRIO Program 44-45
Tuition, Fees, Room and Board 24-25
Tutor Center 44
U
Undergraduate Research and Graduate
Opportunity (URGO) 45
Unofficial Withdrawal 27-28
Urban Studies 227-229
Urness Hall 16, 50
V
Veterans 91
Vocation 40
W
Weekend College 12-13, 21, 25-26, 71-73
Withdrawal From College 26-27, 73
Women’s Resource Center 42
Women’s Studies 313-315
Work Study Program 33
Writing Concentration 172, 173
X, Y, Z
Youth and Family Ministry Major 289-291
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